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Digital Literacy &

Experiential Civics

Everyone is biased

— and that's okay

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Lesson 1.0 Polarization and Bias

This two-part lesson introduces and improves students’ understanding of bias and polarization. In this lesson, students will define polarization, identify its causes and consequences, and analyze its relationship to society. Students will then define bias and identify its relationship to polarization.

Questions

Why do these divides exist?
Can disagreement be healthy?
When do you think disagreement becomes polarization? Where do we draw the line?
In what ways do you think polarization affects society negatively? Can you think of an example?
In what ways do you think bias affects relationships? How do you think bias can draw people together?
Do you think bias can push people apart?
How do you think bias and polarization are related?

Objectives

Part 1

Define polarization
Identify the causes and effects of polarization
Analyze the relationship between polarization and society

Part 2

Define bias
Identify the root of personal bias
Analyze the relationship between bias and polarization

Lesson 1.0 Polarization and Bias:

Step-by-Step Guide

Activity Part 1

In Class:

Ask students what they know about polarization. Write their responses on the board.
Introduce the concept of polarization as the division of people into sharply contrasting groups with viewpoints that seem irreconcilable. Examples:

Pepsi (vs) Coca-Cola
TikTok should be banned because it is dangerous and might share user information with China (vs) TikTok is a valuable source for social connection across the globe

Divide students into small groups and ask each group to create a list of areas in which they think polarization exists. This can be small-scale (like soda) or large-scale (like politics).
Once each group has completed their list, ask them to share their responses. Write their polarization “divides” on the board. You may consider the following discussion questions:

Why do these divides exist?
Can disagreement be healthy?
When do you think disagreement becomes polarization? Where do we draw the line?
In what ways do you think polarization affects society negatively? Can you think of an example?

Part 2

In Class:

Ask students what they know about bias. Have they heard of the word? In what context are they familiar with this term?
Introduce the concept of bias as prejudice in favor of or against one thing, person, or idea. Bias can be both intentional and unintentional. Examples:

Fans of a sports team support players because they represent their hometown
A teacher favors a student who happens to be their son or daughter

At AllSides, we believe that everyone is biased, and that’s okay! Being aware of our personal biases helps us understand ourselves and others better.
Ask each student to think about one area in their life where they feel biased toward something or someone. Students should include:

What they are biased towards
Why they are biased
How that bias shows up in their behavior, speech, or thoughts

Allow time for students to share their responses with the class.

Homework/Formative Assessment

Part 1

Students will complete a brief writing assignment or questionnaire about polarization in an area of their choosing:

Have each student identify an area of polarization to explore. Students may want to use AllStances™ or the AllSides Red Blue Translator™. They should include:

Topic
Explanation of different views on the issue
Prediction about ways in which disagreement around this issue could lead to polarization

OR

Provide evidence of polarization around this issue that already exists
Explain how polarization around this issue could impact society (families, communities, churches, organizations, cities, states, etc)
Brainstorm suggestions for finding common ground between both sides

�Part 2

In what ways do you think bias affects relationships? How do you think bias can draw people together?
Do you think bias can push people apart?
How do you think bias and polarization are related?

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Polarization & Bias

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Polarization (noun)

The division of people into sharply contrasting groups with viewpoints that seem irreconcilable.

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Examples

Coke or Pepsi?

Should TikTok be banned?

Should the school have a uniform?

Should the Supreme Court have term limits?

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Discussion Questions

Why do you think divides exist?

Can disagreement be healthy?

When do you think disagreement becomes polarization? Where do we draw the line?

In what ways do you think polarization affects society negatively? Can you think of an example?

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Bias (noun)

Prejudice in favor of or against one thing, person, or idea. �Bias can be both intentional and unintentional.

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Everyone is biased — and that’s okay.

A "Center" media bias rating from AllSides doesn't necessarily mean a source is neutral, unbiased, perfectly reasonable or credible. Center doesn't mean better! We encourage people to read outlets across the political spectrum.

Hidden media bias misleads, manipulates & divides us.

There is no

such thing as unbiased news.

Identify different perspectives so you can get the full picture and think for yourself.

Lesson 1.0 Polarization & Bias | Activity: Part 2 | In Class

Everyone is biased, and that’s okay
A "Center" media bias rating from AllSides doesn't necessarily mean a source is neutral, unbiased, perfectly reasonable or credible. A Center media bias rating simply means a source or writer does not predictably publish content tilted toward either end of the political spectrum — conservative or liberal. A media outlet with a Center rating may omit important perspectives, or run individual articles that display bias, while not displaying a lot of predictable bias in its content overall. Center doesn't mean better! We encourage people to read outlets across the political spectrum.
Ask each student to think about one area in their life where they feel biased toward something or someone. Students should include:

What they are biased towards
Why they are biased
How that bias shows up in their behavior, speech, or thoughts

Allow time for students to share their responses with the class.

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AllStances

Should we institute term limits on Supreme Court justices or maintain lifetime appointments?

Explore all perspectives, stances, and arguments for and against Supreme Court term limits with AllStances by AllSides.

Lesson 1.0 Polarization & Bias | Homework / Formative Assessment | Part 1

Students will complete a brief writing assignment or questionnaire about polarization in an area of their choosing:

Have each student identify an area of polarization to explore. Students may want to use AllStances™ (shown on this slide) or the AllSides Red Blue Translator™ (on next slide). They should include:

Topic
Explanation of different views on the issue
Prediction about ways in which disagreement around this issue could lead to polarization

OR

Provide evidence of polarization around this issue that already exists
Explain how polarization around this issue could impact society (families, communities, churches, organizations, cities, states, etc)
Brainstorm suggestions for finding common ground between both sides

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RedBlue Translator

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Lesson 1.1 How to Spot Media Bias

This lesson is aimed at improving news literacy skills through the identification of media bias in context. In this lesson, students will learn about 16 common types of media bias with examples of news articles from across the political spectrum. At the end of the lesson(s), students will understand what media bias is, how it affects our society, and how to spot common types of bias in context.

Questions:

What is media bias?
Is all media bias bad?
How and why do journalists write with bias?

Recommended Tools:

Skills:

News media literacy
Critical reading

Objectives:

Define and describe common types of media bias
Analyze media bias in context

Lesson 1.1 How to Spot Media Bias

Step-by-Step Guide

Introduction

Everyone is biased — and that's okay. There's no such thing as unbiased news. Hidden media bias misleads, manipulates and divides us, so everyone should learn how to spot media bias.

Key terms

Bias
Polarization
Balance

Activity

As a class, review 3-4 types of bias of your choosing on the AllSides Guide to Types of Media Bias. The most common types of bias are:

Spin
Opinion Statements Presented as Fact
Sensationalism
Slant
Bias by Omission
Bias by Placement
Story Choice
Subjective Qualifying Adjectives
Word Choice

Break students into small groups to research articles using the AllSides Topics & Issues resource or the AllSides Balanced Newsfeed. Students should spend 15 minutes doing a close reading of an article, looking for instances of bias.
At the end of the close readings, students can share their findings with the class.

Homework/Formative Assessment

Have students choose a news story of interest using the AllSides Topics & Issues resource or the AllSides Balanced Newsfeed.
Have each student analyze the political biases displayed in their chosen news story using the literacy skills they developed in class and write a 300-word reflection after the media bias class discussion.

What is the title of your article and what news outlet published it?
Why did you choose to read this article?
What type(s) of media bias are present in this article?
Would you rate this article as very biased, somewhat biased, or mostly unbiased? Why?

Summative Assessment Recommendations

Have students match types of bias to their definition
Provide students with an article that displays bias. Have students annotate the article for types of bias. The assessment can include a “types of bias” word bank for younger learners.

Alternative Assessment

This alternative assessment is designed for AP Lang students and has the students apply the same skills that they will use on the rhetorical analysis essay.

Individual students select a topic from the AllSides Balanced Newsfeed to analyze and demonstrate their analysis in a presentation and discussion.

Background information

Topic from AllSides Balanced Newsfeed
News source(s)
AllSides Media Bias Ratings™ of news source(s)

Analysis

Claim – Include the rhetorical choice/type of media bias.
Evidence – Summarize, paraphrase, or quote; be specific.
Commentary – Explain how the evidence demonstrates media bias and the overall effect it has on the article.

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How to Spot Media Bias

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Everyone is biased — and that’s okay.

A "Center" media bias rating from AllSides doesn't necessarily mean a source is neutral, unbiased, perfectly reasonable or credible. Center doesn't mean better! We encourage people to read outlets across the political spectrum.

Hidden media bias misleads, manipulates & divides us.

There is no

such thing as unbiased news.

Identify different perspectives so you can get the full picture and think for yourself.

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How to Spot Common Types of Media Bias

Journalism is tied to a set of ethical standards & values:

Truth
Accuracy
Fairness
Impartiality
Accountability

However, we are all biased toward information that confirms our existing beliefs, and journalism today often strays from objective fact, resulting in biased news and endless examples of media bias.

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Types of Media Bias

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Spin

Vague, dramatic or sensational language.

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Example of Spin

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Example of Spin

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Opinion Statements

Presented as Facts

Using subjective language or statements

under the guise of reporting objectively.

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How are Opinion Statements Presented as Facts?

A subjective statement reflects how the writer views reality.

Personal opinions
Assumptions
Beliefs
Tastes
Preferences
Interpretations

Objective modifiers can be verified:

Blue
Old
Single-handedly
Statistically
Domestic

Subjective modifiers are a matter of interpretation:

Suspicious
Dangerous
Extreme
Dismissively
Apparently

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Example of Opinion Statement Presented as Fact

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Example of Opinion Statement Presented as Fact

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Example of Opinion Statement Presented as Fact

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Sensationalism / Emotionalism

When information is presented in a way that gives

A shock or makes a deep impression.

Lesson 1.1 How to Spot Media Bias | Activity | In Class

Sensationalism is when information is presented in a way that gives a shock or makes a deep impression. Often it gives readers a false sense of culmination, that all previous reporting has led to this ultimate story.

In recent years, some media outlets have been criticized for overusing the term “breaking” or “breaking news,” which historically was reserved for stories of deep impact or wide-scale importance.

With this type of media bias, reporters often increase the readability of their pieces using vivid verbs. But there are many verbs that are heavy with implications that can’t be objectively corroborated: “blast” “slam” “bury” “abuse” “destroy” “worry.”In recent years, some media outlets have been criticized for overusing the term “breaking” or “breaking news,” which historically was reserved for stories of deep impact or wide-scale importance.

With this type of media bias, reporters often increase the readability of their pieces using vivid verbs. But there are many verbs that are heavy with implications that can’t be objectively corroborated: “blast” “slam” “bury” “abuse” “destroy” “worry.”

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Example of Sensationalism / Emotionalism

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Example of Sensationalism / Emotionalism

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Example of Sensationalism / Emotionalism

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Slant

When a journalist only tells part of a story, or when they highlight, focus on, or play up one particular angle or piece of information.

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Example of Slant

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Example of Slant

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Bias by Omission

When media outlets choose not to cover certain stories, omit information that would support alternative viewpoints, or omit voices and perspectives on the other side.

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Example of Bias by Omission

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Story Choice & Placement

The stories an outlet choose to cover or omit, and where the story appears on the website.

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What is Bias by Story Choice & Placement?

Bias by story choice: which stories the outlet chooses to cover or to omit.

Bias by story placement: which stories that a media outlet features "above the fold" or prominently on its homepage

Bias by viewpoint placement when a story only features viewpoints from one viewpoint, and omits or buries alternative viewpoints.

Lesson 1.1 How to Spot Media Bias | Activity | In Class

Bias by story choice is when a media outlet's bias is revealed by which stories the outlet chooses to cover or to omit. For example, an outlet that chooses to cover the topic of climate change frequently can reveal a different political leaning than an outlet that chooses to cover stories about gun laws. The implication is that the outlet's editors and writers find certain topics more notable, meaningful, or important than others, which can tune us into the outlet's political bias or partisan agenda. Bias by story choice is closely linked to media bias by omission and slant.

Bias by story placement is one type of bias by placement. The stories that a media outlet features "above the fold" or prominently on its homepage and in print show which stories they really want you to read, even if you read nothing else on the site or in the publication. Many people will quickly scan a homepage or read only a headline, so the stories that are featured first can reveal what the editor hopes you take away or keep top of mind from that day.

Bias by viewpoint placement is a related type of bias by placement. This can often be seen in political stories. A balanced piece of journalism will include perspectives from both the left and the right in equal measure. If a story only features viewpoints from left-leaning sources and commentators, or includes them near the top of the story/in the first few paragraphs, and does not include right-leaning viewpoints, or buries them at the end of a story, this is an example of bias by viewpoint.

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Example of Bias by Placement

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Example of Bias by Placement

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Subjective Qualifying Adjectives

Words that characterize or attribute specific properties to a nouns.

Lesson 1.1 How to Spot Media Bias | Activity: Part 1 | In Class

Journalists can reveal bias when they include subjective, qualifying adjectives in front of specific words or phrases. Qualifying adjectives are words that characterize or attribute specific properties to a noun. When a journalist uses qualifying adjectives, they are suggesting a way for you to think about or interpret the issue, instead of just giving you the facts and letting you make judgements for yourself. This can manipulate your view. Subjective qualifiers are closely related to spin words and phrases, because they obscure the objective truth and insert subjectivity.

For example, a journalist who writes that a politician made a "serious allegation" is interpreting the weight of that allegation for you. An unbiased piece of writing would simply tell you what the allegation is, and allow you to make your own judgement call as to whether it is serious or not.

In opinion pieces, subjective adjectives are okay; they become a problem when they are inserted outside of the opinion pages and into hard news pieces.

Sometimes, the use of an adjective may be warranted, but journalists have to be careful in exercising their judgement. For instance, it may be warranted to call a Supreme Court ruling that overturned a major law a "landmark case." But often, adjectives are included in ways that not everyone may agree with; for instance, people who are in favor of limiting abortion would likely not agree with a journalist who characterizes new laws restricting the act as a "disturbing trend." Therefore, it's important to be aware of subjective qualifiers and adjectives so that you can be on alert and then decide for yourself whether it should be accepted or not. It is important to notice, question and challenge adjectives that journalists use.

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Example of Bias by Omission

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Word Choice

Words that characterize or attribute specific properties to a nouns.

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Examples of Polarizing Word Choices

pro-choice	anti-choice
pro-abortion	anti-abortion
Gun rights	Gun control
Riot	Protest
Illegal immigrants	Migrants
Illegal alien	Asymlum-seeking migrants
Woman	Birthing person
Voting rights	Voting security
Sex reassignment surgery	Gender-affirming care
Critical race theory	Anti-racist education

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Example of Word Choice Bias

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Activity

Spend 15 minutes doing a close reading of an article, looking for instances of bias.

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Lesson 1.2 Comparing Bias

Key Terms:

Bias
Polarization
Balance

Recommended Tools

Objectives:

Analyze media bias in context
Compare media bias across different sources
Evaluate how bias affects the meaning of a news article

Questions:

Do different news sources write differently about the same topic?
How do different news sources interpret the same story?
How does this bias affect readers’ perception of the story?

This lesson is aimed at improving news literacy skills through the analysis of bias in context. In this lesson, students will practice comparing the use of bias across similar stories published by different news outlets. At the end of the lesson(s), students will understand how different news outlets use bias and the impact bias has on readers’ interpretation of news and events.

Lesson 1.2 Comparing Bias Across News Outlets

Introduction

Everyone is biased — and that's okay. There's no such thing as unbiased news. Hidden media bias misleads, manipulates and divides us, so everyone should learn how to spot media bias.

Key terms

Bias
Polarization
Balance

Activity:

As a class, briefly review the AllSides Guide to Types of Media Bias or open with a recap of what the class learned if they completed Lesson 1.1: What is Media Bias?
Introduce students to the AllSides Balanced Newsfeed. The AllSides Balanced Newsfeed includes a Headline Roundup in which we compile three articles, one from the left, the center, and the right, that report the same story.
Choose a Headline Roundup of interest and read the AllSides Summary as a class.
Break students into three groups and determine which group will read the article from the left, center, and right.
Students will annotate the article for instances of bias, referring to the AllSides Guide to Types of Media Bias as necessary.
At the end of the reading period, each group will present their findings. Students should discuss and take note of the differences they see in their articles compared to the other groups.

*Watch out for this symbol, which indicates possible limited access to articles:

Homework/Formative Assessment

Students write a brief reflection on the class discussion:

What is the title of the AllSides Headline Roundup discussed in class today?
What is the title of the article and news outlet your group was assigned?
What types of media bias are present in this article?
Did any or all of the three articles present the Headline Roundup topic differently than the others? Explain.
How do different types of bias affect the meaning of the story?
In your opinion, would a reader miss out on other perspectives if they only read your article? Why or why not?

Summative Assessment

Each student chooses a Headline Roundup of interest to them and presents their findings either in a presentation or a written report. Projects should include the following:

The AllSides Headline Roundup title
A brief summary of the topic
The title of each article and news outlet included in the Headline Roundup
A brief summary of each article, including types of bias found (occasionally, there will be very little or no bias found)
An explanation of how bias affects the interpretation of each article
An a conclusion that outlines how each outlet covered the same story differently

*AP Language students may want to consider how different rhetorical strategies/bias affect the same topic, resulting in three distinct pieces of writing.

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Comparing Bias Across

News Outlets

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Everyone is biased — and that’s okay.

A "Center" media bias rating from AllSides doesn't necessarily mean a source is neutral, unbiased, perfectly reasonable or credible. Center doesn't mean better! We encourage people to read outlets across the political spectrum.

Hidden media bias misleads, manipulates & divides us.

There is no

such thing as unbiased news.

Identify different perspectives so you can get the full picture and think for yourself.

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Activity

Choose a Headline Roundup of interest and read the AllSides Summary as a class

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Sample Headline Roundup