Issues in Africa Today PSA

Description:Public Service Announcements first began during WWII as Americans helped the war effort along. The announcements have continued ever since, making an impact on our society today. From appealing to our emotions to being short and concise, PSAs aim to inform and educate as well as change attitudes and behaviors. While there are many types of Public Service Announcements, they all differ greatly from traditional advertisements in the fact that they are not promoting a product or service, but rather a call to action. Today, PSAs are used all over the world to raise awareness about issues threatening things like the environment, animals, or people.

Summary: In this lesson, students will not only learn about the history of PSAs, but the elements that are common to PSAs today. Through lecture, class discussion, and a cooperative learning activity, students will be able to identify parts of a PSA on their own. Students will learn about issues taking place in Africa today and create their own PSA based on one of them.

Lasting Ideas & Results: This lesson should result in knowledge of differences between PSAs and advertisements. Students will be able to identify PSAs. Additionally, students will create their own PSA using their knowledge of issues taking place in Africa today.

Essential Questions:

  • What are some issues happening in Africa today?
  • What is a PSA?
  • What elements make up a PSA?
  • What is the difference between a PSA and a regular advertisement?
  • How can I use a PSA to raise awareness about an issue in Africa today?

Learner Outcomes: This lesson should result in development of students’ critical thinking and problem solving skills due to the creation of their own PSA. Additionally, this lesson aims to promote media literacy as well as stand up and respond to issues they see around the world.

Standards Alignment:

  • NT.K-12.4: Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
  • NT.K-12.6: Students employ technology in the development of strategies for solving problems in the real world.

Assessments:Formal assessment will take place in the form of evaluating each group’s Public Service Announcement. Students will be given rubrics during the lesson to follow while creating their PSA. Informal assessment will occur throughout the lesson through questioning, discussion, observation, and reviewing each group’s script before recording.

Pre-requisite Knowledge and Skills: Prior to this lesson, students should have learned about the geography of Africa. Additionally, students should be able to research with computers and think creatively to complete their PSA.

Procedures:

  • Day 1:

Opening:

  • Preview: As students enter the classroom, have the following question written on the board: “Have you heard anything on the news about Africa recently? If so, what?”
  • Ask students to volunteer their answers.

Main Activity:

  • Pass out Issues in Africa worksheet to each student. Instruct students to fill in the worksheet as you discuss more of the things going on in Africa today. Be sure to explain to them not to fill in the “statistics” portion of the organizer.
  • Begin the power point, giving students time to fill in their sheets and ask questions. Allot ample discussion time for each issue, as many students will want to talk about them.

Closing:

  • Have students glue their worksheet into their notebook and tell them we will be coming back to it later in the week.
  • Day 2:

Opening:

  • Preview: As students enter the classroom, have the following question written on the board: “Name and explain one issue in Africa today.”
  • Ask students to volunteer their answers. This is a review from yesterday’s lesson and will segue into learning about a Public Service Announcement.

Main Activity:

  • Pass out the What is a PSA? worksheet. Explain that one side is guided notes and that the other side will be explained later.
  • Begin the power point, defining PSA and explaining its elements.
  • After explaining the elements of a PSA, distribute one printed PSA to each group. Display the following questions on the board and allow students 3-4 minutes to answer the questions as a group. After time is up, each group should share their answers with the class.
  • What is the purpose of this PSA?
  • Does is meet the requirements for being catchy, short, and to the point?
  • How does it grab your attention?
  • How does it appeal specifically to you?
  • Afterward, have students brainstorm and discuss differences and similarities between traditional advertisements and PSAs as a class. This should be filled in on the board as well on each student’s own Venn diagram in their notes.
  • Show two different PSA videos and have students answer the questions on the back of their handouts about each as they are watching. Review the answers as a class.

Closing:

  • Explain to the class that they are going to be creating their own PSA on one of the issues that they discussed earlier in class. Distribute the rubric handout and review it.
  • Show the example PSA video on Darfur.
  • Ask students if they have any questions and explain that you will be assigning groups. Break students into groups and have each group will draw a topic.
  • Tell the class that they are to talk with their groups about ideas for the PSA until the bell rings and that they can begin research at home if they desire.
  • Day 3:

Opening:

  • Preview: As students enter the classroom, have the following question written on the board: “Name a PSA you have seen on television.”
  • Ask students to volunteer their answers. This is a review from yesterday’s lesson on identifying PSAs.

Main Activity:

  • Instruct students to sit with their groups and create a script for their PSA. Each group should have access to a computer. This day’s lesson can be done in the computer lab if necessary.
  • Tell students to plan out their PSA completely and think about any props they may want to bring.

Closing:

  • Collect the script from each group and remind them to bring in any props they may want to use tomorrow.
  • Day 4:

Opening:

  • Preview: As students enter the classroom, have the following question written on the board: “List one statistic you have found in your research.”
  • Ask students to volunteer their answers. Redistribute scripts to each group.

Main Activity:

  • Tell students that they will have the first part of class to practice their PSA. Let students spread out around the classroom, library or in the hallway if possible.
  • Let each group record their own PSA with the video camera after they practice. If only one camera is available, give each group a time limit with the camera.
  • Once students are done recording they should return to their seats and quiz each other on the countries and capitols of Africa.

Closing:

  • Collect the cameras and scripts from each group. Tell the class that they will be watching each group’s PSA tomorrow.
  • Day 5:

Opening:

  • Preview: As students enter the classroom, have the following question written on the board: “What is something that you could do to help solve the issue in Africa your PSA?”
  • Ask students to volunteer their answers.

Main Activity:

  • Tell students to pass their PSA rubrics to the front of their rows for collection and pull out their worksheets Issues in Africa. Tell them that they will be filling in the “statistics” part for each issue they talked about on the first day of the lesson.
  • Play each group’s PSA. Allow students to ask questions if they want. During this time the teacher should be grading each group according to the rubric.

Closing:

  • Review the “Issues in Africa” organizer as a class.
  • Ask students for their thoughts on a Public Service Announcement. Do they work? Are they effective?

Materials:

  • Projector & screen
  • Issues in Africa power point
  • Issues in Africa handout
  • What is a PSA? power point
  • What is a PSA? handouts
  • Example print PSA for each group
  • Example video PSAs online
  • Issues in Africa PSA rubric
  • Computer access (laptops or computer lab)
  • Video Camera(s)

These materials are important to the lesson. Each power point not only introduces the material, but also easily defines terms and issues for students to take notes on. The worksheets help students take notes. Additionally, the example print and video PSAs break the lesson up out of traditional lecture and allow students to visually see PSAs. The rubric will help students to consolidate ideas and focus on the main points of a PSA as they begin discussing and further researching their issue in Africa. Central to this lesson is the ability to research information on computers as well as videotape their PSA for playback for the class.

Modifications: This lesson can be modified based on technological availability in each classroom. Teachers may provide handouts on each issue instead of allowing students to research their assigned issue. Additionally, students may act out their PSAs instead of recording if there is no camera available.

Adaptations & Accommodations: Accommodations may be made for certain individuals. Students can opt for creating a video with just text on the computer or create a print PSA with text and visuals as used earlier in the lesson.