Exploring Historical Media

Overview

This 60-minute lesson is the 10th session in a 15-lesson unit titled "Media Exploration Journey." It is carefully aligned with the National Curriculum for England, specifically focusing on developing students’ analytical skills relating to different media forms and their evolution over time. The lesson will guide Year 7 students in comparing historical media products (pre-2000) with contemporary ones, fostering critical thinking about changes in technology, content, and audience engagement.

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Learning Objectives

By the end of this lesson, students will be able to:

• Identify key characteristics of historical media products typical of the pre-2000 era (e.g., newspapers, television shows, radio, film, early video games).
• Compare and contrast historical media products with contemporary examples, recognising technological, stylistic, and cultural changes.
• Analyse the impact of historical media products on their audience and society.
• Develop critical thinking by discussing how media evolution reflects societal change and technological advancement.

National Curriculum Links

• KS3 English: Reading – Literature and Media: Understanding and analysing a range of media texts (including newspapers, films, and broadcasts), recognising how language and presentation vary between periods.
• KS3 Citizenship: Recognising how media influences contemporary society and the role it plays in shaping opinions and culture.
• KS3 Computing / Media Studies (cross-curricular): Introduction to media products, their creation, and impact on society, drawing on the study of digital media evolution and communication technologies.

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Resources Required

• Printed or digital copies of selected historical media products (e.g., front page of a 1980s newspaper, a clip from a 1990s TV show, a screenshot of early video games).
• Contemporary media examples for comparison (digital newspapers, recent TV show clips, modern video game images).
• Large Venn diagram chart paper or whiteboard space.
• Tablets or computers for research (optional) or printed excerpts.
• Worksheet for note-taking and guided comparison questions.

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Lesson Activities

1. Introduction & Recap (10 minutes)

• Brief recap of previous lessons focusing on media forms and audience.
• Introduce lesson objectives with an emphasis on exploring 'historical' media, defining the timeframe as pre-2000.
• Engage students in a quick discussion: "What do you think media looked like before 2000? How might it be different or similar to today?"

2. Presentation of Historical Media Examples (10 minutes)

• Show diverse historical media examples (e.g., 1980s newspaper front page, a clip from an old TV advert, a radio broadcast transcript, or screenshots of early video games).
• Discuss key features: format, style, presentation, technology used, language, and target audience.

3. Paired Comparative Analysis (20 minutes)

• Provide students with paired examples (historical vs. contemporary) of similar media types.
• Each pair identifies similarities and differences using a Venn diagram, focusing on:
  • Visual style and technology (colour vs. black & white, digital vs. analogue)
  • Content themes and language style
  • Audience interaction (interactivity, availability, accessibility)
• Scaffold with guided questions:
  • How is the content different in theme or delivery?
  • What does technology enable or restrict in each example?
  • How might audiences from the past vs. present respond differently?

4. Group Discussion (10 minutes)

• Students share findings.
• Teacher facilitates discussion on how media evolution reflects changes in society, technology, and audience expectations.
• Introduce the concept of media effects theory briefly, highlighting that media both shape and reflect society.

5. Plenary – Reflective Writing (10 minutes)

• Students write a short reflective paragraph:
  "How has media changed since before 2000, and why do you think these changes matter?"
• Use this to assess understanding and ability to express ideas in writing.

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Assessment

• Formative assessment through observation of discussion participation and analysis during paired work.
• Venn diagrams and reflective paragraphs serve as evidence of comprehension and ability to compare critically.
• Teacher provides written or verbal feedback focusing on analytical thinking and use of media vocabulary.

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Extension and Differentiation

• Extension: Students can research the launch or cultural impact of a specific media product pre-2000 and present their findings in the next lesson.
• Support: Provide sentence starters and vocabulary lists for comparative language. Use more concrete and visual media examples for clarity.

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Cross-Curricular Links & SMSC

• History: Understanding historical context of media products.
• English: Critical reading, comparison, and writing skills.
• Computing: Awareness of technological advancements in media production.
• SMSC: Encourages self-awareness about media consumption and societal influence.

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Reflection & Next Steps

• Use student reflections to guide the next lesson’s focus on media production techniques and how historical innovations shape contemporary creation.
• Connect this learning with digital literacy by planning a creative task where students create their own media product inspired by historical techniques or themes.