Bias+Resource+page+3


 * Elaboration of Activities** Return to Main Page

=**GRADE 7 ACTIVITIES:**=

1. Interview **THREE Adults.** One week prior to due date, students will be given blank graphic organizers and instructions. Students will NOT be given full explanation of assignment so that they can use the interviews as untainted sources. Any explanation of the term "bias" or identification of what causes bias needs to be post-poned until students have a conceptual understanding.

"What is the form of travel when on vacation: by air, by land, by sea, or other?" "What is the most overrated career choice: policemen, fireman, teacher, or politician?" (mature students only) "What is the best season: spring, summer, winter, or fall?" "What is the best present: a surprise, cash, self-selected, or small and meaningful?" "Which would you rather be: rich, popular, well-known, or warm-hearted?" (mature students only)
 * 2. Four Corners Activity**. Once interviews are collected, students will be asked to choose between opinion statements in each of the four corners of the classroom. For example, the teacher will say, "Go to the corner which has the best snack item: Corner #1 -- candy, Corner #2 -- fruit, Corner #3 -- vegetables, or Corner #4 -- cookies and milk." Students will report to appropriate corner, and then exchange reasons for their position. One person from each corner will act as a spokesperson and share the group's opinion when called upon by the teacher. Once all groups have shared, the teacher will then ask another question. The number and type of questions will be dependent on group maturity and focus. A minimum of three questions should be attempted. Other questions include:


 * 3. Analyze Interviews and Introduce Bias.** Teacher will lead discussion introducing the word 'bias' and the three things that can influence bias. A document camera and projected Internet image would be ideal, but not necessary during this discussion. If the Internet is available, the teacher should load the Visual Thesaurus website prior to class (http://www.visualthesaurus.com/). This tool can be used to define 'bias' and allow students to make other word associations with it. The teacher should also prepare three poster boards with the following bold labels: **Prior Experience, Proximity, Family Influence.** These are three influences of personal bias. The teacher will explain all three and demonstrate how to dissect a sample adult interview. Students will use a pair of scissors to cut apart their Adult Interview Graphic Organizer and work in partners to divide the information onto the three poster boards. Partner pairs will need to reach consensus on the placement of each item. Multiple rolls of masking tape should be readily available.


 * 4. Create a Concept Map.** Students will be given copies of the sample concept map along with instructions of how to prepare their own and a copy of the scoring rubric. Ample opportunity will be given for question and answer. Prior to departing the classroom, student will be asked to complete and 'exit slip' stating their most likely topic. The completed Concept Map will be due one week from the assigned date.

=GRADE 11 ACTIVITIES:=


 * 1. Palin/Couric Interview.** Without introduction or explanation, a clip from Saturday Night Live spoofing a recent interview between journalist Katie Couric and vice presidential nominee Sarah Paulin will be played. Once is completed, a second clip of the actual interview will be played. Before the second clip is played, students will be asked to be prepared to share specific examples of character exaggeration that they noticed between the two clips. In other words, "what does Tina Fey say and do that is so funny?" The graphic organizer titled Bias Analysis Chart will be utilized to support the inquiry process. Students will individually complete the chart in rough form prior to sharing it with their peers.


 * 2.** **Complete Bias Analysis Chart.** As a whole group discussion, the class will complete the chart in preparation for what individuals will do in the next activity.


 * 3. Vice Presidential Debate Clips.** Independently, students will repeat the process using the SNL spoof and a clip from the actual vice presidential debate. Once again, students will independently complete the Bias Analysis Chart and then share their thoughts with a classmate. A whole classroom discussion will follow in which we analyze based on the two spoof clips whether SNL has an apparent bias to either party. The product of the discussion will result in an rough draft of a persuasive paragraph.


 * 4. Newsweek Perspective Pages.** This activity will be introduced in class, but carry over as a homework assignment. Students will be given a collection of three Perspective pages from a variety of current issues of Newsweek magazine. Some pages will be shared, but the idea is that each student has a unique set to work with. The Perspective page in the magazine contains three elements: two editorial cartoons from a syndicated cartoonist, 8-12 quotes from people in the news recently, and three video clips in print form of newsmakers. Students will be expected to take notes on the Bias Analysis Chart to examine each Perspective page and determine if there is evidence of propaganda techniques to promote or defame the two presidential candidates McCain and Obama. They will conclude this exercise by completing a persuasive paragraph defending their on position on the degree of bias they have uncovered in this exercise. Essentially, they will respond to this inquiry "Is there evidence of bias on the Perspective pages of Newsweek magazine?"


 * 5. Examine Grade 7 Concept Maps.** Grade 7 concept maps will cover the walls when Grade 11 students enter the room. After the teacher explains the nature of the assignment, grade 11 students will be challenged to walk around the room and assess the work of the middle school students. Specifically, they will be attempting to identify categories the supporting evidence can be place in -- i.e. proximity, family influence, and prior experience. The students may not come up with the exact three that were given to grade 7 students, but that is not a problem. The goal of this activity is to encourage synthesis and form one's own understanding and definition of what influences bias.


 * 6. Create Concept Map.** The culminating activity for this lesson requires grade 11 students to create their own variation of a concept map. Their topic is to examine their own potential bias towards the presidential candidates. Students may choose to use the form similar to what grade 7 students modeled, or they may communicate their information in a more traditional form such as a persuasive paragraph. Whatever form they choose, a common scoring rubric will be utilized.