The following lesson offers an analytical frameworkteachers, media specialists and parents may use with children andstudents of various ages, to help them understand the process bywhich news is constructed.
This lesson is based on an article, which ran in the January 21, 1995 issue of the London Free Press.
In this lesson students explore the commercial and ethical issues surrounding the reporting of crime in televised newscasts.
In this lesson, students debate the question “what is news?” and analyze and assess their own personal news sources.
This is the final lesson in a unit that explores news journalism across the media.
In this lesson, students explore the content and elements of the front pages of newspapers.
This lesson considers how the media portrays women in politics. Students explore capsule biographies of female political leaders, from ancient times to current events – crafted from snippets of media coverage such as newspapers, magazines, TV news and encyclopedias – to understand bias in how female politicians are portrayed.
In this lesson students are introduced to the key media literacy concept that media are constructions that re-present reality and consider how representations of crime in news and entertainment media may influence how we perceive members of particular groups.
In this lesson students consider the meaning of the words “bias” and “prejudice” and consider how bias may be found even at the level of individual words due to connotation.
This lesson begins with a brief history of citizen journalism and a discussion of just what it is.