Teacher Note: This lesson relies on access to news media segments featured on You Tube. If you do not have access to this website, you can find these news stories on the websites of the news agencies. The activities in this lesson are built sequentially, but can also be presented as stand-alone lessons.

Students will:

• conduct a self-assessment on their political information gathering practices and understanding of possible bias from the sources of this information
• compare and contrast newscasts from two periods in American history and assess the advantages and disadvantages of a greater access to political information.
• compare and contrast newscasts from different ideological perspectives and assess the potential problems from limiting one's source of political information.

In the past quarter century, the way Americans obtain their political information has changed dramatically. What were once only a few sources (four major television networks' evening news broadcasts and newspapers) is now a myriad of anytime, anywhere-all the time, everywhere delivery systems from cable news to talk radio to blogs. The Internet, cable and satellite communication and the different ways to receive, share, and produce political information have changed the way we think about and process political information. Questions that arise are, "Are Americans better informed? Do they hold or at least recognize the validity of other opinions and perspectives? Is democracy better served by these new sources and delivery systems of political information? That is the topic of the current Miller Center National Debate with Andrew Keen, author, The Cult of the Amateur: How Today's Internet is Killing our Culture; Farhad Manjoo, journalist for Slate, author of True Enough: Learning to Live in a Post-Fact Society; Jimmy Wales, founder, Wikipedia; and Micah L. Sifry, editor, Personal Democracy Forum

In this lesson students will participate in a variety of activities to explore these questions. They will conduct a self-assessment survey on their political information gathering practices and understanding before and after the lesson to assess their learning. They will also compare and contrast newscasts from two periods in American history and newscasts from different ideological perspectives and then write separate essays that address central questions surrounding these issues.

Opening Activity: "News Gathering Survey."
Before class begins, prepare copies of the survey handout, "News Gathering Survey."

When class convenes, pass out the survey band remind students that their responses are anonymous. Give students five minutes to complete the survey then return them to you; tally up the results on the front board for each survey item and hold a discussion on the following questions:

• In how many questions did you feel you had a solid understanding on the topic being asked? Which ones?
• Do you feel the Internet is a good place to obtain valuable political information you can use? Why or why not?
• Do you feel the news source you predominantly use has a political slant? If so, which way? Is that why you view it?
• Do you actively seek out other perspectives on a political news story or just trust the one you normally use? Explain your answer.
• Do you participate in "comments" sections of news stories featured in online news sources expressing your views to news stories you view? If so, why? If not, why not?

Keep the results of the survey for the assessment section of the lesson.

Main Activity
Part 1: Comparing Newscasts of the Past and Present
In this activity, students will compare and contrast two news stories, one from the Vietnam War era and the other on the Taliban fighters in Afghanistan.

1. Tell students in this activity they will be comparing newscasts on two American wars, one in the past and one in the present. Make sure students have access to the Internet either through personal computers or an overhead projection you can show to the entire class.
2. Divide students into small study/discussion groups.
3. Distribute the handout, "Comparing Newscasts of Past and Present" to all students. Pay close attention to the "Background" section by having students read the section aloud or read it to them. Then review the directions.
4. Provide students time to review the newscasts (this can also be done as homework) and discuss the questions on their handout. Emphasize to students that both the images and the narration are important to track and understand. Then allow students time to complete the assessment assignment (this can be done as homework.)

Part 2: Comparing Ideological Slant in the News
In this activity, students will look at three newscasts examining of the Arizona immigration law of 2010.

Two of the newscasts have a clear ideological slant, but let students discover this for themselves. Students will discuss the similarities, differences and biases they observe in the different newscasts' coverage of the Arizona law. Students will then assess the impact of ideological bias in news reporting on how people's interpretation of the news.

1. Tell students in this activity, they will be comparing three different newscasts to see if any of them have an ideological slant and if so, what might be the impact of this. Make sure students have access to the Internet either through personal computer or an overhead projection you can show to the entire class.
2. Divide students into small study/discussion groups.
3. Distribute the handout, "Comparing Ideological Slant in the News" to all students. Pay close attention to the "Background" section by having students read the section aloud or read it to them. Then review the directions.
4. Provide students time to review the newscasts (this can also be done as homework) and discuss the questions on their handout. Emphasize to students that the images, the narration, and the interview content are important to track and understand. Then allow students time to complete the assessment assignment (this can be done as homework.)

Assessment:

• Assess students on the depth of conversation and responses during their discussion sessions.
• Review the survey results from the opening activity. Conduct another survey to compare the class's responses before the lesson and after. Have students do a self-assessment of what they've learned by reviewing the survey and comparing earlier answers with ones they have now.
• Assess students' essays for adherence to the assignment requirements and thoughtful commentary.

Extension Activities
For a more humorous side of news coverage, check out The Daily Show with Jon Stewart at http://www.thedailyshow.com or The Steven Colbert Report at http://www.colbetnation.com. Individual news stories on various subjects can be found through the sites' search engines.

Students can conduct a similar analysis of news coverage as they did in Activity 3, "Comparing Ideological Slant."

Have student review various campaign websites and identify how the campaign uses the Internet to inform supporters of the candidate's views on the issues, recruit volunteers and donors, and provide useful information on the candidate's activities and developments in the campaign. They can compare and contrast two or more campaign sites' effectiveness in these areas and participate in a campaign they want to support through these virtual means.

Most news producers have websites that invite readers to make comments on various stories. Have students participate in one of these comment sites from a news source that is either inline or opposed to their own ideological position. Have them engage in a civil conversation with other members on any issue of interest being discussed. Students can also do the same on a political blog. Have them participate for a week and then summarize their experience on an Internet posting on the school's website or other appropriate method of communicating.

Have students present to the class one of the PBS News Hour Extra lessons on the Internet and journalism:

• "The Whole World is Watching"
• NewsHour Extra: Arts/Media Archive
  
• Have students participate in these PBS NewsHour Extra features:
  o Student Voices
  o NewsHour Student Reporting Labs