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

AFTER THE LESSON,

A. WHAT 3 ITEMS ARE WORTH STUDENTS WILL KNOW THAT MEDIA BIAS EXISTS IN MANY FORMS; IN MANY CASES IT IS HIDDEN AND NOT EASILY
KNOWING? DISCERNABLE.
(THINK ABOUT THE CONTENT YOU STUDENTS WILL KNOW THAT MEDIA BIAS AFFECTS THE DECISIONS
HAVE SELECTED. WHAT IS W E MAKE, THE CANDIDATES WE FOLLOW, AND THE PRODUCTS WE PURCHASE; MEDIA BIAS HAS A STRONG
IMPORTANT FOR STUDENTS TO EFFECT ON THE WAY THAT INFORMATION IS PRESENTED TO THE PUBLIC.
KNOW ?) 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 AFTER THE LESSON,
DO? STUDENTS WILL BE ABLE TO DISTINGUISH BETWEEN FACTUAL NEWS REPORTING AND BIASED NEWS REPORTING.
(DEFINE WHAT STUDENTS SHOULD W HEN WATCHING A NEWSCAST, READING A NEWS ARTICLE, OR READING INFORMATION FROM A WEBSITE,
BE ABLE TO DO AS A RESULT OF STUDENTS WILL BE ABLE TO JUDGE THE VALUE OF STATEMENTS THAT ARE NOT ENTIRELY FACTUAL BUT INSTEAD
YOUR LESSON.) 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.

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT MEDIA BIAS IS REAL AND CAN OCCUR IN A VARIETY OF MEDIA OUTLETS.
C. WHAT ARE THE ENDURING
UNDERSTANDINGS THAT
STUDENTS WILL UNDERSTAND THAT IT IS IMPORTANT TO IDENTIFY MEDIA BIAS IN ORDER TO BE SURE OF THE
“FACTS.”
STUDENTS SHOULD TAKE AWAY
FROM THE LESSON? (DEFINE THE
STUDENTS WILL UNDERSTAND THAT MEDIA BIAS HAS A REAL EFFECT ON BOTH ADULTS AND CHILDREN
BIG IDEAS.) STUDENTS WILL UNDERSTAND THAT THERE ARE MANY FORMS OF BIAS, SOME OF WHICH ARE EASIER TO “SEE”
THAN OTHERS.

III. PLANNING
D. ESSENTIAL QUESTION: WHAT IS BIAS?
(ONE OVERARCHING LESSON IN WHAT WAYS DOES MEDIA BIAS IMPACT INDIVIDUALS’ PERCEPTION OF CURRENT EVENTS?
QUESTION )
E. ASSESSMENT: STUDENTS WILL SELECT THREE OF THE TYPES OF BIAS PRESENTED AND LOCATE EITHER IN NEWSPRINT, MAGAZINES, OR
(PERFORMANCE TASK) WHAT INTERNET SEARCHES AN EXAMPLE OF THESE TYPES OF BIAS. USING THE TEMPLATE PROVIDED, STUDENTS WILL IDENTIFY
WILL THE STUDENTS DO TO SHOW THE SOURCE, THE TYPE OF BIAS, AND HOW THE BIAS WAS DEMONSTRATED. STUDENTS WILL INPUT THIS INFORMATION
YOU THAT THEY MASTERED THE INTO A BLOG WITH PROPERLY CITED SOURCES FOR OTHERS TO USE FOR INVESTIGATIVE PURPOSES.
CONTENT?
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
F. CONTENT
news sources leads to accusations of Media Bias. Such content is thought to have a preconceived agenda.
LIST THE CONTENT FOR THIS
LESSON ONLY.
II. Current Day Media Bias
(OUTLINE THE CONTENT YOU WILL
A. Easily Discerned Bias
TEACH TODAY-THIS MAY COME
1. Ethnic Bias
FROM YOUR CONTENT OUTLINE)
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: Using a “newscast” from the Onion, we will present a segment as factual information. After discussion about
(DESCRIBE HOW YOU WILL GRAB the information presented, we will reveal that the segment was indeed false and intended to be satirical.
STUDENTS’ ATTENTION AT THE Students will discuss how it feels to have been “tricked” into thinking that the information was real. (6 minutes)
BEGINNING OF THE LESSON. BE
CREATIVE.)
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:
H. INSTRUCTION: “Elect [him], the man of the people, the child of poverty, the youth of perseverance and application, the
(TELL, STEP-BY-STEP, WHAT YOU successful lawyer, the gifted statesman, the champion of Freedom, of Free homes for Free men, of keeping
WILL DO.) 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

How Bias is Demonstrated

Media Source Type of Bias

How Bias is Demonstrated

Media Source Type of Bias

How Bias is Demonstrated

Media Source Type of Bias
 Name________________________________________

Lesson 1 Rubric

Objective Level 1 Level 2 Level 3 Level 4

Student locates Student Student locates at Student can Student can
media bias a locates one least three locate more locate four or
variety of news incidence of incidences of bias. than three more
outlets. bias. incidences of incidences of
bias with bias and
explanation. analyze the
effect each
has on the
reader.
Student can Student can Student can identify Student can Student can
identify identify at three statements identify three identify four
statements that least one without explanation. or more or more
reflect a slant statement statements statements
towards a without with some with an
particular explanation. explanation. explanation
viewpoint. for each.
Student can Student can Student can identify Student can Student can
identify the locate the the terms and give identify both both identify
terms bias and terms bias and at least one terms and give and point out
editorial and editorial. similarity/difference. at least three the
compare and similarities relationship
contrast the two. and between the
differences. two.
Student can list Student can Student can list at Student can Student can
three ways that list at least least two ways that list three ways list three or
media bias one way that media bias affects that media more ways
affects an media bias individual bias affects that media
individual’s affects perception. individual bias affects
 perception of individual perception individual
current events. perception. and name at perception
least one long- and name the
range effect. long-range
effect of each.
Student records Student Student records at Student Student
information records at least three facts on records three records three
related to the least one post the Media Bias Blog. or more facts or more facts
topic on the to the Media on the Media on the Media
Media Bias Blog. Bias Blog. Bias Blog and Bias Blog,
includes includes
opinions opinions
based on based on
facts. facts, and lists
at least one
far-reaching
effect of
Media Bias.
Student properly Student Student recognizes Student Student
cites sources for recognizes the the need for records at records three
future readers’ need for citations and records least three or more
use. citations. at least two on the citations that citations that
Blog. relate directly relate directly
to the Blog to the Blog
post. post.

Notes:________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
___________________________________
 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 AIGC
Presented by: Vonda Eldridge

___________________________________

___________________________________

___________________________________

___________________________________

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

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________
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.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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. ___________________________________

___________________________________

___________________________________

___________________________________
Slide 5 Corporate Bias ___________________________________
Disney
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,
Corporate bias can include
political campaigns or bias
___________________________________
cartoons/animation movies and so on. However, favoring a particular station's
with the increasing size, owning the ABC news
station, and enormous vertical integration, there economic interests according to
have been increasing criticisms of Disney as well, the corporation that owns it.
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.

___________________________________

___________________________________

___________________________________

___________________________________

Slide 6 Social Bias ___________________________________

Social 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.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________
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.

___________________________________

___________________________________

___________________________________

___________________________________

Slide 8 Sensationalism ___________________________________

Sensationalism is the tendency to distort the news, making it seem

more of a product instead of factual news reporting.
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________
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. ___________________________________

___________________________________

___________________________________

___________________________________

Slide 10 Bias Through Selection and Omission ___________________________________

Bias through selection and

omission can first involve an editor’s
For example, if people boo during
one of President Clinton's
___________________________________
decision to share or withhold a news speeches, the booing can be
story. It can also involve the inclusion
of certain details and the neglect of described as "remarks greeted by
others, making the reader have a jeers" or the boos can be ignored
different opinion than if the story were
reported impartially. Bias through
as "a handful of people who
disagree".
___________________________________
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. ___________________________________

___________________________________

___________________________________

___________________________________
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?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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.
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________
Slide 13 Bias by Photos, Captions, and Camera ___________________________________
Angles
Bias 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. ___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 14 Bias by Names, Labels, or Titles ___________________________________

Names, labels, or titles that are

used to describe a particular
News media often use labels and titles
to describe people, places, and
___________________________________
person or persons can have an events. In many places around the
world, one person's friend is another
effect on how the audience feels person's enemy.
about that person or group of
people. For example, labeling
someone as a “terrorist” or a
For example, a person can be called
an "ex-con" or be referred to as
___________________________________
“freedom fighter” gives a someone who
completely different picture of that "served time twenty years ago for a
person. minor offense."
___________________________________

___________________________________

___________________________________

___________________________________
Slide 15 Bias within Statistics or Crowd ___________________________________
Counting
Bias 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.

___________________________________

___________________________________

___________________________________

Slide 16 Religious Bias ___________________________________

Religious bias occurs when one religious group and their ideas are
portrayed as the “correct” or “preferred”
___________________________________
religion.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________
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.

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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 DONATIONS
House Speaker Denny Hastert led 35 donors last Monday on a
predawn
flyfishing excursion in Valley Forge, Pa. Each donor got a personal
guide
___________________________________
from the local Trout Unlimited. Minimum dontation: $5,000; number
of fish caught: 1.

___________________________________

___________________________________

___________________________________
 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

AFTER THE LESSON,

A. WHAT 3 ITEMS ARE WORTH KNOWING?
STUDENTS WILL KNOW THAT IT IS OFTEN DIFFICULT TO LEAVE PERSONAL BIAS OUT OF NEWS WRITING.
(THINK ABOUT THE CONTENT YOU HAVE
SELECTED. WHAT IS IMPORTANT FOR
STUDENTS WILL KNOW THAT THERE IS A DIFFERENCE BETWEEN FACTUAL JOURNALISM AND “WRITING.”
STUDENTS TO KNOW ?) 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

AFTER THE LESSON,
STUDENTS TO BE ABLE TO DO?
STUDENTS SHOULD BE ABLE TO CREATE EXAMPLES OF BIASED AND UNBIASED NEWS HEADLINES.
(DEFINE WHAT STUDENTS SHOULD BE
STUDENTS SHOULD BE ABLE TO DEVELOP QUESTIONS FOR A LOCAL NEWS PERSONALITY.
ABLE TO DO AS A RESULT OF YOUR
LESSON.)
STUDENTS SHOULD BE ABLE TO IDENTIFY MOTIVES BEHIND BIASED NEWSCASTS.
C. WHAT ARE THE ENDURING
AFTER THE LESSON,
UNDERSTANDINGS THAT STUDENTS
SHOULD TAKE AWAY FROM THE LESSON?
STUDENTS WILL UNDERSTAND THAT NEWS REPORTS FREQUENTLY SHOW EVIDENCE OF MEDIA BIAS.
(DEFINE THE BIG IDEAS.) 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: WHY DOES MEDIA BIAS EXIST?
(ONE OVERARCHING LESSON
QUESTION )
E. ASSESSMENT: AFTER A PRESENTATION FROM A LOCAL NEWS REPORTER ON MEDIA
(PERFORMANCE T ASK) WHAT BIAS AND JOURNALISM, STUDENTS WILL USE THE INFORMATION THEY
WILL THE STUDENTS DO TO HAVE LEARNED TO IDENTIFY WAYS TO ENSURE LESS BIAS IN NEWS
SHOW YOU THAT THEY
MEDIA USING A PREPARED RUBRIC.
MASTERED THE CONTENT?
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
F. CONTENT or nation
LIST THE CONTENT FOR THIS 2. Corporate Bias
LESSON ONLY. a. Seen mostly during political
(OUTLINE THE CONTENT YOU campaigns
WILL TEACH TODAY-THIS b. News stations who follow the
MAY COME FROM YOUR economic interests of the corporation
CONTENT OUTLINE) 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

Hook: “You Write the News” Using five current news topics,
G. HOOK: campers will rewrite each as a headline. (Five minutes) We will
(DESCRIBE HOW YOU WILL compare the rewritten statements to classify each as
GRAB STUDENTS’ ATTENTION biased/unbiased using a tree map. Short discussion: Is it difficult
AT THE BEGINNING OF THE to leave personal bias out of writing? Why or why not?
LESSON. BE CREATIVE.)

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
H. INSTRUCTION:
and how it relates to what they’ve now learned about true
(TELL, STEP-BY-STEP, WHAT
journalism.
YOU WILL DO.)
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 ___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 2 ___________________________________

 The first sentence or two of a story ___________________________________

 Is used to hook readers and sometimes
convey the important parts of your story ___________________________________

___________________________________

___________________________________

___________________________________

___________________________________
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

___________________________________

___________________________________

___________________________________

___________________________________

Slide 4 ___________________________________

 Always remember to add: ___________________________________

 Who
 What
 When ___________________________________
 Where
 How
___________________________________

___________________________________

___________________________________

___________________________________
Slide 5 ___________________________________

 J Is it journalism? ___________________________________
 A Does this story have attitude ?
 M What are my biases ?
 S Are the sources trustworthy? ___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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
___________________________________

___________________________________

___________________________________

___________________________________
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
___________________________________

___________________________________

___________________________________

___________________________________
 Name________________________________________

Lesson 2 Rubric

Objective Level 1 Level 2 Level 3 Level 4

Student can Student Student identifies at Student Student can
identify ways to identifies one least 3 ways to identifies at identify four
ensure less bias way to ensure ensure less bias. least 3 ways to or more ways
in news media. less bias. ensure less to ensure less
bias with an bias and
explanation analyze the
for each. benefits for
society.

Notes:________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
___________________________________
 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 AFTER THE LESSON,

KNOWING? STUDENTS WILL KNOW THAT HOAX AND SATIRICAL WEBSITES
EXIST AND HAVE A PURPOSE.
(THINK ABOUT THE CONTENT
YOU HAVE SELECTED. WHAT
STUDENTS WILL KNOW THAT IT PAYS TO BE A DISCERNING
CONSUMER OF THE NEWS.
IS IMPORTANT FOR STUDENTS
STUDENTS WILL KNOW THAT MEDIA BIAS AFFECTS ADULTS
TO KNOW?)
AND CHILDREN.
B. WHAT 3 ITEMS ARE AFTER THE LESSON,
IMPORTANT FOR STUDENTS STUDENTS WILL BE ABLE TO CREATE THEIR OWN NEWS
TO BE ABLE TO DO? STORIES BY DEFINING JAMS.

(DEFINE WHAT STUDENTS STUDENTS WILL BE ABLE TO USE PREPARATION ACTIVITIES

TO CREATE INFORMATION TO USE IN A HOAX WEBSITE.
SHOULD BE ABLE TO DO AS A
STUDENTS WILL BE ABLE TO APPLY WHAT THEY’VE LEARNED
RESULT OF YOUR LESSON.)
ABOUT MEDIA BIAS TO CREATE A BELIEVABLE HOAX WEBSITE.

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT NOT EVERYTHING THAT
C. WHAT ARE THE ENDURING YOU READ OR SEE IN MEDIA IS TRUE.
UNDERSTANDINGS THAT STUDENTS WILL UNDERSTAND THAT CHILDREN NEED TO BE
STUDENTS SHOULD TAKE ABLE TO IDENTIFY AND INTERPRET THE MEANING BEHIND
AWAY FROM THE LESSON? BIASED NEWS STORIES.
(DEFINE THE BIG IDEAS.) STUDENTS WILL UNDERSTAND THAT MEDIA BIAS HAS A REAL
EFFECT ON CHILDREN.

III. PLANNING
D. ESSENTIAL QUESTION: WHY IS IT IMPORTANT TO BE ABLE TO EASILY RECOGNIZE MEDIA BIAS?
(ONE OVERARCHING LESSON
QUESTION )
E. ASSESSMENT: STUDENTS WILL BE ABLE TO BEGIN TO DEVELOP A HOAX WEBSITE, USING THE UNIV. OF
(PERFORMANCE TASK) WHAT MICHIGAN ACTIVITIES TO PREPARE CONTENT FOR THE SITE, INCLUDING BUT NOT LIMITED
WILL THE STUDENTS DO TO TO: HEADLINES, SHORT ARTICLES, AND PHOTOS. THEY WILL BE SCORED WITH A RUBRIC FOR
SHOW YOU THAT THEY PERFORMANCE.
MASTERED THE CONTENT?

F. CONTENT III. The Effects of Media Bias

LIST THE CONTENT FOR THIS A. Adult Media Use
LESSON ONLY. 1. Favored Media outlets
(OUTLINE THE CONTENT YOU a. Spend twice as much time watching television as
WILL TEACH TODAY-THIS MAY using world wide web
COME FROM YOUR CONTENT b. Spend more time with radio, newspapers, and mobile
OUTLINE) 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.

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,
G. HOOK:
“Using what you’ve learned about media bias so far, do you think that this is a factual or
(DESCRIBE HOW YOU WILL GRAB STUDENTS’
fictitious website? Why or why not.” As campers come to the realization that this also is a
ATTENTION AT THE BEGINNING OF THE LESSON.
hoax website, we will talk about how it feels to have been tricked once more. We will compare
BE CREATIVE.)
and contrast the information found here to that found in The Onion and in others like it.

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.

H. INSTRUCTION: 3) WHAT IS JOURNALISM?

(TELL, STEP-BY-STEP, WHAT YOU WILL DO.) 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? ___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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 ___________________________________

___________________________________

___________________________________

___________________________________
Slide 3 ___________________________________

 Internet Use  Technology Use

___________________________________
 Heavy use for  a. Internet
children ages 6-11;  b. Social
in 2008, 71% of networking
children used the  c. Informational
___________________________________
internet in a 30 day  d. Games and
time span. entertainment
___________________________________

___________________________________

___________________________________

___________________________________

Slide 4 ___________________________________
 Exposure  Naivety

 More Kinds of Media:  No awareness that

___________________________________
 Smart Phones media bias exists
 Laptops beyond
IPods commercials and

advertisements.
 IPads  Children are not able ___________________________________
 Wirelessly connected to understand
video games, etc. information as quickly
 ***Are parents as they see it/read it.
watching???  ***Do Mom and Dad
know that it exists???
___________________________________

___________________________________

___________________________________

___________________________________
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.
___________________________________

___________________________________

___________________________________

___________________________________

Slide 6 ___________________________________

 Questions???
___________________________________
 Concerns???

 Aha moments???
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________
 Name________________________________________

Lesson 3 Rubric

Objective Level 1 Level 2 Level 3 Level 4

Student will learn Student Student creates at Student can Student can
to create strong creates one least three create more create more
headlines for headline. headlines. than three than three
news stories. headlines that headlines that
creatively creatively
“hide” bias. “hide” and
“show” bias.
Student can Student can Student can create Student can Student can
create short create one at least three create more create more
articles to be article. articles. than three than three
used as news articles that articles that
stories. creatively use creatively use
bias or bias or
exaggeration. exaggeration
and make
them
appealing for
kids.
Student can Student can Student can locate Student can Student can
locate free- locate one at least three locate more locate more
source photos to photo. photos. than three than three
be used with photos and photos and
his/her news add them to add them to
stories. his/her his/her
website. website in a
way that adds
to the
 “realness” of
the site.
Student properly Student Student recognizes Student Student
cites sources for properly lists the need for properly properly
future readers’ one citation. citations and records records at records at
use. at least two on least three least three
his/her site. citations to citations to
his/her site. his/her site
and chooses
those sites
that best
illustrate true
sources that
“tell” the
reader that it
is a “hoax”
site.

Notes:________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
___________________________________
 TEMPLATE FOR ACADEMICALLY RIGOROUS ENRICHMENT LESSON

TEMPLATE FOR FOUR CAMP LESSONS

LESSON 4

“IF IT W ASN’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 AFTER THE LESSON:

KNOWING?
STUDENTS WILL KNOW THAT LANGUAGE IS OFTEN USED TO INVOKE A PARTICULAR FEELING
(THINK ABOUT THE CONTENT YOU OR RESPONSE.
HAVE SELECTED. WHAT IS STUDENTS WILL KNOW THAT MEDIA BIAS CAN BE SATIRICAL, STRATEGIC, OR HIDDEN, AND
IMPORTANT FOR STUDENTS TO THAT IT’S IMPORTANT TO KNOW THE DIFFERENCE.
KNOW?) STUDENTS WILL KNOW THAT W EBSITE CREATION IS NOT ALWAYS BASED IN FACT.

B. WHAT 3 ITEMS ARE IMPORTANT

FOR STUDENTS TO BE ABLE TO DO? AFTER THE LESSON:
(DEFINE WHAT STUDENTS SHOULD BE STUDENTS WILL BE ABLE TO EVALUATE THE PROS AND CONS OF BOTH FACTUAL NEWS AND
ABLE TO DO AS A RESULT OF YOUR BIASED NEWS.
LESSON.) 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.

AFTER THE LESSON:

C. WHAT ARE THE ENDURING STUDENTS WILL UNDERSTAND THAT MEDIA BIAS EXISTS IN MANY FORMS.
UNDERSTANDINGS THAT STUDENTS STUDENTS WILL UNDERSTAND THAT THEY HAVE A RESPONSIBILITY TO OTHER YOUTH IN
PROMOTING KNOWLEDGE OF MEDIA BIAS.
SHOULD TAKE AWAY FROM THE
LESSON? (DEFINE THE BIG IDEAS.)
STUDENTS WILL UNDERSTAND THAT ONE WAY TO BE A DISCERNING CONSUMER OF MEDIA IS
TO READ FREQUENTLY AND WITH A CRITICAL EYE.

III. PLANNING
WHY WOULD ONE CREATE A HOAX WEBSITE?
D. ESSENTIAL QUESTION:
CAN YOU USE A HOAX WEBSITE TO TEACH OTHER KIDS ABOUT
(ONE OVERARCHING LESSON
MEDIA BIAS?
QUESTION )

E. ASSESSMENT: STUDENTS WILL USE ALL OF THE INFORMATION THEY HAVE LEARNED
(PERFORMANCE TASK) TO COMPLETE THEIR HOAX WEBSITES AND LINK THEM TO THEIR BLOG
WHAT WILL THE STUDENTS ON WALLWISHER.
DO TO SHOW YOU THAT THEY
MASTERED THE CONTENT?
F. CONTENT IV. Growing Savvy Media Consumers
LIST THE CONTENT FOR THIS A. Adult Responsibilities
LESSON ONLY. 1. To develop an awareness about overt and
(OUTLINE THE CONTENT YOU hidden media bias
WILL TEACH TODAY-THIS a. Media bias training
MAY COME FROM YOUR i. Adult training
CONTENT OUTLINE) 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: When given a card with an address for a hoax website, each pair
(DESCRIBE HOW YOU WILL of students will identify three “indicators” that will allow kids to
GRAB STUDENTS’ ATTENTION evaluate a website as truth or fiction.
AT THE BEGINNING OF THE
LESSON. BE CREATIVE.)
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
H. INSTRUCTION: ALSO ADD “INDICATORS” TO OUR SITES TO GIVE KIDS
(TELL, STEP-BY-STEP, WHAT EXAMPLES OF WHAT TO LOOK FOR IN A HOAX SITE.
YOU WILL DO.) 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.
 Weebly instructions are printed
copies from the website:
www.weebly.com

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 History Always The History of Media and Using a “newscast” Watch and analyze
Monday Repeats Itself Media Bias-Using Newscasts from The Onion, we will media segments for
and Articles, students will be present the segment as media bias
introduced to the concept of factual information. Use historical quotes
bias across history. After discussion, we will about Abraham Lincoln to
 We will discuss what reveal that the segment link past bias to current
constitutes media bias and was indeed false and day bias concerning
the various kinds used as a intended to be satirical presidential and political
means to an end. figures.
Classification of bias
types
Wallwisher and exit ticket
questions
Day 2 Welcome to the Visit with a local newscaster “The 10:00 News.” Rewriting news topics as
Tuesday 10:00 News! from a Greenville news Using five current news headlines
station. topics, campers will Visit and interview
The speaker will be asked to rewrite each as a session with local t. v.
provide the ways he/she headline. We will personality
gathers facts and information compare the rewritten (WINT/WNTC)
for the news, and how he/she statements to classify Exit tickets: What do you
ensures that each news each as biased consider a “hoax”
report is as factual and /unbiased and decide if website? What is the
unbiased as possible. it difficult to leave purpose of a hoax
personal bias out of website?
writing.
Day 3 The Octopus Use a variety of media Students will be guided List the basics of a
Wednesday Among Us venues to locate examples of to the site: factual news story
media bias, learn the basics http://zapatopi.net/treeo Begin Hoax website with
of a news story, and become ctopus/ After the Univ. of Michigan
a more discerning consumer exploration, we will activities: “Word Choice
of the news. discuss the Buffett, Heads Up
Examine the effects of media factual/fictional nature Headlines, and Image
bias on adults and children, of the site. We will Bias.”
as well as society in general. compare and contrast Continue to post
Use activities from the Univ. the information found questions/thoughts on
of Michigan to create titles, here to that found in Wallwisher
short articles, and add photos The Onion and in
to a website of their design. others like it.
Day 4 If it wasn’t real, Use the information and When given a card with Revise and complete
Thursday they couldn’t put materials gathered from the an address for a hoax titles, short articles, and
it on T. V. previous three days to revise photos that “back” the
and complete “Hoax” website, each pair of information on each site.
websites. students will identify Organize the site into a
Learn how language is used three “indicators” that visually appealing format.
in satirical, strategic, or will allow kids to Record public service
hidden ways to effect the announcement for kids
evaluate a website as
reader or listener and use it to and add to your website
create a believable website. truth or fiction. and Wallwisher