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Vonda Eldridge, ECU AIG Units, Summer 2011
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Media Bias Vonda H. Eldridge
February 27, 2011 SPED 6402
Differentiated Curriculum
MEDIA BIAS Become the trickster…not the tricked!
Did you know that the programs you watch on T. V., the news you read in newspapers
and magazines, and the sites you search on the Internet may be trying to trick you?
Did you realize that since the beginning of time, people have used media to establish
their own purpose, even if it meant bending the truth?
Does it make you mad that people would try to trick you into thinking one way about an
important topic or issue when the truth is something else entirely?
Come help us make sure that we don’t get fooled again! We’ll get to the bottom of
media bias, meet a newscaster who deals with the challenge of bias every day, create
our own hoax websites, and teach children how to be responsible consumers of media.
Media Bias
In the past twenty years we have seen a revolution in the way that information is delivered to the masses. We have moved
from simple newspaper and magazine articles to daily news reports, on to twenty-four hour news stations, commercials and
advertisements, and the newest form of mass media – the internet. Bias has been a common fixture in the media since the
beginning of spoken and written word because the person delivering the news is simply human, and human nature leads one to tell
the news from his or her viewpoint. The site newsconsumer.org defines true journalism as the disbursement of information that is
verifiable and has clearly identified sources. A journalist must always check the facts for accuracy and make sure the wording is
placed in the proper context (Newsconsumer.org, 2011). As experience has taught us, this is not always the case. No matter how
hard one tries to be completely objective, bias often does come into play.
The website historymania.com defines media bias as real or perceived tendency of journalists or editors to present certain
stories, and to decide which stories to cover, with an unbalanced standpoint (Historymania.com, 2011). One of the earliest uses of
bias began with the printing press. The printing press has always played an important role in the history of nations. Religious civil
wars such as those of the Reformation during the 16th and 17th centuries enacted the use of pamphlets and handbills to ensure
success as much as they could as well as with their armies. During this time, countries in Europe, including Britain, viewed the
printing press as a new technology that must be strictly managed by the state. It must serve the country’s purposes as well as
ensure that those who were in opposition were unable to use it as a vehicle for self-promotion (Henderson, 2004). It was important
that the government controlled what people read and learned to assure that they continued to have strong public support.
The press also played a special role in the American Revolution. From pamphlets to battle front reports, the government
wanted to ensure that the people knew and understood what was happening on the war front. As our country developed our
constitution, a major focus was to ensure the fundamental rights of each person, leading to the adoption of the Bill of Rights in 1791.
Free speech was an integral part of the rights of citizens in our new country. Ironically, seven years later, the Federalists passed the
Alien and Sedition Acts of 1798. This law made it illegal to publish “any false, scandalous, or malicious writing or writings against the
Government of the United States, with the intent to defame…or to bring them into contempt or disrepute,” (Henderson, 2004). When
it came to government, this censored the way news was to be presented concerning our government and government officials.
Thomas Jefferson became president in 1800, and allowed the Alien and Sedition Act to lapse, (Henderson, 2004), thus providing for
freedom of speech once more. Although this act was terminated, it is interesting to watch the news today and compare how political
leaders and parties are portrayed by various media outlets. It is often here where bias is more openly displayed, depending on the
media outlet.
Media Bias exists in many forms, and is not always discernable to the casual observer. Historymania.com notes many of the
most easily ascertained forms of bias. Ethnic bias shows either a preference for a particular ethnic group or nation or the exact
opposite; a clearly noted bias against a group or nation. Corporate bias is usually observed during political campaigns as well as the
way a particular news station follows the economic interests of the corporation that owns it. Social bias includes the favoritism of
particular groups according to their socioeconomic status. They can use language that allows for the upper class to be seen in a
more positive light. Most often argued about by members of the major political parties is the use of political bias. When a reporter or
media outlet allows one political party to be seen in a more favorable light, he or she is said to be biased toward that party.
Sensationalism is also easier to “see” in the news because it’s used to get your attention (Historymania.com, 2005). The problem
with sensationalism is that it has a tendency to distort rather than report the news.
Bias that is trickier to discern involves the way that the story, article, or newscast is written. Media-Awareness.ca lists the
following examples as ways that writers often use bias: bias through selection and omission, bias through placement of news
stories, bias by headlines, bias by photos, captions, and camera angles, and bias by using particular names, labels, or titles. The
problem with these kinds of bias is that writers give enough of the facts to lead the public into thinking that every part of the newscast
or article is true. Children especially are susceptible to these kinds of bias, which is why it is important to introduce students to media
bias at an early age. Researchers also often use biased statistics or crowd counting to “prove or disprove” a theory. People often
pay attention to studies, not realizing that the researcher or company can inflate numbers to promote their cause or product. The
choice of words or tone an author uses can also cause the reader to feel a certain way about a story after reading or hearing it,
(media-awareness.ca, 2010).
A wikia contributor at journalism.wikia.com reminds us of two more kinds of media bias: religious bias and minority view bias.
Religious bias occurs when one religious group is portrayed as the “right” religion. An example of this is promoting the Christian faith
over other religious faiths. Minority view bias emphasizes what’s new and exciting versus the ordinary. Its roots may originate from
an attempt to be fair to all sides or have a more interesting story (journalism. wikia.com, 2010).
Identifying media bias in all its forms is an important task for students. The simple reason is that many consumers are not
even consciously aware that media bias exists. According to the Media Comparisons Study of 2010, The Television Bureau of
Advertising, adults have been found to spend twice as much time watching television as using the worldwide web. They also spend
more time with radio, newspapers and mobile, (frandwbaker.com/mediause.htm). However, the Orlando Business Journal found that
64% of Americans ages 18 and up were using the Internet in 2007 as compared to just 22% ten years ago. Even though television
still seems to be the vice of choice, the Internet is catching up, especially for younger adults. In contrast, the 2008 American Kids
Study found that of American kids ages 6-11, 71.1 % had utilized the Internet in the past 30 days (Mediamark Research &
Intelligence, 2008). Most importantly, today’s children, teenagers, and young adults are, due to the explosion of information highway,
going to be exposed to infinite amounts of information, much of which may be blatantly untrue.
Unlike adults whose life experiences have taught them that you can’t believe everything you read or see, children come into
the world open to new information and experiences. They are still growing and developing into the adults they will become. Popular
culture has taught us just how much the media affects the development of children from the way they dress and speak to the
decisions they make. As educators, it is our responsibility to lead our students to the future by giving them the skills that will enable
them to become savvy consumers and successful adults. An interesting quote from Phi Delta Kappan makes a valid point, “In one
fell swoop, the technology revolution may accomplish what 10 years of education reform could not. The preparation that we have
traditionally provided for teachers no longer allows them to maintain the status of “sage” with any credibility. They cannot know as
much as the Internet can make available to their students,” (Medina et al., 2001, as cited in Does the Internet Benefit Society? 2005).
The information that can be used for instruction is phenomenal; however, if we do not help students to discern between fact and
fiction, right and wrong, the information they learn will be of little use to them.
Media Bias is prevalent in our current day society. Once you make students aware of the many ways media uses to bias to
trick them or sway them into a particular way of thinking, you create a generation that can think for themselves and who will never
say, “Well, they put it in a website. It must be true!”
References
A. Kelly, A. (2009, Feb. 10). Five things you should know about kids and the internet [Msg.
1]. Message posted to http://www.mediapost.com/publications/index.cfm?fa=Articles.showArticle&art_aid=100062
Frankwbaker.com (2011). Media Use. Retrieved from
www.frankwbaker.com/mediause.htm.
Henderson, H. (2004). Library in a book: Power of the news media.
Retrieved from: http://www.netlibrary.com.jproxy.lib.ecu.edu/Reader/
Historymania.com (2011). American History. Retrieved from
http://www.historymania.com/american_history/Media_bias
http://media-
awareness.ca/english/resourses/educational/lessons/secondary/broadcast_news/bw_bias_in_the_news_lesson.cfm
Journawikki.org (2010) Media Bias. Retrieved from
http://journalism.wikia.com/wiki/Media_bias
Mediapost.com (2008). American Kids Study/Mediamark Research & Development. Retrieved
from
http://www.mediapost.com/publications/index.crm?fa=Articles.showArticle&art_aid=1000062
Medina, K., Pigg, M., Desler, G., & Gorospe, G. Teaching Generation.com, Phi Delta Kappan, (82, 2001).
Newsconsumer.org (2011). Test yourself. Retrieved from
http://www.newsconsumer.org/self-test1.htm
Orlando Business Journal (2009). Census: American Internet use surges. Orlando Business
Journal. Retrieved from
www.bizjournals.com/orlando/stories/2009/06/01/daily39.html
Technology Product Media Bias
Vonda H. Eldridge
Media Bias is a real-world problem mainly because children and many adults do not realize that it exists. For the
most part, most media consumers acknowledge what they see or read as the truth. Technology has changed the way
that adults and children access information. In a matter of minutes, students can pull up information on the web that
before could only be accessed by reading newspapers or encyclopedias. When media is biased, consumers are not
getting an accurate picture of the facts. This is especially of concern for our youth because they do not yet have the
maturity of thinking to question what is presented in what seems to be an “official” manner. Many youth, and adults,
believe that if it is broadcast on television or found on an internet site with an easily recognizable name, it must be true.
They think if it were not true, it could not be printed or broadcast.
My unit endeavors to educate both youth and adults about the presence of media bias in its many forms. We will
begin our unit with a presentation of a “newscast” from The Onion, a satirical website that appears to give facts and “true”
information. After students come to the realization that the segment is false, we will begin to analyze specific media
websites and news articles for media bias, focusing on the kinds we have presented during our first lesson. We will also
begin to develop our Wallwisher site on which we will share daily findings, thoughts, or questions about media bias.
On day two, I plan to provide campers with a visit from a local television personality, with either a face-to-face visit
or through a question and answer session utilizing Skype. During this session, campers will ask this media professional
about the ways stories are written, edited, or presented for an audience. Students will be encouraged to ask the “hard”
questions, those which they have formulated after their research and discussions on media bias. As students revisit their
thoughts on media bias, they will update our Wallwisher site.
On day three, campers will be guided to the site http://zapatopi.net/treeoctopus/ . I will first allow campers to
explore the site and gather information. I will be curious to see how many realize that it is a “hoax” site before I tell them
that it is. After we list the basics of a factual news story, we will list the ways the Tree Octopus site represents the many
untruths found on the internet and in media in general. At this point we will begin discussing our final product, which will
be an original hoax website using Weebly. Utilizing media activities from the University of Michigan website, students will
begin to create their own hoax website, deciding on the type/types of bias their site will represent, and making sure that
the site is believable at the surface level. Using the activities “Word Choice Buffet, Heads Up Headlines, and Image Bias,”
students will prepare the content and add it to their websites. Students will also continue to add their reflections to
Wallwisher.
On day four, campers will revise and complete their hoax websites. They will work in pairs to edit for content,
spelling, etc. and add any final graphics or pictures, etc. As each completes his or her website, campers will use the
information recorded on Wallwisher to create a 2-3 minute Public Service Announcement (PSA) for kids using Audacity
and an IPOD. We will then upload our PSAs to our websites, thus bringing public awareness to the issue of media bias.
References
Audacity: http://audacity.sourceforge.net/
Wallwisher retrieved (2011) from Wallwisher site:
http://www.wallwisher.com/
Skype retrieved (2011) from Skype site:
http://www.skype.com/intl/en-us/home/
The Onion: http://www.theonion.com/
The Tree Octopus retrieved (2011) from site:
http://zapatopi.net/treeoctopus/
University of Michigan website activities (2011) retrieved from site:
http://www.umich.edu/~newsbias/activities.html
Weebly: http://www.weebly.com/
The Concept of Odyssey within Media Bias
An odyssey is a journey across time, throughout history. One learns and grows during an odyssey, whether as one
person or the representation of many generations of people. The road is not always smooth, and there are those who
would have the road bend in a direction that benefits them, even to the detriment of others. An odyssey can be as simple
as the journey of one man’s life, or as complex as the progression of a species that changes to adapt to a new
environment.
Media has also followed this trend. Particular political parties have always tried to make the news fit their needs.
Media has been used to control the thoughts or opinions of the public, either by providing information, withholding it, or
twisting it. While many who report the news attempt to leave partiality out of the story, others feel obliged to follow the
interests of those who employ them. This wave ebbs and flows according to the majority political party or the current
public interest case or cause. As news outlets such as newspapers and magazines seem less “in vogue,” many use more
and more sensational headlines and story placement to continue readership.
We have seen the most growth in media in the past two centuries. The adventure that media has taken us on is
described by some as great fun with as many twists and turns as a roller coaster. Others are appalled at the direction
media has taken, moving from daily newscasts with what some considered “factual” information to reality television shows
that bring you right inside another’s home. Sensationalism seems to be the priority for news now. What will make you
watch? What stories can we get you to read first when you only have five minutes to read? When readers and viewers
equal money, many are willing to bow to public pressure, even if what they’re presenting is not always considered
accurate or even completely truthful.
One item that has not changed about the journey is the human element involved. The greatest advances in media
are still only subject to human manipulation and creation. As much as media changes, in many ways it stays the same.
What’s popular is focused on the most. News topics that invoke strong feelings are usually presented first, whereas
stories that share good news come later, if at all. Media that gets your attention is considered the “winner.” As much as
history has taught us that impartial news presentation is the right and due of all American citizens, it often continues to be
controlled by those with the most money or power in our society.
TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON
TEMPLATE FOR FOUR CAMP LESSONS
LESSON 1
HISTORY ALWAYS REPEATS ITSELF
I. DEFINE THE CONTENT
LESSON OBJECTIVE:
STUDENTS WILL ANALYZE PAST EVIDENCE OF MEDIA BIAS AND COMPARE IT TO THE VARIOUS FORMS OF CURRENT- DAY BIAS, FOUND IN TELEVISION
PROGRAMMING, INTERNET NEWS REPORTS AND WEBSITES, NEWSPAPERS, MAGAZINES, AND OTHER FORMS OF MEDIA COMMUNICATION.
LESSON POINT TO PONDER: IT IS POSSIBLE TO HAVE COMPLETELY UNBIASED REPORTING AT ALL TIMES.
II. PREPLANNING: BEGIN WITH THE END IN MIND
A. WHAT 3 ITEMS ARE WORTH
KNOWING?
(THINK ABOUT THE CONTENT YOU
HAVE SELECTED. WHAT IS
IMPORTANT FOR STUDENTS TO
KNOW?)
AFTER THE LESSON,
STUDENTS WILL KNOW THAT MEDIA BIAS EXISTS IN MANY FORMS; IN MANY CASES IT IS HIDDEN AND NOT EASILY
DISCERNABLE.
STUDENTS WILL KNOW THAT MEDIA BIAS AFFECTS THE DECISIONS
WE MAKE, THE CANDIDATES WE FOLLOW, AND THE PRODUCTS WE PURCHASE; MEDIA BIAS HAS A STRONG
EFFECT ON THE WAY THAT INFORMATION IS PRESENTED TO THE PUBLIC.
STUDENTS WILL KNOW THAT MEDIA BIAS CAN AFFECT CHILDREN AND THE WAY THAT THEY PROCESS
INFORMATION.
B. WHAT 3 ITEMS ARE IMPORTANT
FOR STUDENTS TO BE ABLE TO
DO?
AFTER THE LESSON,
STUDENTS WILL BE ABLE TO DISTINGUISH BETWEEN FACTUAL NEWS REPORTING AND BIASED NEWS REPORTING.
(DEFINE WHAT STUDENTS SHOULD
BE ABLE TO DO AS A RESULT OF
YOUR LESSON.)
WHEN WATCHING A NEWSCAST, READING A NEWS ARTICLE, OR READING INFORMATION FROM A WEBSITE, STUDENTS WILL BE ABLE TO JUDGE THE VALUE OF STATEMENTS THAT ARE NOT ENTIRELY FACTUAL BUT INSTEAD
SHOW A SLANT TOWARDS ONE VIEWPOINT OR ANOTHER.
STUDENTS WILL ANALYZE WEBSITES THAT ARE CREATED FOR THE PURPOSE OF SATIRE, AND WILL LEARN TO
DISTINGUISH BETWEEN TRUE AND FICTITIOUS SITES.
C. WHAT ARE THE ENDURING
UNDERSTANDINGS THAT
STUDENTS SHOULD TAKE AWAY
FROM THE LESSON? (DEFINE THE
BIG IDEAS.)
AFTER THE LESSON,
STUDENTS WILL UNDERSTAND THAT MEDIA BIAS IS REAL AND CAN OCCUR IN A VARIETY OF MEDIA OUTLETS.
STUDENTS WILL UNDERSTAND THAT IT IS IMPORTANT TO IDENTIFY MEDIA BIAS IN ORDER TO BE SURE OF THE
“FACTS.”
STUDENTS WILL UNDERSTAND THAT MEDIA BIAS HAS A REAL EFFECT ON BOTH ADULTS AND CHILDREN
STUDENTS WILL UNDERSTAND THAT THERE ARE MANY FORMS OF BIAS, SOME OF WHICH ARE EASIER TO “SEE” THAN OTHERS.
III. PLANNING
D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON
QUESTION )
WHAT IS BIAS?
IN WHAT WAYS DOES MEDIA BIAS IMPACT INDIVIDUALS’ PERCEPTION OF CURRENT EVENTS?
E. ASSESSMENT: (PERFORMANCE TASK) WHAT
WILL THE STUDENTS DO TO SHOW
YOU THAT THEY MASTERED THE
CONTENT?
STUDENTS WILL SELECT THREE OF THE TYPES OF BIAS PRESENTED AND LOCATE EITHER IN NEWSPRINT, MAGAZINES, OR
INTERNET SEARCHES AN EXAMPLE OF THESE TYPES OF BIAS. USING THE TEMPLATE PROVIDED, STUDENTS WILL IDENTIFY
THE SOURCE, THE TYPE OF BIAS, AND HOW THE BIAS WAS DEMONSTRATED. STUDENTS WILL INPUT THIS INFORMATION
INTO A BLOG WITH PROPERLY CITED SOURCES FOR OTHERS TO USE FOR INVESTIGATIVE PURPOSES.
F. CONTENT LIST THE CONTENT FOR THIS
LESSON ONLY. (OUTLINE THE CONTENT YOU WILL
TEACH TODAY-THIS MAY COME
FROM YOUR CONTENT OUTLINE)
Media bias is a real or perceived tendency of journalists or editors to present certain stories, and to decide which stories to cover with an unbalanced standpoint. Real or perceived censorship or propagandist by certain news sources leads to accusations of Media Bias. Such content is thought to have a preconceived agenda. II. Current Day Media Bias A. Easily Discerned Bias 1. Ethnic Bias A. Preference shown for a particular Group
According to ethnicity. B. Clearly noted bias against a group or Nation 2. Corporate Bias A. Seen mostly during political campaigns B. News stations who follow the economic Interests of the corporation That owns them 3. Social Bias A. Favoritism of a particular group According to socioeconomic status B. Using language to make a particular Socioeconomic group seem Positive example: showing the upper Class as positive instead of elitist 4. Sensationalism A. Gets your attention B. Tends to distort news rather than Report it B. Hidden Bias 1. Selection and omission A. Choosing what parts of a story to tell B. Deciding to leave out information in Order to enact a specific Response from the reader or viewer 2. Placement A. A story may be placed on the front page To make it seem more important. It may be placed within or on The back of the paper so That readers are less likely to see it or Notice it. B. Posting information on an internet site In a particular place to gain Attention or off to the side or bottom to Make information seem less important. 3. Headlines A. Using bold print to grab the reader B. Use of vivid language to invoke a feeling 4. Photos, captions, and camera angles
A. Using photos to portray People/activity/businesses in a positive Or negative light. B. Captions involving the use of particular Phrases or terms to invoke A thought or feeling C. Using camera angles to focus on one Part of a situation or news Event 5. Use of names, labels, or titles A. Using a well-known name to attract Attention to a story or event B. Using labels such as elite, upper class, Welfare recipient, economically Challenged, etc. To alter perception C. Using more official names to convey Importance or unimportance Ex.: Judge Howell instead of Mr. Howell; Coach Tanner instead of Mr. Tanner C. Personalized Bias 1. Religious Bias A. One religious group portrayed the “right” one I. Heavy emphasis on Christian Traditions and beliefs Ii. Lack of representation of other Traditional beliefs such as Muslim or Jewish B. Portraying a minority religious group in A manner that’s generalized I. Example: “All Muslims dislike Americans/Americans dislike All Arabs.” Ii. Using physical characteristics of A particular religious group/ethnic Group in a description 2. Minority-View Bias A. Emphasizing what’s new and exciting Versus the ordinary B. May be an attempt to be fair or have a
More interesting story
G. HOOK: (DESCRIBE HOW YOU WILL GRAB
STUDENTS’ ATTENTION AT THE
BEGINNING OF THE LESSON. BE
CREATIVE.)
Using a “newscast” from the Onion, we will present a segment as factual information. After discussion about the information presented, we will reveal that the segment was indeed false and intended to be satirical. Students will discuss how it feels to have been “tricked” into thinking that the information was real. (6 minutes)
H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT YOU
WILL DO.)
After completion of the hook activity, we will introduce historical examples of media bias without revealing the year or person spoken of. We will learn about the various types of media bias and locate them in some of today’s forms of media. Campers will be introduced to wallwisher and given the web address needed to add information. As closure, we will tell students about tomorrow’s visitor and ask them to begin to prepare questions for him/her. Each student will hand in one question as an exit ticket and add two more to wallwisher at home that night. I will have posted my own response and will share it before students leave.
1) In order to disprove the theory that media bias is solely a recent phenomenon, we will begin this unit by giving students examples of biased media coverage. Using quotes about Abraham Lincoln, a historical and almost universally respected figure, we will provide a variety of journalists' quotes about Lincoln, with as many as possible showing a negative bias. These could be found in southern newspapers during his presidential campaign, while positive ones could be found in Republican-controlled northern newspapers or the abolitionist press. They will be the actual words of journalists and not quotes of political opponents, and they will be quite general, not giving much away about the author's identity.
We will first project the following quote on the ACTIV/SMART Board: “Elect [him], the man of the people, the child of poverty, the youth of perseverance and application, the successful lawyer, the gifted statesman, the champion of Freedom, of Free homes for Free men, of keeping Slavery out of, so that poor white men may enter into the rich, teeming Territories of the great West, and the objects and aims of the great and good men who established our Free form of Government will be carried out in every particular. There is no man in the nation whose selection would have been so highly appropriate.” From Franklin Repository: July 11, 1860
(20 minutes) Campers will be introduced to the activity by explaining that the quote that they see projected and the quotes that they will read are about the same person. Each pair of students will be presented with one quote and will “translate” the quote into 2011 language. As students read, consider, and discuss the quotes, we will give them the following guidelines to go by:
A) Rewrite each quote into 2011 language that is easy for you to understand. B) Use a dictionary or an on-line dictionary to define words that you are unsure of. C) With your partner, make three guesses at who the quote is really about. D) Exchange quotes with another pair of campers and follow steps a-c once more.
Consider: After the second quote, were you able to make a better guess? What made it easier? What has made this activity more difficult?
WHO IS IT??? We will reveal that all of the quotes are about the same person by showing a short video from the History Channel Website about Abraham Lincoln (http://www.history.com/topics/elections-1864/videos#abraham-lincoln). The students should be surprised to learn that not only did such a renowned figure inspire such a wide range of comments, but that these biased statements all came from the national press. We will next compare our findings to the ways that President Obama is represented in the media. What are the similarities? What are the differences? Is this a good thing?
Paired Reading Quotes: a. “His private record is that of a third rate district politician, not, at one time at least in his life very particular in his associations or correct in his moral habits. The selection of such a man over the great exponents of the Republican party, to the exclusion of Seward, Wade, Banks, Fessenden, and others, whose nomination would at least have been entitled to respect, is an insult as gratuitous as its accomplishment appears inexplicable. We cannot see how any amount of party management can overcome the general feeling of disgust which its announcement must create with the masses.” From Staunton Spectator: May 22, 1860 Http://valley.lib.virginia.edu/news/ss1860/va.au.ss.1860.05.22.xml#02 b. “They see…the embodiment of all their old political principles, and they will rally as one man to his support. The opinion of Senator Benjamin, that [he] is infinitely more conservative than DOUGLAS, and is greatly to be preferred by the thinking portion of society…” from Franklin Repository: July 25, 1860 c. “A vote for [him] is a vote in favor of Negro equality, in favor of placing a drunken, degraded, worthless black on an equal...” From Valley Spirit: April 17, 1861 *All quotes were taken from research at: http://valley.lib.virginia.edu/newspapers
2) For the second part of today’s lesson, we will first brainstorm the kinds of bias that campers already know about and where they see them. I will then share a short PowerPoint that lists all of the kinds of bias present in today’s media.
3) Having identified the kinds of bias out there, students will select three of the types of bias presented and locate either in newsprint, magazines, or internet searches an example of these types of bias. One pair of students will use a newspaper, one pair of students will use a magazine, and one pair of students will use an internet site. Using the template provided, each pair will identify the source, the type of bias, and how the bias was demonstrated. Students will later share and input this information into our blog, properly citing sources for others to use later for investigative purposes.
4) Wallwisher: http://www.wallwisher.com/wall/veldridge Students will be given a guide sheet that will include the web address and instructions for posting.
5) Exit tickets: for closure, I will tell students about tomorrow’s visitor and ask them to begin to prepare questions for him/her. Each student will hand in one question as an exit ticket and add two more to wallwisher at home that night.
Materials:
Http://www.theonion.com/video/peta-protests-use-of-chickens-to-randomly-pick-osc,19258/ (We will only view the portion about the chickens: 1.03 sec. – 2.01 sec.)
Short video from the History Channel Website about Abraham Lincoln (http://www.history.com/topics/elections-1864/videos#abraham-lincoln
Media Bias PowerPoint
Bias type template
Lesson 1 Rubric
Wallwisher Guide Sheet
Exit Ticket Note Cards
Name____________________________________
Media Bias
Media Source
Type of Bias
How Bias is Demonstrated
Media Source
Type of Bias
How Bias is Demonstrated
Media Source
Type of Bias
How Bias is Demonstrated
Name________________________________________
Lesson 1 Rubric
Objective Level 1 Level 2 Level 3 Level 4
Student locates media bias a variety of news outlets.
Student locates one incidence of bias.
Student locates at least three incidences of bias.
Student can locate more than three incidences of bias with explanation.
Student can locate four or more incidences of bias and analyze the effect each has on the reader.
Student can identify statements that reflect a slant towards a particular viewpoint.
Student can identify at least one statement without explanation.
Student can identify three statements without explanation.
Student can identify three or more statements with some explanation.
Student can identify four or more statements with an explanation for each.
Student can identify the terms bias and editorial and compare and contrast the two.
Student can locate the terms bias and editorial.
Student can identify the terms and give at least one similarity/difference.
Student can identify both terms and give at least three similarities and differences.
Student can both identify and point out the relationship between the two.
Student can list three ways that media bias affects an individual’s
Student can list at least one way that media bias affects
Student can list at least two ways that media bias affects individual perception.
Student can list three ways that media bias affects individual
Student can list three or more ways that media bias affects
Notes:________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
___________________________________
perception of current events.
individual perception.
perception and name at least one long-range effect.
individual perception and name the long-range effect of each.
Student records information related to the topic on the Media Bias Blog.
Student records at least one post to the Media Bias Blog.
Student records at least three facts on the Media Bias Blog.
Student records three or more facts on the Media Bias Blog and includes opinions based on facts.
Student records three or more facts on the Media Bias Blog, includes opinions based on facts, and lists at least one far-reaching effect of Media Bias.
Student properly cites sources for future readers’ use.
Student recognizes the need for citations.
Student recognizes the need for citations and records at least two on the Blog.
Student records at least three citations that relate directly to the Blog post.
Student records three or more citations that relate directly to the Blog post.
Welcome to Wallwisher!!!
Web Address:
http://www.wallwisher.com/wall/veldridge
1) Each day at the end of camp, I will give you a slip of paper that lists the exit and
extension question that I want you to ponder this afternoon/evening.
2) Think about how you responded on your exit ticket in class and develop and/or answer
the next question for Wallwisher.
3) Post your response to Wallwisher before the next day at camp.
4) See me with questions the next day at camp, or post them on our wall in a new window.
Slide 1
Media Bias
2011 AIGCPresented by: Vonda Eldridge
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Slide 2 What is bias?Bias is defined as:1. a particular tendency or inclination, especially one that prevents unprejudiced consideration of a question; prejudice.2. to cause partiality or favoritism in (a person); influence, esp.unfairly
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Slide 3 What is media bias?
Media bias is a real or perceived tendency of journalists or editors to present certain stories, and to decide which stories to cover, with an unbalanced standpoint. Such content is thought to have a preconceived agenda.
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Slide 4 Ethnic Bias
Ethnic bias which can include nationalism and regionalism. Nationalism seeks to preserve a particular identity and features of a group of people. Regionalism is, for example, dividing a country into smaller entities and transferring government power to those smaller entities instead of one central government.
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Slide 5 Corporate BiasDisney
As an example of influence, Disney's size and popularity provides a good example. Disney is well regarded for providing wholesome family entertainment, with numerous films, cartoons/animation movies and so on. However, with the increasing size, owning the ABC news station, and enormous vertical integration, there have been increasing criticisms of Disney as well, ranging from the subtle cultural and even racial, gender and class bias depicted in their cartoons and movies, to their ability to naturally (directly or indirectly)influence major news stories via their ABC ownership.
Corporate bias can include political campaigns or bias favoring a particular station's economic interests according to the corporation that owns it.
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Slide 6 Social BiasSocial bias can include favoritism of particular groups or classes due to socioeconomic status. For example, news reports could favor the ideals of the upper or middle class instead of those of poorer classes. They can also allow these classes to be seen in a more positive light or leave out information that would make them seem self-centered and greedy.
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Slide 7 Political Bias
Political bias includes the tendency of a reporter or media outlet to allow one particular political party to be seen in a more positive light than the other party.
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Slide 8 Sensationalism
Sensationalism is the tendency to distort the news, making it seem more of a product instead of factual news reporting.
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Slide 9 Bias Through Sensationalism
Bias through sensationalism happens when an exceptional story is carried versus an ordinary one. It can be inflated, imprecise, or even made up to get attention.
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Slide 10 Bias Through Selection and Omission
Bias through selection and omission can first involve an editor’s decision to share or withhold a news story. It can also involve the inclusion of certain details and the neglect of others, making the reader have a different opinion than if the story were reported impartially. Bias through omission is often the most difficult to discern from other types of bias. One must compare reports of the same event from a variety of news outlets to ensure that the report was factual.
For example, if people boo during one of President Clinton's
speeches, the booing can be described as "remarks greeted by jeers" or the boos can be ignored
as "a handful of people who disagree".
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Slide 11 Bias Through Placement
Bias through placement is a form of bias that involves the decision of which stories to place on the front page versus the inner or back pages. Readers of newspapers or articles often view front-page news as the most important; however, deciding what information is most important may not always be an objective decision. Internet home pages such as Google, Yahoo, or Century Link also flash certain stories on a rotating basis, while listing other stories below. Who decides which stories come at the top versus the middle or bottom?
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Slide 12 Bias by Headline
Bias by headline is very similar to that of placement. Many people look only at the headlines in a newspaper to decide which articles they would like to read. These headlines can summarize, artfully share hidden biases or prejudices, or create excitement, approval, or disapproval.
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Slide 13 Bias by Photos, Captions, and Camera AnglesBias by photos, captions, and camera angles can easily be seen in any supermarket tabloid. It is also found in newspapers and internet content or on local and national news programs. The decision on which photos or videos to share as well as which parts of those to share can either give positive or negative connotations. It can make a famous person or political candidate be seen in either a positive or negative light.
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Slide 14 Bias by Names, Labels, or Titles
Names, labels, or titles that are used to describe a particular person or persons can have an effect on how the audience feels about that person or group of people. For example, labeling someone as a “terrorist” or a “freedom fighter” gives a completely different picture of that person.
News media often use labels and titles to describe people, places, and events. In many places around the world, one person's friend is another person's enemy.
For example, a person can be called an "ex-con" or be referred to as someone who"served time twenty years ago for a minor offense."
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Slide 15 Bias within Statistics or Crowd CountingBias within statistics or crowd counting is a form of bias that is very easy to locate but not as easy to disprove. For many readers/viewers, when the words “study” or “statistics” are used, they pay attention. Numbers can be inflated or deflated according to the viewpoint of the writer. Companies sponsoring such information may also try to adjust information to promote their cause.
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Slide 16 Religious Bias
Religious bias occurs when one religious group and their ideas are portrayed as the “correct” or “preferred”religion.
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Slide 17 Minority View Bias
Minority View bias emphasizes the new and exciting versus the “status quo.” This kind of bias may originate as an attempt to be fair to each side or to have a more interesting storyline.
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Slide 18 Bias by Choice of Words
Bias by choice of words: People can be influenced by the use of positive or negative words with a certain connotation. People can also be influenced by the tone that a newscaster uses when saying certain words.
This example appeared in TIME magazine, August 14, 2000, page 37:FISHING FOR DONATIONSHouse Speaker Denny Hastert led 35 donors last Monday on a predawnflyfishing excursion in Valley Forge, Pa. Each donor got a personal guidefrom the local Trout Unlimited. Minimum dontation: $5,000; number of fish caught: 1.
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TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON
TEMPLATE FOR FOUR CAMP LESSONS
LESSON 2
WELCOME TO THE 10:00 NEWS
I. DEFINE THE CONTENT
LESSON OBJECTIVE:
STUDENTS WILL JUDGE THE VALUE OF UNBIASED NEWS REPORTING.
LESSON POINT TO PONDER: IT IS EASY TO LEAVE PERSONAL BIAS OUT OF WRITING.
II. PREPLANNING: BEGIN WITH THE END IN MIND
A. WHAT 3 ITEMS ARE WORTH KNOWING?
(THINK ABOUT THE CONTENT YOU HAVE
SELECTED. WHAT IS IMPORTANT FOR
STUDENTS TO KNOW?)
AFTER THE LESSON,
STUDENTS WILL KNOW THAT IT IS OFTEN DIFFICULT TO LEAVE PERSONAL BIAS OUT OF NEWS WRITING.
STUDENTS WILL KNOW THAT THERE IS A DIFFERENCE BETWEEN FACTUAL JOURNALISM AND “WRITING.”
STUDENTS WILL KNOW THAT IT REQUIRES A LOT OF WORK TO ENSURE THAT A STORY IS COMPLETELY
FACTUAL AND WITHOUT BIAS.
B. WHAT 3 ITEMS ARE IMPORTANT FOR
STUDENTS TO BE ABLE TO DO?
(DEFINE WHAT STUDENTS SHOULD BE
ABLE TO DO AS A RESULT OF YOUR
LESSON.)
AFTER THE LESSON,
STUDENTS SHOULD BE ABLE TO CREATE EXAMPLES OF BIASED AND UNBIASED NEWS HEADLINES.
STUDENTS SHOULD BE ABLE TO DEVELOP QUESTIONS FOR A LOCAL NEWS PERSONALITY.
STUDENTS SHOULD BE ABLE TO IDENTIFY MOTIVES BEHIND BIASED NEWSCASTS.
C. WHAT ARE THE ENDURING
UNDERSTANDINGS THAT STUDENTS
SHOULD TAKE AWAY FROM THE LESSON?
(DEFINE THE BIG IDEAS.)
AFTER THE LESSON,
STUDENTS WILL UNDERSTAND THAT NEWS REPORTS FREQUENTLY SHOW EVIDENCE OF MEDIA BIAS.
STUDENTS WILL UNDERSTAND THAT MOST NEWSCASTERS ATTEMPT TO PROVIDE UNBIASED NEWS.
STUDENTS WILL UNDERSTAND THAT UNBIASED NEWS HAS A VALUE FOR ADULTS AND CHILDREN.
III. PLANNING D. ESSENTIAL QUESTION: (ONE OVERARCHING LESSON
QUESTION )
WHY DOES MEDIA BIAS EXIST?
E. ASSESSMENT: (PERFORMANCE TASK) WHAT
WILL THE STUDENTS DO TO
SHOW YOU THAT THEY
MASTERED THE CONTENT?
AFTER A PRESENTATION FROM A LOCAL NEWS REPORTER ON MEDIA
BIAS AND JOURNALISM, STUDENTS WILL USE THE INFORMATION THEY
HAVE LEARNED TO IDENTIFY WAYS TO ENSURE LESS BIAS IN NEWS
MEDIA USING A PREPARED RUBRIC.
F. CONTENT LIST THE CONTENT FOR THIS
LESSON ONLY. (OUTLINE THE CONTENT YOU
WILL TEACH TODAY-THIS
MAY COME FROM YOUR
CONTENT OUTLINE)
II. Current Day Media Bias A. Easily Discerned Bias 1. Ethnic Bias a. Preference shown for a particular group according to ethnicity. b. Clearly noted bias against a group or nation 2. Corporate Bias a. Seen mostly during political campaigns b. News stations who follow the economic interests of the corporation that owns them
3. Social Bias a. Favoritism of a particular group according to socioeconomic status b. Using language to make a particular socioeconomic group seem
positive example: showing the upper class as positive instead of elitist 4. Sensationalism a. Gets your attention b. Tends to distort news rather than report it B. Hidden Bias 1. Selection and omission a. Choosing what parts of a story to tell b. Deciding to leave out information in order to enact a specific response from the reader or viewer 2. Placement a. A story may be placed on the front page to make it seem more important. It may be placed within or on the back of the paper so that readers are less likely to see it or notice it. b. Posting information on an internet site in a particular place to gain attention or off to the side or bottom to make information seem less important. 3. Headlines a. Using bold print to grab the reader b. Use of vivid language to invoke a feeling 4. Photos, captions, and camera angles a. Using photos to portray people/activity/businesses in a positive or negative light. b. Captions involving the use of particular phrases or terms to invoke
a thought or feeling c. Using camera angles to focus on one part of a situation or news event 5. Use of names, labels, or titles a. Using a well-known name to attract attention to a story or event b. Using labels such as elite, upper class, welfare recipient, economically challenged, etc. to alter perception c. Using more official names to convey importance or unimportance ex.: Judge Howell instead of Mr. Howell; Coach Tanner instead of Mr. Tanner C. Personalized Bias 1. Religious Bias a. One religious group portrayed the “right” one i. Heavy emphasis on Christian traditions and beliefs ii. Lack of representation of other traditional beliefs such as Muslim or Jewish b. Portraying a minority religious group in a manner that’s generalized i. Example: “All Muslims dislike Americans/Americans dislike all Arabs.” ii. Using physical characteristics of a particular religious group/ethnic group in a description 2. Minority-View Bias
a. Emphasizing what’s new and exciting versus the ordinary b. May be an attempt to be fair or have a more interesting story
G. HOOK: (DESCRIBE HOW YOU WILL
GRAB STUDENTS’ ATTENTION
AT THE BEGINNING OF THE
LESSON. BE CREATIVE.)
Hook: “You Write the News” Using five current news topics, campers will rewrite each as a headline. (Five minutes) We will compare the rewritten statements to classify each as biased/unbiased using a tree map. Short discussion: Is it difficult to leave personal bias out of writing? Why or why not?
H. INSTRUCTION: (TELL, STEP-BY-STEP, WHAT
YOU WILL DO.)
1) As we complete our Hook activity, campers will be guided into a discussion about how they think news personalities prepare for the nightly news. Using clickers, students will answer questions that I have prepared to gauge their understanding of how the nightly news is produced and how stories are prepared for each newscast. Looking at our data, we will talk about how much control we think one newscaster has over the news he/she reports.
2) Next, I’ll show a short PowerPoint on how reporters or journalists write news stories. Campers will discuss what they’ve learned and experienced so far about media bias and how it relates to what they’ve now learned about true journalism.
3) Using the questions campers posted to Wallwisher as well as our in-class exit tickets, we will share and discuss our questions and prepare for our visit with a newscaster from a local Greenville news station (either in person or by Skype).
Before the visit, I will ask the newscaster to prepare for our visit with the following information:
explain the ways that he/she gathers facts and information for the news
how he/she ensures that each news report is as factual and unbiased as possible
share his/her viewpoint on media bias and how it relates to him/her personally.
4) News Personality Visit: Campers will interact with the
speaker and ask questions, etc. 5) Exit tickets: Campers will respond to the questions: What
is a “hoax” website? What is the purpose of a “hoax” website?
6) Wallwisher: Respond to the following questions: How has your perception of media bias changed since the visit with a real reporter? Did you feel that this journalist was really aware of the issue of media bias?
Materials:
Questions List and Clickers
Clicker System
Journalism PowerPoint
(Skype if needed)
Wallwisher site
Day 2 exit ticket cards
Lesson 2 Rubric
The Nightly News:
How do you think it’s done?
Using your clickers, respond to the following questions:
1) Writing news stories is quick and easy.
a) Yes
b) No
2) I’d love to be a reporter, because all you have to do to write the story is be
in the right place at the right time.
a) Yes
b) No
3) The reporter controls how a story is written.
a) Yes
b) No
4) The news station tells a reporter how to write news stories and when to
present each story.
a) Yes
b) No
5) Being a reporter is easy. Anyone can do it.
a) Yes
b) No
6) Research is an important part of news media.
a) Yes
b) No
7) How the news is presented depends on where you live.
a) Yes
b) No
Slide 1
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Slide 2
The first sentence or two of a story
Is used to hook readers and sometimes
convey the important parts of your story
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Slide 3
Summarizes what the story’s about
Can be a sentence or a paragraph and,
sometimes, may also be your lede
Needs to address why the story is being
written
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Slide 4
Always remember to add:
Who
What
When
Where
How
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Slide 5
J Is it journalism?
A Does this story have attitude ?
M What are my biases ?
S Are the sources trustworthy?
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Slide 6
News comes from the information and
events that happen all over the world
and in a journalist’s community. Stories
are normally chosen because of their
importance, emotion, impact, timeliness
and interest
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Slide 7
Media Careers retrieved (2011) from
Media Careers site:
http://mediacareers.about.com/od/thene
cessaryskills/a/WritingSkills.htm
o News Consumer retrieved (2011) from
News Consumer site:
http://www.newsconsumer.org/4questio
ns1.htm
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Lesson 2 Rubric
Notes:________________________________________________________________________________________________________________
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Objective Level 1 Level 2 Level 3 Level 4
Student can identify ways to ensure less bias in news media.
Student identifies one way to ensure less bias.
Student identifies at least 3 ways to ensure less bias.
Student identifies at least 3 ways to ensure less bias with an explanation for each.
Student can identify four or more ways to ensure less bias and analyze the benefits for society.
TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON
TEMPLATE FOR FOUR CAMP LESSONS
LESSON 3
THE OCTOPUS AMONG US
I. DEFINE THE CONTENT
LESSON OBJECTIVE: STUDENTS WILL IDENTIFY THE BASICS OF AN UNBIASED NEWS STORY.
STUDENTS WILL INTERPRET THE INFORMATION FOUND ON A “HOAX” WEBSITE, SEARCHING FOR
EVIDENCE OF BIASED OR MISLEADING INFORMATION.
STUDENTS WILL BEGIN TO EXAMINE THE EFFECT OF MEDIA BIAS ON ADULTS AND CHILDREN.
LESSON POINT TO PONDER: EVERY SITE THAT YOU FIND ON THE INTERNET IS BASED ON TRUTH.
II. PREPLANNING: BEGIN WITH THE END IN MIND
A. WHAT 3 ITEMS ARE WORTH
KNOWING?
(THINK ABOUT THE CONTENT
YOU HAVE SELECTED. WHAT
IS IMPORTANT FOR STUDENTS
TO KNOW?)
AFTER THE LESSON,
STUDENTS WILL KNOW THAT HOAX AND SATIRICAL WEBSITES
EXIST AND HAVE A PURPOSE.
STUDENTS WILL KNOW THAT IT PAYS TO BE A DISCERNING
CONSUMER OF THE NEWS.
STUDENTS WILL KNOW THAT MEDIA BIAS AFFECTS ADULTS
AND CHILDREN.
B. WHAT 3 ITEMS ARE
IMPORTANT FOR STUDENTS
TO BE ABLE TO DO?
(DEFINE WHAT STUDENTS
SHOULD BE ABLE TO DO AS A
RESULT OF YOUR LESSON.)
AFTER THE LESSON,
STUDENTS WILL BE ABLE TO CREATE THEIR OWN NEWS
STORIES BY DEFINING JAMS.
STUDENTS WILL BE ABLE TO USE PREPARATION ACTIVITIES
TO CREATE INFORMATION TO USE IN A HOAX WEBSITE.
STUDENTS WILL BE ABLE TO APPLY WHAT THEY’VE LEARNED
ABOUT MEDIA BIAS TO CREATE A BELIEVABLE HOAX WEBSITE.
C. WHAT ARE THE ENDURING
UNDERSTANDINGS THAT
STUDENTS SHOULD TAKE
AWAY FROM THE LESSON?
(DEFINE THE BIG IDEAS.)
AFTER THE LESSON,
STUDENTS WILL UNDERSTAND THAT NOT EVERYTHING THAT
YOU READ OR SEE IN MEDIA IS TRUE.
STUDENTS WILL UNDERSTAND THAT CHILDREN NEED TO BE
ABLE TO IDENTIFY AND INTERPRET THE MEANING BEHIND
BIASED NEWS STORIES.
STUDENTS WILL UNDERSTAND THAT MEDIA BIAS HAS A REAL
EFFECT ON CHILDREN.
III. PLANNING
D. ESSENTIAL QUESTION:
(ONE OVERARCHING LESSON
QUESTION )
WHY IS IT IMPORTANT TO BE ABLE TO EASILY RECOGNIZE MEDIA BIAS?
E. ASSESSMENT:
(PERFORMANCE TASK) WHAT
WILL THE STUDENTS DO TO
SHOW YOU THAT THEY
MASTERED THE CONTENT?
STUDENTS WILL BE ABLE TO BEGIN TO DEVELOP A HOAX WEBSITE, USING THE UNIV. OF
MICHIGAN ACTIVITIES TO PREPARE CONTENT FOR THE SITE, INCLUDING BUT NOT LIMITED
TO: HEADLINES, SHORT ARTICLES, AND PHOTOS. THEY WILL BE SCORED WITH A RUBRIC FOR
PERFORMANCE.
F. CONTENT III. The Effects of Media Bias
LIST THE CONTENT FOR THIS
LESSON ONLY. (OUTLINE THE CONTENT YOU
WILL TEACH TODAY-THIS MAY
COME FROM YOUR CONTENT
OUTLINE)
A. Adult Media Use 1. Favored Media outlets a. Spend twice as much time watching television as using world wide web b. Spend more time with radio, newspapers, and mobile communication 2. Technology use a. 64% of Americans 18 and above are using the internet in 2007 versus 22% in 1997. b. Internet use continues to grow c. Media use includes social networking, web-based news sources, magazines, books, and encyclopedias B. Youth Media Use 1. Internet Use a. Heavy use for children ages 6-11; in 2008, 71% of children used the internet in a 30 day time span. b. The explosion of the information highway has vastly increased the way and the amount of media children are exposed to every day. 2. Technology Use a. Internet b. Social networking c. Informational d. Games and entertainment C. Concerns 1. Exposure a. We have so many more outlets for media: Smart Phones, laptops, IPods, IPads, wirelessly connected video games, etc. b. Concerns about level of parental monitoring versus the amount of information children are exposed to quickly and easily 2. Naivety a. Children are not aware media bias exists beyond commercials and advertisements. b. Not able to assimilate information as quickly as it is consumed c. Adults are not as aware about media bias as they
need to be.
G. HOOK:
(DESCRIBE HOW YOU WILL GRAB STUDENTS’
ATTENTION AT THE BEGINNING OF THE LESSON.
BE CREATIVE.)
Hook: Students will be guided to the site: http://zapatopi.net/treeoctopus/ After a four minutes
of exploration, we will discuss the factual/fictional nature of the site. Campers will be asked,
“Using what you’ve learned about media bias so far, do you think that this is a factual or
fictitious website? Why or why not.” As campers come to the realization that this also is a
hoax website, we will talk about how it feels to have been tricked once more. We will compare
and contrast the information found here to that found in The Onion and in others like it.
H. INSTRUCTION:
(TELL, STEP-BY-STEP, WHAT YOU WILL DO.)
1) MEDIA BIAS AND ADULTS/YOUTH: AFTER COMPLETION OF THE HOOK ACTIVITY, WE WILL REVIEW OUR
WALLWISHER POSTS FROM YESTERDAY AND TALK ABOUT HOW OUR VISIT FROM THE NEWS PERSONALITY HAS
CHANGED OUR PERSPECTIVE ON BIASED MEDIA. WE WILL ALSO DISCUSS HOW FINDING THE TREE OCTOPUS SITE
HAS MADE US REALIZE THAT ONE REALLY HAS TO PAY ATTENTION TO WHAT ONE IS READING OR VIEWING TO
KNOW IF IT IS ENTIRELY FACTUAL.
2) EFFECTS OF MEDIA BIAS: I WILL SHARE A SHORT POWERPOINT THAT GIVES STATISTICS ON ADULT AND CHILD
MEDIA USAGE AND THE CONCERNS INVOLVED. WE WILL TALK ABOUT HOW THE HIGHER INTERNET USE OF
CHILDREN EXPOSES THEM TO MORE OPPORTUNITIES FOR BIASED NEWS AND INFORMATION AND BRAINSTORM THE
EFFECTS THIS MAY HAVE ON CHILDREN.
3) WHAT IS JOURNALISM?
IN PAIRS, STUDENTS WILL TAKE THE QUIZ FROM THE NEWS CONSUMER SITE: HTTP://WWW.NEWSCONSUMER.ORG/SELF-
TEST1.HTML. THEY WILL READ THE NEWS STORY AND ANSWER THE QUESTIONS:
What are the basic facts of the story?
Is it journalism?
Does the story have attitude?
Do you have any biases that affect your opinions about the topic?
Are the sources trustworthy?
They will next watch a news segment about the same story and compare it to the first news story. We
will then look at the second page of “Test Yourself” together and talk about how successful we were in
picking up on bias in these news stories.
4) PREPARE TO CREATE A HOAX WEBSITE:
HTTP://WWW.UMICH.EDU/~NEWSBIAS/ACTIVITIES.HTML
EACH PAIR OF CAMPERS WILL COMPLETE THE FOLLOWING ACTIVITIES IN A ROTATION FROM LAPTOP TO LAPTOP:
WORD CHOICE BUFFET
HEADS UP HEADLINES
IMAGE BIAS
THESE ACTIVITIES WILL PREPARE THE CAMPERS FOR CREATING MATERIAL FOR THEIR HOAX WEBSITES.
4) NEXT, CAMPERS WILL BRAINSTORM TOPICS FOR HOAX WEBSITES AND WILL PAIR UP ACCORDING TO THE CHOSEN
TOPIC. USING JOURNALISM FACTS AND THE CREATION ELEMENTS FROM UNIV. OF MICHIGAN, CAMPERS WILL BEGIN TO
PICK CATCHY TITLES, WRITE SHORT ARTICLES, AND TO LOOK FOR PHOTOS TO USE IN THEIR SITES.
5) CAMPERS WILL THEN BE GUIDED TO WEEBLY AND WILL EXPLORE THE SITE. I WILL GIVE EACH CAMPER THE WEB
ADDRESS FOR THEIR SITE SO THAT THEY CAN BEGIN PLANNING THE PLACEMENT OF THEIR MATERIALS.
6) EXIT TICKET AND WALLWISHER: HOW HAVE YOUR THOUGHTS CHANGED SINCE YESTERDAY? DID WHAT THE NEWS
PERSONALITY TELL YOU MATCH WHAT YOU’VE LEARNED TODAY ABOUT JOURNALISM AND UNBIASED WRITING? WHY OR
WHY NOT? (ONE RESPONSE FOR EXIT TICKET/2 FOR WALLWISHER)
MATERIALS:
ILLUSTRATION OF AN OCTOPUS
EFFECTS OF MEDIA BIAS POWERPOINT
TREE OCTOPUS SITE: http://zapatopi.net/treeoctopus/
NEWS CONSUMER SITE: WWW.NEWSCONSUMER.ORG
UNIVERSITY OF MICHIGAN SITE: HTTP://WWW.UMICH.EDU/~NEWSBIAS/ACTIVITIES.HTML
WEEBLY: HTTP://VELDRIDGE.WEEBLY.COM
PLANNING PAPER, PENCILS, DRAWING/SKETCHING MATERIALS, ETC.
LESSON 3 RUBRIC
EXIT TICKET CARDS
WALLWISHER
Slide 1
What does it mean for me?
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Slide 2
Spend twice as much time watching television as using world wide web
Spend more time with radio, newspapers, and mobile communication
Technology:
64% of Americans 18 and above are using the internet in 2007 versus 22% in 1997.
Internet use continues to grow.
Media use includes social networking, web-based news sources, magazines, books, and encyclopedias
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Slide 3
Internet Use
Heavy use for children ages 6-11; in 2008, 71% of children used the internet in a 30 day time span.
Technology Use
a. Internet
b. Social networking
c. Informational
d. Games and entertainment
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Slide 4
Exposure
More Kinds of Media: Smart Phones Laptops IPods IPads Wirelessly connected
video games, etc. ***Are parents
watching???
Naivety
No awareness that media bias exists beyond commercials and advertisements.
Children are not able to understand information as quickly as they see it/read it.
***Do Mom and Dad know that it exists???
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Slide 5
Adults don’t spend quite as much time using the internet and may miss out on much of the information that you encounter.
Unless your parents are with you as you use the internet, you may find information that you think is true but really is not.
You might not get the guidance you need on deciding if what you see on the internet is entirely true.
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Slide 6
Questions???
Concerns???
Aha moments???
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Name________________________________________
Lesson 3 Rubric
Objective Level 1 Level 2 Level 3 Level 4
Student will learn to create strong headlines for news stories.
Student creates one headline.
Student creates at least three headlines.
Student can create more than three headlines that creatively “hide” bias.
Student can create more than three headlines that creatively “hide” and “show” bias.
Student can create short articles to be used as news stories.
Student can create one article.
Student can create at least three articles.
Student can create more than three articles that creatively use bias or exaggeration.
Student can create more than three articles that creatively use bias or exaggeration and make them appealing for kids.
Student can locate free-source photos to be used with his/her news stories.
Student can locate one photo.
Student can locate at least three photos.
Student can locate more than three photos and add them to his/her website.
Student can locate more than three photos and add them to his/her website in a way that adds to the
Notes:________________________________________________________________________________________________________________
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“realness” of the site.
Student properly cites sources for future readers’ use.
Student properly lists one citation.
Student recognizes the need for citations and records at least two on his/her site.
Student properly records at least three citations to his/her site.
Student properly records at least three citations to his/her site and chooses those sites that best illustrate true sources that “tell” the reader that it is a “hoax” site.
TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON
TEMPLATE FOR FOUR CAMP LESSONS
LESSON 4
“IF IT WASN’T REAL, THEY COULDN’T PUT IT ON T.V.”
I. DEFINE THE CONTENT
LESSON OBJECTIVE: THE STUDENT WILL CREATE HIS/HER OWN HOAX WEBSITE THAT WILL INCLUDE GUIDANCE FOR OTHER STUDENTS IN
DETECTING MEDIA BIAS.
LESSON POINT TO PONDER: YOU CAN ONLY PUBLISH NON-FICTITIOUS VISUAL OR AUDITORY MEDIA.
II. PREPLANNING: BEGIN WITH THE END IN MIND
A. WHAT 3 ITEMS ARE WORTH
KNOWING?
(THINK ABOUT THE CONTENT YOU
HAVE SELECTED. WHAT IS
IMPORTANT FOR STUDENTS TO
KNOW?)
AFTER THE LESSON:
STUDENTS WILL KNOW THAT LANGUAGE IS OFTEN USED TO INVOKE A PARTICULAR FEELING
OR RESPONSE.
STUDENTS WILL KNOW THAT MEDIA BIAS CAN BE SATIRICAL, STRATEGIC, OR HIDDEN, AND
THAT IT’S IMPORTANT TO KNOW THE DIFFERENCE.
STUDENTS WILL KNOW THAT WEBSITE CREATION IS NOT ALWAYS BASED IN FACT.
B. WHAT 3 ITEMS ARE IMPORTANT
FOR STUDENTS TO BE ABLE TO DO?
(DEFINE WHAT STUDENTS SHOULD BE
ABLE TO DO AS A RESULT OF YOUR
LESSON.)
AFTER THE LESSON:
STUDENTS WILL BE ABLE TO EVALUATE THE PROS AND CONS OF BOTH FACTUAL NEWS AND
BIASED NEWS.
STUDENTS WILL BE ABLE TO USE THE TITLES AND SHORT ARTICLES THEY HAVE WRITTEN TO
CREATE A HOAX WEBSITE AND ADD PICTURES TO MAKE THE SITE REALISTIC.
STUDENTS WILL DESIGN A HOAX WEBSITE USING THE RESOURCES THEY’VE GAINED AS A
RESULT OF OUR UNIT.
C. WHAT ARE THE ENDURING
UNDERSTANDINGS THAT STUDENTS
SHOULD TAKE AWAY FROM THE
LESSON? (DEFINE THE BIG IDEAS.)
AFTER THE LESSON:
STUDENTS WILL UNDERSTAND THAT MEDIA BIAS EXISTS IN MANY FORMS.
STUDENTS WILL UNDERSTAND THAT THEY HAVE A RESPONSIBILITY TO OTHER YOUTH IN
PROMOTING KNOWLEDGE OF MEDIA BIAS.
STUDENTS WILL UNDERSTAND THAT ONE WAY TO BE A DISCERNING CONSUMER OF MEDIA IS
TO READ FREQUENTLY AND WITH A CRITICAL EYE.
III. PLANNING
D. ESSENTIAL QUESTION:
(ONE OVERARCHING LESSON
QUESTION )
WHY WOULD ONE CREATE A HOAX WEBSITE?
CAN YOU USE A HOAX WEBSITE TO TEACH OTHER KIDS ABOUT
MEDIA BIAS?
E. ASSESSMENT:
(PERFORMANCE TASK)
WHAT WILL THE STUDENTS
DO TO SHOW YOU THAT THEY
MASTERED THE CONTENT?
STUDENTS WILL USE ALL OF THE INFORMATION THEY HAVE LEARNED
TO COMPLETE THEIR HOAX WEBSITES AND LINK THEM TO THEIR BLOG
ON WALLWISHER.
F. CONTENT IV. Growing Savvy Media Consumers
LIST THE CONTENT FOR THIS
LESSON ONLY. (OUTLINE THE CONTENT YOU
WILL TEACH TODAY-THIS
MAY COME FROM YOUR
CONTENT OUTLINE)
A. Adult Responsibilities 1. To develop an awareness about overt and hidden media bias a. Media bias training i. Adult training ii. Student training b. Development of critical thinking skills i. Difference between biased and unbiased information ii. Difference between true journalism and “writing.” 2. Use of technology a. Responsible internet use i. Appropriate sites for students which provide factual information backed by sources 3. Providing guidance for children a. Parents i. Know what children see, read, and encounter ii. Talk to children about beliefs, acceptance of differences, etc. b. Educators i. Lessons bringing attention to the problem of media bias ii. Development of critical thinking skills; development of savvy consumer skills B. Student responsibilities 1. Development of awareness of media bias a. Locate examples of each kind of bias b. Differentiate between true journalism and biased writing 2. Detecting media bias a. Look for traits encountered in media on a daily basis
b. Give viewpoints on why media bias exists i. Intended focus ii. Negative effects of media bias iii. Determine if media bias is always a bad thing C. Responsibility to society 1. Obligation to confront biased information 2. Share knowledge of biased news with others
G. HOOK:
(DESCRIBE HOW YOU WILL
GRAB STUDENTS’ ATTENTION
AT THE BEGINNING OF THE
LESSON. BE CREATIVE.)
When given a card with an address for a hoax website, each pair
of students will identify three “indicators” that will allow kids to
evaluate a website as truth or fiction.
H. INSTRUCTION:
(TELL, STEP-BY-STEP, WHAT
YOU WILL DO.)
1) AFTER COMPLETING THE HOOK ACTIVITY, I WILL EXPLAIN TO
STUDENTS WHAT RESPONSIBILITIES THE ADULTS IN THEIR
LIVES HAVE IN REFERENCE TO MEDIA AND BIAS USING THE
OUTLINE. I WILL THEN USE THIS INFORMATION TO ENGAGE
CAMPERS IN DECIDING WHAT RESPONSIBILITIES THEY HAVE TO
OTHER CHILDREN IN EDUCATING THEM ABOUT MEDIA BIAS.
2) EACH PAIR OF STUDENTS WILL REVISE AND EDIT THEIR
WEBSITES. USING THE HOOK ACTIVITY AS A GUIDE, WE WILL
ALSO ADD “INDICATORS” TO OUR SITES TO GIVE KIDS
EXAMPLES OF WHAT TO LOOK FOR IN A HOAX SITE.
3) CAMPERS WILL ROTATE AROUND TO EACH SITE AND GIVE
SUGGESTIONS TO EACH PAIR FOR IMPROVEMENT OR FOR
CLARIFICATION.
4) EACH PAIR OF CAMPERS WILL DEVELOP A LINK FOR OTHER
STUDENTS TO SHARE THAT THE SITE IS A HOAX SITE AND ADD
A PSA (USING AUDACITY AND IPODS) FOR KIDS THAT LISTS
THE BASICS OF FACTUAL MEDIA.
5) WHEN WEBSITES ARE COMPLETED, WE WILL ASK SOMEONE
FROM THE ECU SCHOOL OF EDUCATION TO COME AND VIEW
OUR WEBSITES AND GIVE SUGGESTIONS.
6) EXIT TICKETS/FINAL WALLWISHER ENTRY: HOW HAVE THE
ACTIVITIES IN THIS UNIT AFFECTED HOW I WILL APPROACH
MEDIA IN THE FUTURE? RESPOND TO THIS QUESTION: I AM A
SAVVY MEDIA CONSUMER. WHY OR WHY NOT?
MATERIALS:
HOAX WEBSITE CARDS
WEEBLY INSTRUCTION SHEETS
AUDACITY INSTRUCTION SHEET
DAY 4 EXIT TICKETS
WALLWISHER
www.petitelapgiraffe.com
www.genochoice.com
www.dhmo.org
www.thedogisland.com
(I made individual cards with a graphic; they
would not copy and paste, but here are the
websites.)
How to Use Audacity
Key Buttons:
Record Button
Stop Button
Pause Button
Play Button
Directions:
1) Click on the red circle to record your Public Service Announcement.
2) If you make a mistake, click the peach square to stop or the blue rectangles to
pause.
3) When you are ready to listen to your recording, click the green triangle.
4) If you need to erase your recording and start again, click Edit on the top left of the
screen and select Redo. Make sure that the screen is blank before you start again.
***When you are ready to save your recording, let me know, and I’ll give you the file and title name to save it
under. We will then prepare to attach it to your website.
Unit Summary Form: For Camp Summer 2011
Catchy Unit Title: Who Let the News Out???
Partners’ Names: Vonda H. Eldridge
Circle One: ELEM Unit
Real World Problem: The Effect of Media Bias on Children and Adults
Real World Audience: Children/Adults/ECU Dept. of Communication
Technology Product: Hoax Website and Public Service Announcement
Connection to Odyssey: The ebb and flow of media throughout history related to who is in “power”
and what’s popular versus reporting the “truth.”
Lesson Title Lesson Content Lesson Hook Lesson Activities
Day 1 Monday
History Always Repeats Itself
The History of Media and Media Bias-Using Newscasts and Articles, students will be introduced to the concept of bias across history.
Using a “newscast” from The Onion, we will present the segment as factual information. After discussion, we will
Watch and analyze media segments for media bias
Use historical quotes about Abraham Lincoln to
Weebly instructions are printed
copies from the website:
www.weebly.com
We will discuss what constitutes media bias and the various kinds used as a means to an end.
reveal that the segment was indeed false and intended to be satirical
link past bias to current day bias concerning presidential and political figures.
Classification of bias types
Wallwisher and exit ticket questions
Day 2 Tuesday
Welcome to the 10:00 News!
Visit with a local newscaster from a Greenville news station.
The speaker will be asked to provide the ways he/she gathers facts and information for the news, and how he/she ensures that each news report is as factual and unbiased as possible.
“The 10:00 News.” Using five current news topics, campers will rewrite each as a headline. We will compare the rewritten statements to classify each as biased /unbiased and decide if it difficult to leave personal bias out of writing.
Rewriting news topics as headlines
Visit and interview session with local t. v. personality (WINT/WNTC)
Exit tickets: What do you consider a “hoax” website? What is the purpose of a hoax website?
Day 3 Wednesday
The Octopus Among Us
Use a variety of media venues to locate examples of media bias, learn the basics of a news story, and become a more discerning consumer of the news.
Examine the effects of media bias on adults and children, as well as society in general.
Use activities from the Univ. of Michigan to create titles, short articles, and add photos to a website of their design.
Students will be guided to the site: http://zapatopi.net/treeoctopus/ After exploration, we will discuss the factual/fictional nature of the site. We will compare and contrast the information found here to that found in The Onion and in others like it.
List the basics of a factual news story
Begin Hoax website with the Univ. of Michigan activities: “Word Choice Buffett, Heads Up Headlines, and Image Bias.”
Continue to post questions/thoughts on Wallwisher
Day 4 Thursday
If it wasn’t real, they couldn’t put it on T. V.
Use the information and materials gathered from the previous three days to revise
When given a card with
an address for a hoax
Revise and complete titles, short articles, and photos that “back” the
and complete “Hoax” websites.
Learn how language is used in satirical, strategic, or hidden ways to effect the reader or listener and use it to create a believable website.
website, each pair of
students will identify
three “indicators” that
will allow kids to
evaluate a website as
truth or fiction.
information on each site.
Organize the site into a visually appealing format.
Record public service announcement for kids and add to your website and Wallwisher
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