Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune in: Compare the pair!

45 minutes

Find out: Does Biases Matter?

5 minutes

Take Action: What do you think?

5 minutes

Reflection

Tune In: Compare the pair!

Step 1

Write or project the following statements on the board:

"The Environmental Impact of Fast Fashion: Resource Depletion and Mounting Textile Waste"
"Examining the Environmental Impact of Fast Fashion and the Challenges of Textile Waste"
"Labour Concerns in Fast Fashion Supply Chains: Low Wages and Poor Working Conditions"
"Transparency in Fast Fashion: Addressing Labour Concerns in Supply Chains"

Step 2

Ask students to identify which statements are opinionated (biased) and which are neutral.

Encourage students to explain their reasoning.

Step 3

Explain that in this lesson, they will use their critical thinking skills to identify bias in texts related to fast fashion.

Find Out: Does Biases Matter?

Step 1

Begin by explaining that bias is the tendency to favour one perspective or position over others, often leading to a slanted or unfair representation of information.

Ask students to explain why they think it is important to be aware of bias in news articles (to critically evaluate the information presented).

Step 2

Distribute the two articles about fast fashion to each student:

Explain that bias can be present in the perspectives or viewpoints represented in articles.

Instruct the students to read and identify the different perspectives presented in the two articles and to take notes regarding whether they are balanced or skewed towards a particular position.

Encourage students to consider if there is a lack of diverse voices or if certain viewpoints are given more prominence or credibility.

Step 3

Facilitate a discussion on the students' observations, allowing them to share their findings.

Step 4

Direct the students' attention to the language used in the articles.

Explain that language features can reveal bias in articles, such as the use of emotive words, loaded language, or generalisations.

Step 5

In pairs, have the students analyse the language features in the articles and identify any instances that may indicate bias.

Ask each pair to write notes on how these language features contribute to bias and influence the reader's perception.

Take Action: What do you think?

Step 1

Discuss the importance of evaluating the credibility and reliability of sources in articles.

Step 2

Working in pairs again, instruct the students to identify the sources referenced in the articles. Ask them to take notes explaining how these biases can impact how the articles are perceived.

Reflection

To facilitate a class discussion, ask students whether the bias in each article impacts how the article's message is perceived.

Provide a brief opportunity for students to complete an exit card answering the following question:

List one positive and one negative aspect of biases in articles about fast fashion.

Fast Fashion: Biases in Fast Fashion Articles

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Info

Related Professional Learning

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