In order to accomplish this, I use an excerpt from Brooke Gladstone's The Influencing Machine. The excerpt covers different types of biases found in media coverage, going into greater detail in a few historical case studies. There is a sample of The Influencing Machine above, although it is not the portion we use in class.
Kat and I had different assignments to cover the Comparative Government component of the unit. In order to meet Virginia Government curriculum standards which mandate the study of the UK, Mexico, and China, I focused on a short worksheet that explored those governments. Kat's students examined worksheets from the Index of Economic Freedoms on the same governments and assigned some guiding questions to aid in comprehension.
This part of the unit seems a bit odd to the students. Boomerang does not talk about any of these governments directly, but you can point out that the four European governments in the Boomerang (Iceland, Greece, Ireland, and Germany) are all remarkably similar in government structure. For contrast, the UK, Mexico, and China are all vastly different in how they regulate economic interests. We do circle back around and analyze the governments of the states discussed in Boomerang in a later class.
There are additional resources that we introduce in this unit to aid the students. For instance, there is a Quizlet we created that explains some of the more complex economic terms. We did have to discuss what shorting and hedging means in the simplest of terms. The students are challenged by these investment terms. It is key to explain to students that a general understanding of these concepts is helpful, but will in no way be required to understand the goals of the unit. We are focused less on economic concepts, and more on what each government’s role was in moderating the economy for the benefit of all its citizens.