Introduction (Hook)

What are some of the Arabic ‘hot words’ that you have heard used in the media or by other sources?

Sequence of Instruction (Step 1, Step 2)

Provide students with a copy of both the word connotation sheet and the critical media literacy sheet. Introduce the guiding question through the hook introduction. Open Powerpoint. Ask students to define what they think is meant by Arabic “hot words.” Record responses on a chalk or whiteboard. Using the Middle East word connotation page, ask students to record some of the words they presented. Allow them to decide in what ways the connotations are being used, positive, neutral or negative. Ask students to identify a pattern about the kind of connotations attached to the words used in the media. What do you notice about the continuum of words you recorded?

Next, introduce the content from the Powerpoint slides. Allow students to ask questions and make connections between the words.

Next, provide student with photocopies of the political cartoons presented beginning on slide 16. The critical media literacy worksheet is to be used to interpret the messages that have been sent out via US media. Allow students to answer the questions pertaining to the political cartoon they are analyzing. Ask each pair or group to share their interpretations with the class and the responses to the critical media literacy sheet.

Closure/Wrap up

Ask students to interpret and state how they believe the US media has positioned the Middle East and Arabic through various media outlets. The result will be an awareness that the US media has portrayed the region and the people in a less than positive light.

Transition

Permit students to ask questions and take time as they begin to decipher the meaning of hot words and the negative portrayal of Arab countries and peoples across the region of the Middle East.