Tools Required: Computer, Internet access, printer. Vocabulary. Media bias



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Objective.

Students will investigate and compare the effectiveness of the media in accurately reporting the 1934 strike in San Francisco to the effectiveness of today’s media (print, radio, television, Internet) in accurately reporting on a controversial issue like health care reform. Please note that this plan works best if a current but controversial topic is chosen. The procedures are designed to apply to any subject, and Harry Bridges will post a new controversial subject every six months.



Tools Required: Computer, Internet access, printer.

Vocabulary.

Media bias refers to the bias of journalists and news producers within the mass media, in the selection of which events and stories are reported and how they are covered. Unfortunately, it's not always easy to recognize. No self-respecting reporter is going to come right out and say "And this next sentence is biased, so watch out!" Rather, viewers must try to find bias themselves. The most common ways that bias manifests itself in the news are through word choice, omissions, the limiting of debate, framing of the story, and a biased selection and use of sources (adapted from University of Michigan’s website.)

http://www.umich.edu/~newsbias/manifestations.html

Page 1

Introduction.

In 1934, when San Francisco faced a crippling strike by dockworkers, many papers ran stories about “communists massing in the foothills.” We now know these stories were untrue. But it does raise questions about the media, and its role in our perception of truth. How well does today’s media present reports on challenging subjects, and are they independent of government or commercial interests?



Lesson Plan Five: Truth in the Media

11th & 12th Grade

2 class periods and 1 homework assignment

Standards Compliance

CA Reading Standard 2.1: Analyze the features and rhetorical devices of different public documents.


CA Reading Standard 2.3: Verify and clarify facts presented in expository texts.
CA Reading Standard 2.6: Critique the power, validity, and truthfulness of arguments set forth in public documents.
CA Listening Standard 1.2: Analyze the impact of the media on the democratic process at the local, state, and national levels.

Page 2

Truth in the Media: Day One.

Introductory Activity 5-10 minutes

Pose the following questions to your students: “If you want to find out about a good film or CD or restaurant, do you go to web sites and blogs? Which ones? Do you believe people’s comments and ratings? If you saw a restaurant review on Yelp with 2 comments saying that it was fantastic and a great place to eat, how would you know that the chef and the waiter didn’t post the comments?” Have the students journal their thoughts and share them with a partner.



Mini Lesson 10 minutes

Ask the students where they get their news from and how they have come to pick their sources. Remind them that “news” can include world events, but also fashion, music and film, sports, places to go, etc. Ask them who influences the way the pick their sources – friends, parents, advertisements, etc. – and how do they decide to trust these sources?

Suggest that not everything they hear on the “news” is true, and that especially when dealing with political issues, different sources can present very different stories about the same event.
After discussing their responses, explain that they will be listening to an MP4 file about how the media covered the story of a 1934 strike in San Francisco. Ask them to think about whether they believe the story.

Individual Research 30 minutes

Now have the students download the MP4 file at http://theharrybridgesproject.org/lesson5.html


Have them watch the footage and/or listen to the voices.

Print and hand out Student Worksheet: Truth in the Media (page 3) for students to use in their Individual Research, instructing them to consider the questions using the indicated websites and to make notes that they will use in their homework assignment. Encourage them to be particularly aware of the words used to describe events and people.



Conclusion 5 minutes

Have the students come back together as a group. Ask them what they learned about the media. What similarities or differences did they see between 1934 and today? Ask them how they can tell the difference between different points of view (a part of democracy) and bias (unfairness and prejudice).

Explain to students that they will have the opportunity tonight to write their own opinion on the fairness or bias of today’s media.

Print and hand out Student Homework: Truth in the Media (page 4-5).





Page 3
Name: ____________________________________ Date: _________________________________

Student Worksheet: Truth in the Media


For each question, find an answer by visiting the recommended websites; or better yet, find your own websites and share them. Write 3-4 sentences answering each question based off what you read on those sites.

 What was “Bloody Thursday” and what was it like?

The San Francisco News covers the 1934 General StrikeOther Voice from the Depression “The Strike.” ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 Did the newspapers report accurately on these events?

George Seldes on San Francisco’s Press and the 1934 General Strike

Statement by Mayor Ole Hanson believed to be made on 2/8/19 ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


 Identify two strongly opposing viewpoints about healthcare reform from the following sites.

Healthcare-Now!

Universal Health Care is Not Free

The Case For Single Payer, Universal Health Care For The United States

Steele Calls Obama’s Health Plan ‘Socialism ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 Has the media over the last 20 years accurately reported on American healthcare? Consider these two reports.


The World Health Organization’s Ranking of the world’s health systems

(click on United States in the list)

Mirror, Mirror on the Wall: How the Performance of the U.S. Health Care System Compares Internationally, 2010 Update
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
If you have time, check out other pages on these sites or find your own sites as well.
If you discover websites that helped in your research, send them to us at ianruskin@theharrybridgesproject.org and say “Lesson Plan Sites” in the subject line. Also let us know if any of the sites that we have supplied have shut down. Include your name and your school’s name and we will add your information to the Education Project!


Page 4
Name: _______________________________ Date: _______________________

Student Homework:

Truth in the Media

Write a 250-word paper on media inaccuracies in 1934, comparing them to your perception of media inaccuracies today. Describe how you have come to form your opinion and who you choose to believe when articles give opposite opinions. Give specific references to newspapers, internet articles, radio or television.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Page 5

Truth in the Media: Day Two.

Introductory Activity 5 minutes

Explain that today the students are going to share their papers on media bias with each other in small groups, and then discuss with the class what they have learned from their writing. Ask them whether it was easy or difficult to write their paper, and what helped or hindered them.



Group Activity 20 minutes

Have the students break up into groups of three and read their articles to each other. Choose a student in each group to act as a recorder who will make notes about what each person in their group learned. Then have each recorder read their notes to the class.


Teacher Led Discussion 15-20 minutes

After briefly discussing the results of their small group exercise, lead a discussion about what they have learned, using some of the following questions.

 What surprised you the most about your homework?
 What where the differences and similarities between media reporting in 1934 and today?
 If something is broadcast on the evening news, printed in a newspaper or posted on a website, does this make it true?
 What is the best way to find out if something is true?
 Would you consider using media sources in other countries to get some of your news?
 Has your research helped you define words such as capitalism, socialism, free-market economy, or other words used to support an argument and viewpoint?
 Did you find any other useful web sites?
Conclusion 5 minutes

As a concluding exercise, let students write or draw a story where they clearly show a bias in reporting.





Page 6
TEACHER’S GUIDE: RUBRIC FOR HOMEWORK

Score

Represents Two Sides of a Story

Completed all Three Sections

Use of Language

Sentence Structure

Grammar and Word Usage

1

No plausible position is taken on the topic is taken in either news story

Only one part of the assignment was completed

Contains fundamental vocabulary mistakes

Severely flawed sentence structure

Grammar and word usage are so poor that they interfere with meaning; very poor mechanics (like punctuation)

2

Position of each newspaper article is unclear or extremely limited

Two parts of the assignment were completed.

Poor use of language; indicates very limited vocabulary and poor word choice

Frequent problems with sentence structure

Grammar and word usage mistakes are frequent and interfere with meaning; poor mechanics

3

Newspaper stories demonstrate critical thinking skill applied somewhat well

All three sections were completed, but didn’t show excellent effort.

Displays developing use of language; contains indications of weak vocabulary and poor word selection

Some problems with sentence structure; lacks a variety of sentence structures

Contains many mistakes in grammar word usage and mechanics

4

Newspaper stories demonstrate competent critical thinking skill

All three sections of homework were completed with excellence

Displays adequate use of language; vocabulary used is generally appropriate

Good sentence structure; demonstrates some variety of sentence structure

Contains few mistakes in grammar, word usage and mechanics

Adapted from the SAT Writing Rubric.


Page 7


and many other organizations and individuals.

Thank You!


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