1 STEP UP FOR ISRAEL TEEN COURSE BEFORE YOU BEGIN Print/Copy: Handout; Student Resource I, II, III, IV & V A project of JerusalemU Supplies: Internet-enabled devices GOALS OBJECTIVES • Learn the principles and practical applications of the CLUMSY model. • Understand the need to become thoughtful consumers of media and to take action against media bias. • Students will demonstrate their ability to analyze media for bias by applying CLUMSY. • Students will express their desire and ability to be thoughtful media consumers and to take action against media bias. INTRO (1 MINUTE) We interact with media all the time—through radio, podcasts, social media, online outlets and second-hand reports from friends—and we form our opinions of the world based on this information. The problem is that sometimes this information is biased, missing the context or bigger picture, or even misrepresenting or manipulating the facts. Understanding and ac- tively engaging with the media we consume is vital to getting a full picture of what is really going on and ensuring that others do as well. Today’s media is accessible, which means it can be easily manipulated, but it also means that you can have a real influence on ensuring that it stays accurate and unbiased. S T E P U P F O R I S R A E L
Transcript
1STEP UPFOR ISRAEL
T E E N C O U R S E
BEFORE YOU BEGINPrint/Copy: Handout; Student Resource I, II, III, IV & V
A project ofJerusalemU
Supplies: Internet-enabled devices
GOALS OBJECTIVES• Learn the principles and practical
applications of the CLUMSY model.
• Understand the need to become thoughtful consumers of media and to take action against media bias.
• Students will demonstrate their ability to analyze media for bias by applying CLUMSY.
• Students will express their desire and ability to be thoughtful media consumers and to take action against media bias.
INTRO(1 MINUTE)
We interact with media al l the t ime—through radio, podcasts , socia l media, onl ine outlets
and second-hand reports from fr iends—and we form our opinions of the world based on this
information. The problem is that sometimes this information is biased, missing the context
or bigger picture, or even misrepresenting or manipulat ing the facts . Understanding and ac-
t ively engaging with the media we consume is v ita l to gett ing a ful l picture of what is real ly
going on and ensuring that others do as wel l . Today’s media is accessible, which means it can
be easi ly manipulated, but it a lso means that you can have a real inf luence on ensuring that
it stays accurate and unbiased.
S T E P U P F O R I S R A E L
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STEP UPFOR ISRAEL
PLAY MEDIA 101: READING BETWEEN THE LINES I(7 MINUTES)
POST-FILM DISCUSSION(2 MINUTES)
Write the CLUMSY acronym on the board and f i l l in the answers as the students state them.
Let’s review—what does CLUMSY stand for?
Ask
CensorshipLocal F ixersUnconsc ious BiasMedia Out lets with an AgendaSocia l Media S loppinessYou
Why is CLUMSY an important tool?
Answer
Ask
Possible Answer
We need to be able to identify media bias so that we can identify the truth and counteract bias, and CLUMSY is an effective way to identify whether media sources and reporting are reliable.
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PLAY MEDIA 101: READING BETWEEN THE LINES II(23 MINUTES)
POST-FILM DISCUSSION(5 MINUTES)
What examples of CLUMSY did you see in the f i lm?
Ask
Censorship • Israeli military censorship for national security. • Hamas harasses and threatens journalists.
Local Fixers • Liz’s fixer claims the security barrier is for land annexation and not security.
Unconscious Bias • The high volume of news inflates the importance of the conflict. • There is more negative coverage of Israel due to its free press. • Reporters tend to reduce the complex conflict into the same simplistic storyline.
Media Outlets with an Agenda • State-owned media outlets like RT, Press TV and CCTV have an obvious bias, and reporters can be influenced by the bias of their employers.
Social Media Sloppiness • Cropped or repurposed photos can support inaccurate accusations. • Social media is an easy platform for negative expression.
You • Take everything with a grain of salt!
Possible Answers
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ACTIVITY
(10 MINUTES)CLUMSY MEDIA
INSTRUCTIONS
PREP• Divide the students into groups of two or
three.
• Give each group one copy of the Handout, as well as one Student Resource, each of which contains a sample of media bias. Most are related to the Israeli-Palestinian conflict and one is related to general world media.
• Each student resource has a corresponding teacher resource—titled with the same numeral—that provides further information and context for the respective media bias samples. The teacher can use these resources to assist the students and answer questions.
For the students to practice identifying media bias and applying the CLUMSY model, and understand how they can be thoughtful media consumers capable of acting against media bias.
STEP 1Look through your assigned media sample, applying the CLUMSY model to analyze whether the cl ip or article demonstrates media bias. I f the bias is not clear from the sample, Google the names and events to f ind out more.
STEP 2Fil l out the Handout based on what you’ve discussed.
GOAL
Explain the following instructions:
Let’s practice using CLUMSY, identifying media bias and brainstorming what we can do about it.
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STEP 3Make sure to leave enough time to focus on the last section of the handout, the “You” in CLUMSY—this is the most important element of the whole model. Brainstorm ways you can respond to the media bias in your assigned sample, and also how you can act to counter media bias in general.
Be creative—you could write a letter to the editor, start a social media campaign, create and/or share a meme, Vine or short film, and even just explain CLUMSY to others.
POST-ACTIVITY DISCUSSION(3 MINUTES)
(12 MINUTES)
What were your answers to the last sect ion of the handout, the “You” in CLUMSY?
Allow students to share their ideas about how to respond to the exhibited media bias .
Ask
This class was designed to be practical—the goal is for you to leave today knowing that you can now interact di f ferently and more thoughtful ly with the media you consume. Hopeful ly , you also understand that you can have an impact on the media others consume, by becoming a source of socia l media information or inf luencing other media outlets to be more fa ir and just in their reporting.
CLASS CONCLUSION
OPTIONAL MATERIALS
Ask each group to present their activity by playing their fi lm clip for the class and then describing their answers on the Handout .
Discuss each group’s responses to their media sample.
Title of Media Sample: __________________________________________
Describe what your media sample is about:
Identify and describe each form of bias in your media sample, with as much detail as possible. I f the bias is related to an individual reporter or media outlet, try to f ind more information about them and their possible biases.
ensorship
ocal Fixers
nconscious Bias
edia Outlets with an Agenda
ocial Media Sloppiness
ou
C
L
U
M
S
Y
HANDOUT
CLUMSY MEDIA
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STUDENT RESOURCE I
FACEBOOK PHOTO SHOOT
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Watch the media sample at this l ink:
www.stepupforisrael.com/media101-fi lms
STUDENT RESOURCE II
MSNBC’S AYMAN MOHYELDIN
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See the or iginal ar tic le here:www.theblaze .com/stor ies/2014/10/23/bias-on-steroids-this-ap-headline-explains-why-so-manycomplain-about-media-coverage-of- israel/
Read the AP’s amended ar tic le here: www.bigstor y.ap.org/ar tic le/acf3fab2ffda4b01944c9d074d38f1b1/palestinian-ki l ls-baby-jerusalem-station
STUDENT RESOURCE III
AP BREAKING NEWS
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Palestinian shot dead after Jerusalem attack kills twoIsraeli police say they have shot dead a Palestinian man in Jerusalem after he attacked four people, two of whom have died.
The knife-wielding man attacked three family members in the Old City near the Lion’s Gate. He reportedly first stabbed the father of the family and took his gun, which he then fired at a woman and a group of tourists, before being shot dead.
In the latest incident a woman aged about 20 and a two-year-old child were also injured and are being treated in hospital. The woman is said to be seriously hurt and the baby lightly injured.
An investigation has been launched to try to determine the attacker’s identity.
UN exchange
Earlier this week, Palestinian leader Mahmoud Abbas told the UN General Assembly that Israel risked creating “an explosive situation” in Jerusalem and the West Bank with its use of “brutal force”.
There has been a recent flare-up in tensions between Israel and Palestinians, with violent confrontations between security forces and Palestinian youths in a compound holy to both Jews and Muslims in East Jerusalem.
Excerpted from the or iginal. See the ful l ar t ic le here: bbcwatch.org/2015/10/03/bbc-news-f lunks-headline-of-repor t-on-jerusalem-terror-attack/
Read the BBC’s amended ar tic le here:www.bbc .com/news/world-middle-east-34435197
Watch the or iginal ful l fi lm here: www.cc .com/video-c l ips/in35c7/the-dai ly-show-with-jon-stewar t- indecision-2012---corn-pol led-edit ion---ron-paul---the-top-t ier
STUDENT RESOURCE V
MEDIA & THE IOWA POLL
Watch the media sample at this l ink (stop at minute 2:28):
www.stepupforisrael.com/media101-fi lms
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TEACHER RESOURCE I
FACEBOOK PHOTO SHOOT
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Excerpted from the or iginal. Read the or iginal ar tic le here: www.mediaite .com/tv/msnbcs-ayman-mohyeldin-corrected-on-air-after-suggesting-dead-palestinian-terror ist-wasnt-armed
Excerpted from the or iginal. Read the or iginal ar tic le here:www.theblaze .com/stor ies/2014/10/23/bias-on-steroids-this-ap-headline-explains-why-so-many-complain-about-media-coverage-of- israel/
TEACHER RESOURCE III
AP BREAKING NEWS
‘Bias on Steroids’: This AP Headline Explains Why So Many Complain About Media Coverage of Israel
A 3-month-old baby girl was killed Wednesday when a car driven by a Palestinian man slammed into a group of bystanders at a Jerusalem light rail station, but the early headline of an Associated Press story on the incident drew criticism from pro-Israel media watchdogs who called it a perfect example of media bias against the Jewish state.“Israeli police shoot man in east Jerusalem” was the initial headline of the AP story that ran on Yahoo and elsewhere, wording that ignored the killing of the baby, the Israeli police assessment that the attack was motivated by terrorism, and glossed over why police shot the man in the first place.The Committee for Accuracy in Middle East Reporting in America, a pro-Israel media watchdog, captured a screenshot of the headline, which was later edited. However, some Middle Eastern websites, including Lebanon’s Daily Star and Turkey’s Daily Sabah kept the original headline that obscured the context behind what really happened.
Israeli police said eight other people were injured when the suspect rammed into the rail station crowd. He tried to flee the scene on foot before police shot him. Israel Army Radio reported Thurs-day morning that he died of his wounds.An Israeli government spokesman identified the suspect as Abed Abdelrahman Shaludeh and said he was a member of Hamas who had served time in Israeli prison for terrorism.“[T]here were clearly enough details available at the time, even with the news still in the hazy
‘breaking’ stage, that the inappropriate and misleading headline should never have appeared on the story,” CAMERA observed. “Nearly an hour after AP’s first report, it published a second one, containing virtually no new information, with the more appropriate headline, ‘Car slams into east Jerusalem train station.’”But the second headline also drew criticism, because it made no mention of the driver, the apparent terrorism connection and the slain infant.The AP changed the headline again, where it currently reads: “Palestinian kills baby at Jerusalem station.”Paul Colford, director of media relations for the Associated Press, declined to respond directly to criticism of the headline, but said it was written when confirmed facts were still scarce.“The headline in question was short-lived, written when confirmed details of what happened were scarce,” Colford said in an email to The-Blaze. “The headline was replaced in just over a half-hour as AP continued to publish updates about the incident, the driver and the victim. The final version of the story, and its headline, made clear what had happened.”Nevertheless, the original first sentence of the AP story read: “Israeli police say they have shot a man whose car slammed into a crowded stop in east Jerusalem, in what they suspect was an intentional attack.” It also included information attributed to a police spokeswoman that “nine people were wounded, some seriously.”A headline from the BBC was also disparaged on social media for glossing over key details. You know @BBCBreaking “cars” don’t just magically drive themselves…is it possible someone was driving that car?
pic.twitter.com/KNvYqG8TQW — Gidon Shaviv (@GidonShaviv) October 22, 2014
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Find out more information here:bbcwatch.org/2015/10/03/bbc-news-f lunks-headline-of-repor t-on-jerusalem-terror-attack/
Read the or iginal ar tic le here: honestrepor ting.com/jerusalem-terror-attack-bbc-headline-shocker/
TEACHER RESOURCE IV
BBC TWEETS ARTICLE
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Excerpted from the or iginal. Read the or iginal ar tic le here: www.economist.com/blogs/democracyinamer ica/2011/08/ron-paul-and-michele-bachmann
