Media and Power Dynamics

Year Level: Year 11

Subject: English

Australian Curriculum Focus:

Curriculum Content Descriptor (Year 11, Unit 1)

• Investigate how representations of people, culture, places, and events in texts are influenced by the contexts of their creation and reception (ACELA1565, ACELY1749).
• Analyse and evaluate how media texts create meaning and represent ideas, attitudes, and values (ACELA1567, ACELY1752).

Lesson Duration: 50 minutes

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Learning Objectives:

By the end of this lesson, students will:

1. Understand how media representations can both empower and disempower individuals, groups, and communities.
2. Develop critical literacy skills to analyse bias, context, and rhetoric in news media.
3. Apply these skills to evaluate current international and domestic news stories.
4. Discuss the social and ethical implications of media representations.

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Lesson Overview:

1. Engage: Class introduction and warm-up activity (5 Minutes).
2. Explore: Media case studies (domestic & international) (15 Minutes).
3. Explain: Analytical tools for evaluating empowerment in news media (10 Minutes).
4. Elaborate: Small group challenge and student-led discussion (15 Minutes).
5. Evaluate: Reflection and wrap-up (5 Minutes).

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Preparation:

• Print or prepare copies of 2 selected news articles (1 domestic, 1 international). Use recent articles from credible Australian sources.
  Example:
  • Domestic: Coverage of the rising cost of living in Australia.
  • International: Global climate policy discussions (e.g., outcomes of a UN climate summit).
• Create a PowerPoint slide or poster outlining key analytical frameworks and critical literacy tools.
• Prepare butcher paper or sticky notes for group work.

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Lesson Plan:

1. Engage (5 Minutes)

Activity: "Headlines That Speak Loudly"
Ask students:

• "What is a recent news headline or article that caught your attention?"
• "Why do you think it was impactful or memorable?"

Encourage short responses and discussion on how headlines and framing immediately shape perceptions.

Make connections to how media has the power to "highlight" certain groups, events, or ideas and suppress others.

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2. Explore (15 Minutes)

Activity: Media Case Studies Analysis

Step 1:
Distribute the two printed articles. Provide students a few minutes to skim them both.

• Domestic Article Focus: How does the Australian government’s representation of addressing cost-of-living pressures frame the issue?
• International Article Focus: What groups are represented in coverage around global climate policy? Whose voices seem more prominent? Whose are missing?

Step 2:
Students analyse both articles using these guiding questions:

• Who is represented in the article?
• Who is absent or excluded?
• How does the choice of language shape perceptions?
• Does this article empower or disempower any group, individual, or idea? How?

Encourage students to underline or annotate directly on the article.

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3. Explain (10 Minutes)

Activity: Analytical Tools for Media Representation

Present the class with a summary of critical literacy frameworks for evaluating media power, focusing on three key tools:

1. Bias Identification: Spotting loaded language, selective reporting, and use of emotional triggers.
2. Source Context: Understanding the publication’s political/ideological stance and its impact on coverage.
3. Voices Highlighted: Recognising whose perspectives are amplified or marginalised.

Illustrate these tools using direct examples from the media case studies. Engage the class with rhetorical questions to test their comprehension, e.g., “Why is this particular voice featured in this Australian article about cost-of-living pressures?”

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4. Elaborate (15 Minutes)

Activity: "Empowered or Disempowered?" Group Challenge

Divide the class into small groups or pairs (adapted for 1:1 student engagement as necessary). Tasks:

1. Assign each group one of the articles and its guiding question to examine.
2. On butcher paper or sticky notes, have students identify and categorise the ways individuals or groups are both empowered and disempowered in the text.

Encourage creativity—students can sketch, diagram, or annotate their ideas.

Class Discussion: After sharing findings, ask:

• How did the representations in your article align with or challenge expectations?
• What are the ethical responsibilities of journalists when reporting on these issues?

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5. Evaluate (5 Minutes)

Activity: Exit Reflection

Ask students to summarise their learning in a short reflective response:

• What surprised or challenged you about the way media represents people and events?
• What can we, as consumers of news, do to become more critical readers?

If desired, this reflection can be written or shared aloud.

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Assessment Opportunities:

• Informal assessment through group participation and class discussion.
• Collect and review written reflections for insight into individual student understanding.

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Differentiation Strategies:

• Provide annotated articles for students requiring additional scaffolding.
• For advanced students, assign an extension homework task: Compare the framing of the same event in two different news outlets.

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Teacher Reflection:

After the lesson, consider:

• Did students demonstrate an understanding of how media representations can empower or disempower?
• Were students actively engaging in critical discussion?
• How can this lesson be refined to deepen analysis or address gaps?

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Teaching Notes:

This lesson aligns with the Australian Curriculum’s focus on critical and ethical engagement with texts. It develops 21st-century skills, preparing students to critically evaluate media texts in a fast-paced, globalised information environment.