At the time of writing, in March of 2020, the Coronavirus disease 2019, also known as COVID-19, has taken over the news, and rightly so.  As Language and Literature teachers, we have a unique opportunity to discuss the way in which the media is portraying this pandemic.  We also have an opportunity to discuss how language and images are being used to change public opinion and perception.  Finally, in all of this, there is a chance to talk about textual bias.  Words and images matter and the words and images used by politicians, doctors, experts, the media and more demand close analysis.  This is an enormous opportunity to demonstrate to students why our subject is vital to their lives!

But this isn’t to be taken lightly.  If you use these resources, you will want to approach them with care and sensitivity.  Depending on your context, this might not be appropriate for your students at the time of writing (and if it isn’t, please don’t use them).  However, if done well, working our students through these resources and questions offers students an opportunity to carefully examine how the news is presenting COVID-19 to the world. 

Guiding Conceptual Questions

Cartoon Analysis

If you can, go in order without revealing the subsequent question.   Allows students 2-5 minutes to answer each question and time it based on your “read” of the room.  At the end, open it up to a whole class discussion, using the guiding conceptual question(s) to frame the talk.    

Above: a cartoon published in the Danish newspaper Jyllands-Posten

Above: the Chinese flag

Quick Writes about Headlines

There are two headlines from Australian newspapers – see the images below.  Do a “quick-write” or a 7-minute non-stop writing exercise in which students continuously write about the headline.  Ask them to closely analyze the language in the headline and comment on the bias.   

In total, the writing should take 14 minutes.  Then, discuss these headlines as a whole class.  What did you notice about the language?  How does that connect to the guiding conceptual question?  Did they go to far? How is language being used to bias the reader?   

Inner Circle/Outer Circle “Super-Spreaders” Discussion

Split the class into two even groups.  Group 1 – the inner circle – will read a question and answer piece about “super-spreaders” in The Guardian (see below).  Group 2 – the outer circle – will read an opinion editorial, also in The Guardian questioning the language of “super-spreader” (see below).  Give each group their respective links and time to read the piece in class.    

Then, have an inner circle/outer circle discussion.  The inner circle will talk about their question and answer piece.  The outer circle will take notes, listening to what is being said.  After 10 or 15 minutes, have the groups swap.

The outer circle will now become the inner circle.  They will summarize what was said by the group while the new outer circle will take notes.  Then, using their article, the inner circle will argue why the other group was wrong in using the term “super-spreader.”  This should take another 10-15 minutes. Finally, you can open it up to the whole class about how language is used and why it’s important to be precise with your words.

Wall Street Journal Debate

Give students the link to the Wall Street Journal opinion column titled “China is the Real Sick Man of Asia” and have them read it (in class or for homework).  Then, have all students read The New York Times article about the fallout from this opinion column (again, read it in class or for homework).  Once all students have read both pieces, set up a debate using the question below.  Split the class into two groups, or even get two debates going at the same time in class – so more students are talking – about the same topic. 

Connections to Theory of Knowledge

Theory of Knowledge and the COVID-19 pandemic go hand in hand.  There are so many possibilities in making connections to TOK.  Perhaps the quickest and easiest is using the question or prompt below.

Learner Portfolio

Towards Assessment