School District: Bremen School District 228
Department: Social Studies
Course: Government
Unit #2/Title: Media & Politics
Grade Level: 12
Topic Area: Public Opinion, Media & Bias
Time Frame:
Date Created: 2006
Date Modified: 2010-11
Unit Designers: Brad Johnson, John Pfeffer, Brian McDonough, Chris Hennessey
Stage 1 – Desired Results: Begin with the end in mind by identifying what students should
know and be able to do.
Content Standard(s):
14.C.1 Identify concepts of responsible citizenship including respect for the law, patriotism,
civility and working with others.
14.C.2 Describe and evaluate why rights and responsibilities are important to the individual,
family, community, workplace, state and nation (e.g., voting, protection under the law).
14.C.4 Describe the meaning of participatory citizenship (e.g., volunteerism, voting) at all levels
of government and society in the United States.
14.C.5 Analyze the consequences of participation and non-participation in the electoral process
(e.g., women’s suffrage, voter registration, effects of the media).
14.D.2 Explain ways that individuals and groups influence and shape public policy.
14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois
and United States public policy (e.g., general public opinion, special interest groups, formal
parties, media).
14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates
on state and national policies.
14.D.5 Interpret a variety of public policies and issues from perspectives of different individuals
and groups.
Summary of the Unit: Students will learn about the role that media plays in developing and
shaping public opinion. They will become familiar with the concept of bias, and learn to analyze
the media to see which, if any, bias may be present.
Enduring Understanding(s) / goal(s)
Essential Questions:
Students will understand:
1.
1. The role that media plays in developing and
shaping public opinion.
2.
2. They will become familiar with the concept
of bias, and learn to analyze the media to see
which, if any, bias may be present.
3.
4.
5.
6.
Explanation: Give examples of
various forms of media.
Interpretation: Show the importance
of public polls as they negatively
impact election outcomes.
Application: Use several media
websites to detect bias in reporting.
Empathy: Walk in the shoes of a news
editor in determining if your own
political ideology should be reflected
in your reporting.
Perspective: Compare and contrast
two different editorials from major
newspapers.
Self-knowledge: Recognize your
prejudice about a political issue or
candidate.
Key Words: Propaganda, Bias, Free Press, Media (print, audio, visual), Yellow Journalism,
Public Opinion, Libel, Slander, Fairness Doctrine, Pundits, Opinion leaders
Student objectives (outcomes):
Students will be able to:
1. Identify bias.
2. Describe different kinds of media.
3. Explain the impact of watch dog groups in the media.
Students will know:
1. Shield Laws
2. Public Opinion polls
3. Major News Outlets ( Fox, CNBC,CNN)
Stage 2 – Assessment Evidence: Establish evidence of student understanding through
Performance Tasks and other assessments.
Performance Task (GRASP):
Other Evidence:
Create a campaign commercial.
Stage 3 – Learning Plan: Create learning experiences and instruction that promote student
understanding through the WHERETO process.
Learning Activities:
What sequence of teaching and learning experiences will equip students to develop and
demonstrate the desired understandings?
W = How will you ensure that all students know where they are headed in the unit, why they are
headed there, and how they will be evaluated? Lesson plan objectives provided.
Rubrics will be used as an assessment tool.
UbD Stage 1 “Identifying Desired Results” provided for students.
UbD Stage 1 “Identifying Desired Results” will be assessed as short answer, essay, unit test, etc
H = How will you hook students at the beginning of the unit? (Unit Specific)
Play a video clip of news reporting to detect bias from MSNBC vs. FOXNews.
E = What events will help students experience and explore the big idea and questions in the unit?
How will you equip them with the needed skills and knowledge? (Unit Specific)
Students will analyze a major current event and be able to detect bias in the reporting. Students
will be able to distinguish fact from opinion.
R = How will you cause students to reflect and rethink? How will you guide them in rehearsing,
revising, and refining their work?
Students will participate in journal entries.
Students will be exposed to quizzes and self correct assessments with provided rubrics.
E = How will you help students to exhibit and self-evaluate their growing skills, knowledge, and
understanding throughout the unit? (Unit Specific)
Students will be able to detect bias in a broadcast or newspaper article of their choosing.
T = How will you tailor and otherwise personalize the learning plan to optimize the engagement
and effectiveness of ALL students, without compromising the goals of the unit? Multiple
intelligence research will be utilized in creating assessments.
EPAS reading scores will assist teachers in tailoring instruction and assessment.
Students will be given a variety of assessment choices.
O = How will you organize and sequence the learning activities to optimize the engagement and
achievement of ALL students? (Unit Specific)
Studenst will detect bias in a variety of media outlets.