1. Question You have learned about primary and secondary sources. Documents and events may be interpreted in different ways based on a number of factors.

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1. Question You have learned about primary and secondary sources. Documents and events may be interpreted in different ways based on a number of factors. It all depends on the perspective and the context in which something was written. Occasionally, the media reports news that contains bias.perspective context bias (Links go to Visual Thesaurus. Type the word in the search box for a definition.) Next Image Source: clipart.com by subscription

2. Information Sources In an ideal world, historians and reporters would not demonstrate bias in their articles. They should present all of the facts without giving their personal opinion on an issue. Many people get their information through many sources of media. It is the goal of media news to remain unbiased.many sources of media Can you identify the different forms of bias in the media? Review this reading and then test your knowledge.Review this reading then test your knowledge Next Image Source: Image Source: clipart.com by subscription Media sources include television, newspapers and magazines

3. Student Activity Determine how bias has evolved over the years by reading the article “Media Bias” Read using the SQ3R Strategy.“Media Bias” SQ3R Strategy. In order to see how the headline may not always match the story, test your knowledge by completing Heads Up Headlines. Heads Up Headlines Next Image Source: clipart.com by subscription Media may be digital or in print form

4. Assessment Activity Now that you know about the types of bias and how media bias may be portrayed, it’s time to challenge your knowledge. Your teacher will give you a topic. Your task is to find two articles on the same topic. You will try and identify specific types of bias in the article. It is suggested that you begin your search for articles using the BCPS Online Databases, specifically NetTrekker and Opposing Viewpoints. You may also find information on news websites. Suggested sources include Reuters or the Associated Press.BCPS Online DatabasesNetTrekkerOpposing Viewpoints ReutersAssociated Press Write a letter to the publisher of the newspaper or website. The letter should include the following:  Title of the article and the author/reporter/historian  Specific examples of bias found (remember to use the vocabulary terms from slide 2)  At least 2 suggestions the writer could do to make the article free of bias.  Specific examples of how bias in the article will impact your view on a topic.  Scoring Tool Scoring Tool Next Image Source: nbclearn.com by subscription  Video of Brian Williams reporting on the CBS News Scandal where bias was demonstrated. Video of Brian Williams

5. Enrichment Activities Examples of Media Bias… Do you agree that the media may be biased? What are your thoughts? See what others think about the media. President Clinton Accusing Fox News of Bias Video President Clinton Accusing Fox News of Bias CBS staff fired over media bias Video CBS staff fired over media bias What is Media Bias? Article What is Media Bias? First Lady Bush talks about bias in Iraq War reporting Video First Lady Bush talks about bias in Iraq War reporting Image Bias Game Next Image Sources Dumas, Ernest C. "Clinton, Bill." World Book Student. World Book, Web. 26 July 2012., Curtin, Michael. "Cable News Network (CNN)." World Book Advanced. World Book, Web. 26 July Gordon, Rich. "Journalism." World Book Advanced. World Book, Web. 26 July Curtin, Michael. "Television." World Book Advanced. World Book, Web. 26 July 2012., "Bush, Laura Welch." World Book Advanced. World Book, Web. 26 July 2012.

6. Teacher Support Materials BCPS Curriculum 7 th Grade KSI-D, evaluate bias in mass media coverage of the Arab-Israeli conflict 8 th Grade Students will examine the concept of history in order to draw conclusions regarding its role in interpreting the human past. Maryland State Curriculum 7.5.C.1. Analyze the major sources of tension and conflict in the contemporary world 7.1.B.1. Analyze the methods used by individuals and groups to shape governmental policy and actions 7.1.B.2. Analyze the importance of civic participation as a citizen of the world 7.2.B.1. Analyze how diverse cultures shape a pluralistic society 7.5.C.1. Analyze the major sources of tension and conflict in the contemporary world R1.3.4 Uses understanding of the meaning, coherence, validity, and relevancy of ideas to guide comprehension and make connections within and across texts. Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standards for the 21 st Century Learner Standards for the 21 st Century Learner Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. Maryland Technology Literacy Standards for Students 3.0: Use a variety of technologies for learning and collaboration. Time Frame: Two 50 minute class periods Differentiation:  Direct students to use comprehension tools included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries.  Teachers may choose articles ahead of time for students based on reading level and content. Learning Styles:Learning Styles: Visual, Auditory, Global Understanding and Analytical. AVID Strategies: SQ3R Reading Strategy Notes to the teacher: 1. Teachers must pick topics prior to instruction for students to find newspaper articles about. This may include an election, global disputes, reform movements, wars/conflict, discrimination and product advertisements. 2. Students should have prior knowledge about primary and secondary sources. Last updated: July 2012 Created by Karen Yelito Social Studies Department Chair and Library Media Intern BCPS Slam Dunk Research Model, Copyright 2012, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.Karen Yelito Jamie McKenzie’s Slam Dunk Lesson module