{"id":31,"date":"2025-03-21T13:39:30","date_gmt":"2025-03-21T13:39:30","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/front-matter\/lesson-bias-and-crime-in-media\/"},"modified":"2025-07-29T19:39:45","modified_gmt":"2025-07-29T19:39:45","slug":"lesson-bias-and-crime-in-media","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/front-matter\/lesson-bias-and-crime-in-media\/","title":{"raw":"Lesson: Bias and Crime in Media","rendered":"Lesson: Bias and Crime in Media"},"content":{"raw":"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.\r\n<p class=\"p2\">The concept that media communicate values and messages and have social implications is introduced and students discuss how stereotypes of particular groups are formed. Finally, students read a number of articles on the question of whether and when a person\u2019s religion should be mentioned in a news article and create a public service announcement communication their opinion.<\/p>\r\n<strong>Grade range: 9\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/introduction-bias-and-crime-in-media\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/introduction-12\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td><\/td>\r\n<td><strong>One or two class periods (75-150 minutes)<\/strong><\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong>Activities<\/strong><\/td>\r\n<td>Introduction\r\n\r\nMedia are Constructions\r\n\r\nEvaluation Task and Rubric<\/td>\r\n<td><\/td>\r\n<td><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>Preparation:<\/strong>\r\n<ul>\r\n \t<li>Ensure that you are able to show the embedded <a href=\"http:\/\/www.youtube.com\/watch?v=JqfqsOM2WFo\">Policeman PSA video<\/a> onto a digital projector or interactive whiteboard, or that students are able to access the link. <a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/policeman-psa\/\">Select this link to access a video description for people who are blind or low-vision<\/a>.<\/li>\r\n \t<li>Ensure that you and the students are able to access the document <em>What should be the media policy about identifying a person's faith in their reporting?<\/em> You may wish to familiarize yourself with the articles before the activity. They are available to students in the student textbook linked above.\r\n<ul>\r\n \t<li><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/article-1-what-should-be-the-media-policy-about-identifying-a-persons-faith-in-their-reporting\/\">Article 1<\/a><\/li>\r\n \t<li><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/article-2-what-should-be-the-media-policy-about-identifying-a-persons-faith-in-their-reporting\/\">Article 2<\/a><\/li>\r\n \t<li><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/article-3-what-should-be-the-media-policy-about-identifying-a-persons-faith-in-their-reporting\/\">Article 3<\/a><\/li>\r\n \t<li><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/article-4-what-should-be-the-media-policy-about-identifying-a-persons-faith-in-their-reporting\/\">Article 4<\/a><\/li>\r\n \t<li><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/article-5-what-should-be-the-media-policy-about-identifying-a-persons-faith-in-their-reporting\/\">Article 5<\/a><\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nA <a href=\"https:\/\/mediasmarts.ca\/lessonplan\/bias-and-crime-media-lesson\">printable version of this lesson<\/a> is available on the MediaSmarts website.\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Outcomes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nMedia are constructions:\r\n<ul>\r\n \t<li>Media works were made by people who made choices that affect the final work<\/li>\r\n<\/ul>\r\nMedia have social and political implications:\r\n<ul>\r\n \t<li>The choices that people make in producing media impact the way in which their audiences view others and the world<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>What consequences exist in identifying a person's diverse identity (faith, race, ability, sexual orientation, Aboriginal status, etc.) in news media?<\/li>\r\n \t<li>What key principles are most important in deciding whether or not to state or imply a person's diverse identity in news media?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge:<\/em> Students will know\u2026\r\n<ul>\r\n \t<li>Reading media: When it is relevant to include a person's diverse identity in a news story<\/li>\r\n \t<li>Media representation: How media representation shapes perceptions and stereotypes about certain individuals in society\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"378\"]bias[\/pb_glossary], [pb_glossary id=\"286\"]stereotype[\/pb_glossary]<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<em>Performance tasks<\/em>: Students will be able to\u2026\r\n<ul>\r\n \t<li>Locate news stories from a variety of sources (print, broadcast, and online)<\/li>\r\n \t<li>Recognize and analyze the relevant and unnecessary identification of diversity<\/li>\r\n \t<li>Compare the inclusion or exclusion diversity to the writing technique, tone and overall effect of the story on the reader<\/li>\r\n \t<li>Judge the impact of diversity identification in crime news stories<\/li>\r\n \t<li>Develop an ethical guideline for crime journalists when it comes to identifying diverse identities<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn when it is relevant to include a person's diverse identity in news stories, how media representation shapes perceptions and stereotypes, and important terms like \"bias\" and \"stereotype.\"<\/li>\r\n \t<li>We will think about the consequences of identifying someone's diverse identity in the news and what principles should guide these decisions.<\/li>\r\n \t<li>We will analyze news stories for how diversity is identified, compare the effects of including or excluding this information, judge its impact in crime reporting, and create ethical guidelines for journalists.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Strand A: Literacy Connections and Applications<\/strong>\r\n\r\n<strong>A1. Transferable Skills<\/strong>\r\n\r\nA1.1 Receptive and Expressive Communication\r\n\r\nanalyze and explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms\r\n\r\n<strong>A2. Digital Media Literacy<\/strong>\r\n\r\nA2.4 Forms, Conventions, and Techniques\r\n\r\nevaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts\r\n\r\nA2.5 Media, Audience and Production\r\n\r\ndemonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production\r\n\r\nA2.7 Community and Cultural Awareness\r\n\r\ncommunicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate and model cultural awareness with members of the community\r\n\r\n&nbsp;\r\n\r\n<strong>Strand C: Comprehension (Understanding and Responding to Texts)\r\n<\/strong>\r\n\r\n<strong>C1. Knowledge about Texts<\/strong>\r\n\r\nC1.2 Text Forms and Genres\r\n\r\nanalyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning\r\n\r\nC1.3 Text Patterns and Features\r\n\r\ncompare the text patterns, such as compare and contrast in an expository essay, and text features, such as footnotes and copyright information, associated with different text forms, including cultural texts, and evaluate their importance in helping readers, listeners, and viewers understand the meaning\r\n\r\nC1.6 Point of View\r\n\r\nanalyze the narrator\u2019s point of view, including limited, omniscient, or unreliable, in a variety of texts, explain how it is communicated, and suggest alternative points of view, giving reasons\r\n\r\n<strong>C2. Comprehension Strategies<\/strong>\r\n\r\nC2.4 Monitoring of Understanding: Ongoing Comprehension Check\r\n\r\nselect suitable strategies, such as rereading, using the glossary, asking questions, and consulting references and other resources, to monitor and confirm their understanding of complex texts and solve comprehension problems\r\n\r\nC2.5 Monitoring of Understanding: Making Connections\r\n\r\nconnect, compare, and contrast the ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them\r\n\r\nC2.6 Summarizing: Identifying Relevant information and Drawing Conclusions\r\n\r\nsummarize and synthesize the important ideas and supporting details in complex texts, and draw effective conclusions\r\n\r\n<strong>C3. Critical Thinking in Literacy\r\n<\/strong>\r\n\r\nC3.2 Making Inferences\r\n\r\nmake local and global inferences, using explicit and implicit evidence, to explain and support their interpretations about various complex texts\r\n\r\nC3.3 Analyzing Texts\r\n\r\nanalyze complex texts, including literary and informational texts, by assessing the credibility, reliability, and significance of information and formulating conclusions\r\n\r\nC3.4 Analyzing Cultural Elements of Texts\r\n\r\nanalyze cultural elements that are represented in various texts, including, norms, values, social hierarchy, pastimes, language, and taboos, by investigating the meanings of these elements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text\r\n\r\nC3.5 Perspectives within Texts\r\n\r\nanalyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could show bias in these perspectives, and suggest ways to avoid any such bias\r\n\r\nC3.6 Analysis and Response\r\n\r\nexplain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and different positions presented\r\n\r\n&nbsp;\r\n\r\n<strong>Strand D: Comprehension (Understanding and Responding to Texts)\r\n<\/strong>\r\n\r\n<strong>D1. Developing Ideas and Organizing Content\r\n<\/strong>\r\n\r\nD1.2 Developing Ideas\r\n\r\ngenerate and develop ideas and details about complex topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences\r\n\r\nD1.3 Research\r\n\r\ngather and synthesize information and content relevant to a topic, using a variety of textual sources and appropriate strategies; evaluate the currency, quality, bias, and accuracy of information; verify the reliability of sources; and check copyright and cite the sources for all content created by others\r\n\r\n<strong>D2. Creating Texts<\/strong>\r\n\r\nD2.1 Producing Drafts\r\n\r\ndraft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas\r\n\r\nD2.4 Point of View and Perspective\r\n\r\nexplain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p>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.<\/p>\n<p class=\"p2\">The concept that media communicate values and messages and have social implications is introduced and students discuss how stereotypes of particular groups are formed. Finally, students read a number of articles on the question of whether and when a person\u2019s religion should be mentioned in a news article and create a public service announcement communication their opinion.<\/p>\n<p><strong>Grade range: 9<br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/introduction-bias-and-crime-in-media\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/introduction-12\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td><strong>One or two class periods (75-150 minutes)<\/strong><\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<tr>\n<td><strong>Activities<\/strong><\/td>\n<td>Introduction<\/p>\n<p>Media are Constructions<\/p>\n<p>Evaluation Task and Rubric<\/td>\n<td><\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Preparation:<\/strong><\/p>\n<ul>\n<li>Ensure that you are able to show the embedded <a href=\"http:\/\/www.youtube.com\/watch?v=JqfqsOM2WFo\">Policeman PSA video<\/a> onto a digital projector or interactive whiteboard, or that students are able to access the link. <a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/policeman-psa\/\">Select this link to access a video description for people who are blind or low-vision<\/a>.<\/li>\n<li>Ensure that you and the students are able to access the document <em>What should be the media policy about identifying a person&#8217;s faith in their reporting?<\/em> You may wish to familiarize yourself with the articles before the activity. They are available to students in the student textbook linked above.\n<ul>\n<li><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/article-1-what-should-be-the-media-policy-about-identifying-a-persons-faith-in-their-reporting\/\">Article 1<\/a><\/li>\n<li><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/article-2-what-should-be-the-media-policy-about-identifying-a-persons-faith-in-their-reporting\/\">Article 2<\/a><\/li>\n<li><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/article-3-what-should-be-the-media-policy-about-identifying-a-persons-faith-in-their-reporting\/\">Article 3<\/a><\/li>\n<li><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/article-4-what-should-be-the-media-policy-about-identifying-a-persons-faith-in-their-reporting\/\">Article 4<\/a><\/li>\n<li><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/article-5-what-should-be-the-media-policy-about-identifying-a-persons-faith-in-their-reporting\/\">Article 5<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>A <a href=\"https:\/\/mediasmarts.ca\/lessonplan\/bias-and-crime-media-lesson\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Outcomes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Media are constructions:<\/p>\n<ul>\n<li>Media works were made by people who made choices that affect the final work<\/li>\n<\/ul>\n<p>Media have social and political implications:<\/p>\n<ul>\n<li>The choices that people make in producing media impact the way in which their audiences view others and the world<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>What consequences exist in identifying a person&#8217;s diverse identity (faith, race, ability, sexual orientation, Aboriginal status, etc.) in news media?<\/li>\n<li>What key principles are most important in deciding whether or not to state or imply a person&#8217;s diverse identity in news media?<\/li>\n<\/ul>\n<p><em>Essential knowledge:<\/em> Students will know\u2026<\/p>\n<ul>\n<li>Reading media: When it is relevant to include a person&#8217;s diverse identity in a news story<\/li>\n<li>Media representation: How media representation shapes perceptions and stereotypes about certain individuals in society\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_31_378\">bias<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_31_286\">stereotype<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Performance tasks<\/em>: Students will be able to\u2026<\/p>\n<ul>\n<li>Locate news stories from a variety of sources (print, broadcast, and online)<\/li>\n<li>Recognize and analyze the relevant and unnecessary identification of diversity<\/li>\n<li>Compare the inclusion or exclusion diversity to the writing technique, tone and overall effect of the story on the reader<\/li>\n<li>Judge the impact of diversity identification in crime news stories<\/li>\n<li>Develop an ethical guideline for crime journalists when it comes to identifying diverse identities<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn when it is relevant to include a person&#8217;s diverse identity in news stories, how media representation shapes perceptions and stereotypes, and important terms like &#8220;bias&#8221; and &#8220;stereotype.&#8221;<\/li>\n<li>We will think about the consequences of identifying someone&#8217;s diverse identity in the news and what principles should guide these decisions.<\/li>\n<li>We will analyze news stories for how diversity is identified, compare the effects of including or excluding this information, judge its impact in crime reporting, and create ethical guidelines for journalists.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"textbox__content\">\n<p><strong>Strand A: Literacy Connections and Applications<\/strong><\/p>\n<p><strong>A1. Transferable Skills<\/strong><\/p>\n<p>A1.1 Receptive and Expressive Communication<\/p>\n<p>analyze and explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms<\/p>\n<p><strong>A2. Digital Media Literacy<\/strong><\/p>\n<p>A2.4 Forms, Conventions, and Techniques<\/p>\n<p>evaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts<\/p>\n<p>A2.5 Media, Audience and Production<\/p>\n<p>demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production<\/p>\n<p>A2.7 Community and Cultural Awareness<\/p>\n<p>communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate and model cultural awareness with members of the community<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand C: Comprehension (Understanding and Responding to Texts)<br \/>\n<\/strong><\/p>\n<p><strong>C1. Knowledge about Texts<\/strong><\/p>\n<p>C1.2 Text Forms and Genres<\/p>\n<p>analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning<\/p>\n<p>C1.3 Text Patterns and Features<\/p>\n<p>compare the text patterns, such as compare and contrast in an expository essay, and text features, such as footnotes and copyright information, associated with different text forms, including cultural texts, and evaluate their importance in helping readers, listeners, and viewers understand the meaning<\/p>\n<p>C1.6 Point of View<\/p>\n<p>analyze the narrator\u2019s point of view, including limited, omniscient, or unreliable, in a variety of texts, explain how it is communicated, and suggest alternative points of view, giving reasons<\/p>\n<p><strong>C2. Comprehension Strategies<\/strong><\/p>\n<p>C2.4 Monitoring of Understanding: Ongoing Comprehension Check<\/p>\n<p>select suitable strategies, such as rereading, using the glossary, asking questions, and consulting references and other resources, to monitor and confirm their understanding of complex texts and solve comprehension problems<\/p>\n<p>C2.5 Monitoring of Understanding: Making Connections<\/p>\n<p>connect, compare, and contrast the ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them<\/p>\n<p>C2.6 Summarizing: Identifying Relevant information and Drawing Conclusions<\/p>\n<p>summarize and synthesize the important ideas and supporting details in complex texts, and draw effective conclusions<\/p>\n<p><strong>C3. Critical Thinking in Literacy<br \/>\n<\/strong><\/p>\n<p>C3.2 Making Inferences<\/p>\n<p>make local and global inferences, using explicit and implicit evidence, to explain and support their interpretations about various complex texts<\/p>\n<p>C3.3 Analyzing Texts<\/p>\n<p>analyze complex texts, including literary and informational texts, by assessing the credibility, reliability, and significance of information and formulating conclusions<\/p>\n<p>C3.4 Analyzing Cultural Elements of Texts<\/p>\n<p>analyze cultural elements that are represented in various texts, including, norms, values, social hierarchy, pastimes, language, and taboos, by investigating the meanings of these elements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text<\/p>\n<p>C3.5 Perspectives within Texts<\/p>\n<p>analyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could show bias in these perspectives, and suggest ways to avoid any such bias<\/p>\n<p>C3.6 Analysis and Response<\/p>\n<p>explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and different positions presented<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand D: Comprehension (Understanding and Responding to Texts)<br \/>\n<\/strong><\/p>\n<p><strong>D1. Developing Ideas and Organizing Content<br \/>\n<\/strong><\/p>\n<p>D1.2 Developing Ideas<\/p>\n<p>generate and develop ideas and details about complex topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences<\/p>\n<p>D1.3 Research<\/p>\n<p>gather and synthesize information and content relevant to a topic, using a variety of textual sources and appropriate strategies; evaluate the currency, quality, bias, and accuracy of information; verify the reliability of sources; and check copyright and cite the sources for all content created by others<\/p>\n<p><strong>D2. Creating Texts<\/strong><\/p>\n<p>D2.1 Producing Drafts<\/p>\n<p>draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas<\/p>\n<p>D2.4 Point of View and Perspective<\/p>\n<p>explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives<\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_31_378\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_31_378\"><div tabindex=\"-1\"><p>An opinion, preference, prejudice, or inclination that limits an individual\u2019s or group\u2019s ability to make fair, objective, or accurate judgements. Bias may occur in any text. <\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_31_286\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_31_286\"><div tabindex=\"-1\"><p>Stereotyping means portraying members of a particular group in just one or a small number of roles, treating all members of a group as being the same, or emphasizing the ways in which a group is different from the (presumed) audience<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":2,"menu_order":10,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-31","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/31","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":7,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/31\/revisions"}],"predecessor-version":[{"id":824,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/31\/revisions\/824"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/31\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/media?parent=31"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter-type?post=31"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/contributor?post=31"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/license?post=31"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}