Lesson plans for Free Speech Friday and First Amendment appreciation
SJW-2012
For Free Speech Friday, Scholastic Press Rights Commission members offer lesson plans usable any time during the year or immediately following Scholastic Journalism Week. The lessons are downloadable.
• Applying the NSPA Student Code of Ethics
The goal is to help students understand the elements of the NSPA Code of Ethics and apply that understanding to theoretical or real scenarios– Chris Waugaman. Download the lesson here.
• Satire, political speech and the news media
This lesson explores the term satire and helps students identify the use of satire in political speech and in the media. By identifying and dissecting satire in our daily lives, students learn to be more critical consumers of media and new–Megan Fromm. Download the lesson here and accompanying PowerPoint here.
• Elements of libel handout
The five elements of libel that published equal defamation–Chris Waugaman. Download the list here.
• Fighting prior review
One way to fight prior review is to anticipate the arguments used by those who support it and plan talking points and arguments against it. Such preparation might head off a real “fight” and enable sides to collaborate instead of content–John Bowen. Download the activity and sample arguments here.
• Projecting roles for scholastic media for 2015
Answers to these questions can help you formulate your focus, your brand and your reputation, not only for legacy media but also for the new media your students will use during the next five years. Giving priorities to these roles can help determine what type of publication/media you will be and what type policies you will need–John Bowen. Download the activity here.
Next: An exciting new teaching unit, Social Media Toolboxby Marina Hendricks.
A ray of hope: Missouri school’s Internet filter use leads to viewpoint discrimination
SJW-2012
by Megan Fromm
SPRC board members hear it time and time again. The biggest threat to a responsible, educated, well-rounded student media these days just might not be the principal.
Instead, Internet filters make it next to impossible for student journalists to conduct research and adapt their products to an online world.
As educators, we know Internet filtering is unnecessary, detrimental and misserves our students who must learn to responsibly engage in and contribute to a digital world.
Last week, hope arrived in the form of a Missouri federal district court ruling. The verdict: A state school district must stop censoring content related to the lesbian, gay, bisexual and transgender community via its Internet filtering software.
Viewpoint discrimination means blocking one side of a topic or issue. Thus a gay porn site is not the equivalent of an anti-gay church site. See the discussion in the court’s decision.
The SPRC is ready to take on the challenging of unlocking the Internet for our students, and we’ve gathered a team to begin doing just that.
While we are still in the planning stages, we hope you’ll consider how you can contribute to the cause in ways big or small.
Have an idea? Let us know. Make a suggestion. Give us feedback. There is no time like the present to make our voices heard on such an important issue.
Internet filtering team plan of action:
- Educate ourselves.
–Find out the scope of the problem. How many schools have filters? Do student journalists get unrestricted access? What are the biggest flaws in the filtering software? - Document the problem.
–Where are the success stories? Who is currently fighting this fight? How does it hurt our students, not just student journalists? What are the attitudes toward filtering? - Educate others.
–Develop a plan to educate decision-makers that Internet filters don’t have to be at maximum restriction. Show that lifting filters has educational value.
–Improve public awareness on how filters harm more than help.
–Educate others that internet filters are an almost insurmountable obstacle to teaching the responsible use of social media and technology. - Identify partners.
–Who can help get our message across? - Go big.
–How can we take this to a national scale?
You can also help us identify schools where Internet filters create instances of viewpoint discrimination by blocking one side of a topic or issue. For example, school Internet filters have been know to block the pro side of sex education and contraception while allowing access to the other point of view.
If you or your students have experienced this viewpoint discrimination, please send the following information to jabowen@kent.edu :
Name of student media (or individual name if individual research)
School name (and city/state)
Name of site blocked
URL of site blocked
Name of site unblocked (for viewpoint comparison)
URL of topic site that was unblocked (for viewpoint comparison)
Filtering system your school uses
Next: Journalism lessons for this week and beyond
Want a good lesson plan? Me, too!
SJW 2012
Whenever someone posts of the JEAHELP listserv, ” I need a lesson plan for ______ (fill in the blank with just about anything),” you can be sure someone will post, “Me, too.” There’s no shortage of need for good ways to help students learn.
But all lesson plans aren’t created equal so if you want something with lots of detail lasting several days or more and tied to the Common Core — or to your state standards, look elsewhere. (Or in this blog later in the week).
If you want something to use during Scholastic Journalism Week (or later) as a bell ringer — a short discussion or activity to use right when class starts — here you go. These are all related to student rights — the first four about filters — the Children’s Internet Privacy Act (CIPA) and the fifth is about the First Amendment itself. And if YOU have good short lesson plans, send them along. Others want them, and I do, too! cbowen@kent.edu
- CIPA and your school
- CIPA and what gets block
- CIPA and unblocking
- CIPA and a potentially positive new Missouri court ruling
- 45words and the Five freedoms
Next, Look for information on a recent Missouri court decision about Internet filters and viewpoint discrimination
Establish public trust. Take the Pledge. Carry the Seal
SJW-2012
A lesson plan for Wednesday of Scholastic Journalism Week. You can download the lesson here.
by Kathy Schrier
Scholastic Journalism Week is the perfect time for student media staffs to renew their commitment to practice ethical journalism that is Transparent, Accountable and Open (TAO.) One way to do that is to take the “TAO of Journalism Pledge” on Wednesday, Feb. 22. A year ago, more than 1,000 student journalists around the country took the TAO Pledge and those student media groups now carry the TAO of Journalism Seal in their mastheads or on their websites.
The TAO of Journalism, endorsed by JEA, is an idea launched by the Washington News Council as a way for professional and student journalists, who care about building public trust in their work, to make a promise to practice ethical journalism. Since its launch three years ago, journalists around the world have signed on and now carry the TAO of Journalism Seal. Go to www.taoofjournalism.org to learn more or to take The Pledge.
Student groups who take or renew the TAO of Journalism Pledge will receive a poster of the TAO of Journalism Pledge, temporary tattoos of the TAO Seal for all staff members.
Here are some ideas for a successful TAO of Journalism Pledge day in class:
First: Present the following questions for discussion:
1. Are we a trusted source of news and information for our school? If yes, what makes us trustworthy? If no, why not?
2. Are we trusted by our administrators? If we must submit material to administrators for prior review, what can we do to reestablish their trust?
3. If student journalists make all content decisions without prior review, how do we show our audience, including our administrators, that we are committed to being a trusted information source?
(Suggestion: Show short Powerpoint: “Transparent, Accountable, Open; Basic Media Ethics for Student Journalists.” Contact kathyschrier@mac.com for PPT copy.)
Visual: Project the TAO of Journalism Pledge from www.taoofjournalism.org
• Read through The Pledge as a group.
• Decide if taking the TAO Pledge would fit with the mission of your staff.
• If so, take the TAO Pledge.
• Have your staff photographer take a picture of your staff taking The Pledge.
• Have an editor fill out the Student TAO Pledge registration form on “The Pledge” page.
• Email your photo to pics@taoofjournalism.org along with a caption and photo credit to be posted on a Student TAO Pledge Pics page.
What will you get:
- Temporary tattoos of the TAO of Journalism Seal for all staff members.
- Poster of the TAO Pledge for your staff room.
- Listing on the TAO of Journalism site, with a link to your homepage.
- Photo of your staff taking The Pledge posted on the TAO Pledge Pics page.
- Bonus for advisers whose students take The Pledge before the end of February: a TAO of Journalism thermal travel cup.
Wrap-up:
Taking the TAO of Journalism reminds student journalists to be conscious of the role of ethics in the work they do; and to think about the importance of earning the trust of the public they serve. There is something powerful in making such a public promise, then posting the TAO Seal as a reminder to live up to that promise.
Next, look for five “bell ringers — short discussions or activities to use right when class starts.
All we have to lose is our credibility
SJW 2012
by H. L. Hall
As we celebrate Scholastic Journalism Week this month, it is imperative we keep the 45 words that help students cover sensitive, controversial issues in a responsible manner. It’s amazing to me every time I teach a workshop, a seminar, or even a session at a JEA convention, I try to give (normally $20) to the first student who can recite those 45 words. In the last 20 years (not counting the $1 I give advisers at the ASNE Reynolds Institute at Kent State each summer), I have only had to dig in my wallet for a total of $40. I am yet to give away $35 to advisers each year at Kent State, but I have witnessed some clever ways to recite the words.
Is it really difficult to memorize those 45 words? They’re really quite simple. They are: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.” I hope those 45 words are posted in large bold letters on every classroom wall.
The First Amendment Center has conducted several surveys over the years concerning the Amendment . Those surveys have revealed that not even half of Americans can name all five parts of the Amendment. That indicates to me that few people really care about the importance of those 45 words.
Even though the Amendment guarantees freedom of speech and freedom of the press, it does not give journalists the right to be irresponsible with those actions.
There are several examples of professional journalists who have lost their credibility because they have made up quotes, made up facts, failed to gather all the facts, manipulated photographs, plagiarized or violated copyright laws.
Student journalists might gain a better understanding of why they need to act responsibly when utilizing their First Amendment rights, if they researched the stories of some professional journalists who were irresponsible.
A good exercise would be to have students write a brief research paper or make a brief oral report about a professional who lost some credibility. Then they could analyze that person’s action and come up with suggestions as to how the journalist and his editors might have prevented the questionable behavior.
Some journalists to consider would be: Jayson Blair, Patricia Smith, Jack Kelly, Armstrong Williams, Howell Raines, Michael Kinney, Rick Bragg, Dan Rather, Bob Ryan, Mary Mapes, Bill O’Reilly, Griego Erwin, Rush Limbaugh, Mitch Albom, Bob Green, Jim Van Vliet, Janet Cooke, Patrick Schneider, Geraldo Rivera, Allan Detrich, Stephen Glass, Don Imus, Brian Walski, Bryan Patrick and Sari Horwitz.
Some of the journalists listed above lost their jobs. Others received suspensions. Others are still working journalists. Whatever the result, they caused their medium to lose some credibility. Once credibility is lost, it’s difficult to get it back. It might be a good idea to create a poster for the classroom which says “All We Have To Lose Is Our Credibility.” If those words are before students every day, they might think about being responsible with everything they do.
Tomorrow: Second in a series of posts and activities to go along with Scholastic Journalism Week from the JEA Scholastic Press Rights Commission. Tomorrow’s will talk about the TAO of Journalism, what it means and how to sing up your staff to follow it.
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