Understanding Bias

Overview

This 30-minute lesson introduces Grade 5 students to the concept of bias, using the Coca-Cola commercial Brotherly Love as a central example. Tailored specifically to the Ontario Social Studies Curriculum expectations for Grade 5, the lesson uses multimedia, discussion, and interactive activities to develop students’ critical thinking skills about bias in media and its impact on viewers.

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Curriculum Connections

Grade 5 Social Studies: Heritage and Identity: Early Societies and the First Nations
Overall Expectation:

• B1. Identify and describe some of the ways that various cultures and societies have influenced Canadian society and culture.

Specific Expectations:

• B1.2 Describe how biases and perspectives influence the interpretation of events or information.
• B1.3 Identify perspectives of various groups and discuss how these perspectives can lead to bias when sharing stories or information.

Critical Thinking and Literacy Skills (Cross-curricular):

• Use media literacy skills to interpret information and identify bias.
• Develop critical literacy skills by evaluating sources and differentiating fact from opinion.

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Learning Objectives

By the end of this lesson, students will be able to:

• Define bias in age-appropriate language.
• Identify examples of bias in media, specifically in the Coca-Cola Brotherly Love commercial.
• Analyze how bias in advertising can influence viewers’ perceptions and feelings.
• Reflect on how bias affects understanding of events, people, or products.
• Demonstrate respect for diverse perspectives by recognizing bias in media messages.

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Key Vocabulary

• Bias
• Perspective
• Stereotype
• Opinion
• Fact
• Prejudice
• Fairness

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Materials Needed

• Coca-Cola Brotherly Love commercial video (preloaded and ready to show).
• Chart paper or whiteboard.
• Sticky notes or small cards.
• “Bias Detective” worksheet (simple table for noting examples and why it’s biased).
• Printed or written prompts for group discussion.

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Lesson Outline

1. Introduction (5 minutes)

• Begin with a friendly question: “Have you ever noticed how commercials try to make you feel a certain way about a product or idea?”
• Introduce the word bias: Explain that bias means having an unfair opinion or showing favoritism, often without knowing all the facts.
• Briefly connect this to Ontario Social Studies expectations about recognizing different perspectives and how they affect understanding history, identity, and media messages.

2. Video and Discussion (10 minutes)

• Show the Coca-Cola Brotherly Love commercial.
• After watching, facilitate a discussion:
  • What is bias?
  • Can you find any examples of bias in this commercial? (e.g., how people or relationships are shown)
  • Why do you think the commercial shows things this way?
  • How might this bias affect how viewers feel about the product or the story?
• Record key points on chart paper/whiteboard.

3. Classroom Activity: “Bias Detectives” (10 minutes)

• Students work in small groups (4-5 students per group).
• Provide each group with the “Bias Detective” worksheet and prompts related to the commercial, such as:
  • Identify parts of the commercial that might show bias.
  • Discuss how the commercial’s message might make people think or feel in a certain way.
  • Consider what perspectives might be missing or less shown.
• Groups write their answers on sticky notes and place them on a “Bias Detective” chart with columns labelled Bias and No Bias.
• Encourage students to explain their reasoning using vocabulary learned.
• If time permits, groups share one example with the class.

4. Conclusion and Reflection (5 minutes)

• Wrap up by highlighting how commercials often use bias to influence viewers and why it’s important to think carefully about what we see and hear.
• Ask students to reflect: “How can knowing about bias help us be better viewers and thinkers?”
• Collect “Bias Detective” worksheets for formative assessment.

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Assessment Ideas

Formative Assessment:

• Participation in video discussion and group activity.
• Completed “Bias Detective” worksheets indicating understanding of bias in media.
• Anecdotal notes on individual contributions during discussion assessing comprehension of bias and perspective.

Summative Assessment (Optional Extension):

• Student presentations or written reflections: “Describe examples of bias you found in the Brotherly Love commercial and explain how it might influence viewers.”
• Use success criteria based on clear identification of bias, reasoning, and reflection on fairness and perspective in advertising.

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Teacher’s Notes and Tips

• Ensure video playback is tested beforehand and volume is appropriate for the classroom.
• Differentiate activity support by pairing students with mixed abilities.
• Extend the lesson in future classes by exploring bias in other advertisements or media representations of First Nations and other cultural groups in Canada.
• This lesson builds foundational critical thinking skills essential for citizenship and social responsibility, directly supporting Ontario Curriculum’s focus on understanding diversity and equity.

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WOW factor suggestion:
Introduce “Bias badges” — stickers or small cut-out detective hats that students earn for active participation or insightful comments during the lesson to encourage engagement and make the topic memorable.