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Spotting Bias and Point of View in Media

Introduction

  • News happens every day, and we are bombarded with information about it. In a self-governing society, it is vital we engage with a level of productive criticism in the news that informs our opinions and helps us hold the government accountable. This activity will help you develop skills to more critically engage with the news.

Essential Question

  • How does bias and point of view affect the way we understand news and information?

Learning Objective

  • Students identify bias and point of view in media and explain how these influence interpretation.

Materials:

Anticipate

  • Display two headlines about the same event.
  • Ask students:
    • What differences do you notice?
    • How do these headlines make you feel about the issue?

Engage

  • Review the definitions of the following key terms by modeling how to look for word choice, facts included or omitted, and tone. Use examples like those written out below to help students understand the concepts.
    • Bias: a tendency to favor one side or perspective, often shown through selective facts, loaded language, or omission of information. Example: An article says, “This new law passed by Congress will save the environment” but does not explain what the economic tolls may be on the average American or that there will likely be unforeseen consequences.
    • Point of View: the position or perspective from which information is presented. Every message reflects choices about what to include and emphasize. Example: An article quotes a scholar who supports a specific policy but does not include an interview with one who opposes it, even though there were many who were against it.
    • Read the short article together and highlight word choices, facts, and tone. Ask students these questions to help locate the examples of bias or point of view.
      • Word choice: Are words emotionally charged or neutral?
      • Facts included or omitted: What’s missing? Does the source present only one side?
      • Tone: Positive, negative, or neutral?

Explore

  • Give students two short excerpts of the Venezuela articles along with their headlines. Have students look for examples of bias and point of view to add to their chart.
  • Use this Bias & POV Quick Chart:
Feature Article 1 Article 2
Tone (positive/negative)  

 

 

 

 

 

  
Loaded words?  

 

 

 

 

 

 

  
Facts included/omitted  

 

 

 

 

 

 

  
Point of view shown  

 

 

 

 

 

 

  
  • Discussion:
    • Which article seems more biased? Why?
    • How does point of view shape the message?

Reflection

  • Lead reflection with students by asking:
    • Why is it important to recognize bias and point of view?
    • How can this skill help you make informed decisions?

Extension

  • Ask students to find a news headline and identify two indicators of bias or point of view.