November 29, 2016

THE BASICSTopic: Emojis

Articles “Emoji fans meet up in San Francisco to celebrate the tiny icons” (11/5) (CNN) “Look Who’s Smiley Now: MoMA Acquires Original Emoji” (10/26) (The NY Times) “13-year-old girl proposes new emojis to provide representation for Muslim women” (10/12) (The

Seahawk) “Apple adds more gender diverse emoji in iOS 10” (8/1) (Apple) “World Emoji Day: These are the most-used emoji around the world” (7/16) (Metro) “New emojis coming soon to your fingertips” (6/21) (The Oregonian)

Questions to Consider What is an emoji? How do emojis help communication? Do emojis oversimplify? What do emojis say about our values and our culture? How are emojis related to graphic symbols that date back to the Ice Age? How is this art form a

link to the human experience throughout history? How has the emoji become a significant form of communication? What courtesy rules should be part of using emojis? What is the most used emoji? Why is it used frequently? What do emojis say about being included and respected? Which groups might want an emoji to

represent them? Which emojis speak to you in a meaningful non-verbal way? Is “an emoji” worth a thousand

words? How have emojis changed in 2016? Is the change an improvement? Is change needed for emojis

as life changes? What will the future use of emojis look like? Do you use emojis to add meaning to your texts or emails? What is your favorite emoji?

THE EXTRASPre-teaching, Extensions & Further Reading

“From cave walls to keyboards: ‘emoji’ were first used 200,000 years ago” (10/26) (Wired) “A Q&A with the Guy Who Wrote the Book on Emoji” (10/2) (Popular Science)

“The surprising history of emojis” (10/11) (WebDesignerDepot) “Submitting Emoji Character Proposals” (Unicode)

Lesson Plans “Emojis in this classroom” (3/13) (erintegration.com) “Teaching the Emoji Generation: 12+ Activities and Resources” (TeacherRebootCamp.com)

What’s the Connection? Constitutional

“This DC company helps prosecutors use emojis as evidence in the courtroom” (10/13) (Technical.ly) Oregon

“Can you guess Oregon’s top used emoji?” (8/21) (KOIN 6) Students

“What do these emojis mean? Take our quiz to find out” (10/7) (Kim Komando)

Oregon State Social Science Standards

8.26. Examine a controversial event, issue, or problem from more than one perspective. HS.31. Describe United States foreign policy and evaluate its impact on the United States and other countries.HS.33. Explain the role of government in various current events.HS.35. Examine the pluralistic realities of society (e.g., race, poverty, gender, and age), recognizing issues of equity, and evaluating need for change. HS.59. Demonstrate the skills and dispositions needed to be a critical consumer of information.HS.60. Analyze an event, issue, problem, or phenomenon from varied or opposing perspectives or points of view.

CCSS Anchor Standards2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.6. Assess how point of view or purpose shapes the content and style of a text.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

We the People Lesson ConnectionsMiddle School, Level 2

Unit 5, Lesson 23: How does the Constitution protect freedom of expression? High School, Level 3

Unit 5, Lesson 29: How does the First Amendment protect free expression?