Name: Mary Rydzewski
School District: Jordan Road School, Somers Point
Title of Lesson: BIAS IN THE MEDIA
Subject: Social Studies and Language Arts "Cross-Curriculum," Seventh Grade
Support Materials: http://www.angelfire.com/nj/jordanroad


Goals and Objectives of Lesson

Goals
  • Develop good citizenship

  • Develop critical thinking skills

  • Engage students in solving moral and ethical dilemmas

  • Apply NJ Core Curriculum Content Standards

Objectives

  • Compare and contrast media sources, including the Internet
    .
  • Increase understanding of First and Fourth Amendment Rights

  • Evaluating media techniques and messages for point of view, bias and credibility.

  • Practice safety habits for use of the Internet · Recognize Internet sources may contain bias or propaganda; evaluate credibility
  • Gather and synthesize information from multiple sources.

  • Increase understanding of current events issues

  • Improve research skills

NJ Core Curriculum Content Standards

  • Cross-Content Workplace Readiness Standards Use technology, information and other tools.
  • Use critical thinking, decision-making, and problem-solving skills.

Language Arts

  • 3.2 All students will listen actively in a variety of situations to information from a variety of sources. Progress Indicators:
    Evaluate media techniques and messages.
  • 3.3 All students will write in clear, concise, organize language.
    Publish writing in a variety of formats
    Understand that written communication can affect the behavior of others.

  • 3.4 All students will read a variety of materials and texts with comprehension and critical analysis.
    Recognize propaganda and bias in written texts.

  • 25, Gather and synthesize data for research from a variety of sources, including print materials, technological resources, observation, interviews, and audiovisual media.

  • 3.5 All students will view, understand, and use nontextual visual information.

  • Evaluate media for credibility Compare and contrast media sources.

Social Studies

  • 6.1 All students will learn democratic citizenship and how to participate in the constitutional system of government of the US. Progress Indicators: ID and interpret the balance between the rights and responsibilities of citizens.

  • Locate, access, analyze, organize, and apply information about public issues, recognizing and explaining multiple points of view.
    Analyze the balance between the rights and responsibilities of citizens, and apply the analysis to understanding issues facing society in NJ and US

  • 6.2 All students will learn democratic citizenship through the humanities, by studying literature, art, history and philosophy, and related fields. Progress Indicators:

  • 7. Analyze and explain different artistic, literary and historical depictions of the same subject. Technology
Summary of Lesson

This unit focuses on identifying point of view and bias in reporting. The use of the Internet has positive benefits by facilitating easy access to multiple sources of information. Students examine the First Amendment right to free speech and the Fourth Amendment right to privacy. A case study of media reporting invading the privacy of a crime victim is provided for class discussion.

Students are organized into collaborative groups in order to conduct research on various types of media. Collaborative groups identify and analyze a continuing news story in the print, broadcast and Internet media. Critical thinking skills are enhanced as students use criteria developed in their collaborative group discussions to compare and contrast media reports. Net-etiquette is reviewed as well as methods and rules for safe internet research. Bias reporting on the Internet is examined.

This unit provides a timely lesson on the pros and cons of Internet use. Students are challenged to apply their knowledge by participating in the production of a Junior High Cyber-Newspaper. Collaborative groups chose topics of interest; such as sports, entertainment, and clubs. Students experience the real-life moral and ethical dilemmas of reporters when they must decide which stories should be excluded. For example, should good news be highlighted and news of crime or violence be excluded.

The question of whether or not to include a gossip column provides an opportunity for debate and critical thinking to solve the dilemma of First Vs Fourth Amendment rights. Students apply and synthesize their new knowledge when they must decide whether or not to report special news events; such as, a dance sponsored by the Bible Club and a competition by the local gun club. Participation in real-life dilemmas assists students in their development of good citizenship in our democratic society.

Equipment, materials technology
4-6 Classroom computers with internet access. Scanner and digital camera. Videos of TV News broadcasts. Samples of biased reporting in printed media. Copies of US Constitution with Bill of Rights highlighted.

Detail of Activities
  • Identify First and Fourth Amendments Rights

  • Examine examples of bias in reporting.

  • Identify a continuing news story covered by TV News, Print Press, and Internet news

  • Analyze a current events topic in three different newspapers; local, national, international.

  • Review Internet safety methods for research.

  • Identify news sources on internet. ID facts. Discuss bias in reporting, exaggeration, and which aspects of the story were emphasized or ignored.

  • Evaluate news coverage on internet sites. (Wirednews at www.wired.com provides multiple sources)

  • Research internet for school newspapers. Develop criteria to ID what makes a newspaper appealing.

  • Develop and maintain a Junior High Cyber-Newspaper. Reporters experience real-life ethical dilemmas under real-life time constraints. What topics should be reported? Which story should be emphasize? Only good news? Likelihood of errors?

Student Feedback and Assessment

  • Rubric scale to evaluate participation in class discussion and activities
  • Evaluate written work of reporters
  • Pre and Posttests to assess knowledge of First and Fourth Amendment rights
  • Assess value of Cyber-Newspaper through examination of Guestbook messages
  • Survey student and parents opinions about the value of a Cyber-Newspaper and specific stories.
  • Students participate in self-evaluation surveys.

Additional Comments & Suggestions

This Unit is especially valuable because it applies and synthesizes cross-curricular studies of Language Arts and Social Studies. It is easily replicated or adapted in another teacher's classroom. Individual lessons within the unit are easily adapted if time is a limiting factor.

The timeliness of a lesson on Internet netetiquette and safety is especially appealing. A Cyber-Newspaper provides a source of good news about students as well as communication between school, parents and the community.