by Jane Blystone
Advisers who have asked how to localize stories about guns need look no further. The HiLite staff at Carmel High School (Ind.) show student journalists how to handle such a story package.
Adviser Jim Streisel shared “My HiLite students wanted to localize the issue of guns for our student readers by discussing the upcoming NRA convention in Indianapolis as well as recent legislation that now allows people to have guns on school property.”
Writer Christine Fernando’s story”Guns are the tool, not the evil” counterbalances Caitlin Muller’s “Guns are engineered for violence’ story.
There cover and two pages of the issue can be read here.
Gun story cover
Gun Story first spread
Gun Story Second spread
Lessons of Kristallnacht go beyond the history books
by Stan Zoller
Imagine if you will, that one day your administration comes in and without cause, dismantles your journalism classroom, publication office, and burns every copy of your newspaper and yearbook.
Then, without provocation or notice, the administration corralls your student media staff and yourself and threatens you with termination and your students with expulsion.
All because of who you were and the fact that you and your students advocated and used a voice.
Sure it does.
But in fact it has happened.
Monday, Nov. 10, was the 75th anniversary of ‘Kristallnacht,’ often referred to as the “Night of Broken Glass.” The events of Nov. 9 – 10 were an effort by the Third Reich to round up and arrest more than 30,000 Jews and destroy as much of the property as possible. In addition to destroying homes and personal property, synagogues were targeted as well as their contents.
While Kristallnacht is often connected to broken glass, a focus of the attacks was on the books by Jewish authors. Fires raged throughout Germany as books were burned.
For those journalism educators who teach J-1, a primary lesson focuses, of course, on the First Amendment. Freedom of religion, speech, press, assembly and petition. How simple is that? And how many times has a young journalist rolled their eyes as they strain to remember them.
It’s easy to forget when there are other things to do – like Tweet, eat, and, of course, meet a deadline.
It’s easy to forget when we are fortunate to have freedom of expression, even if it’s challenged by an overzealous administration.
But the reality is that we can’t forget, which is why Holocaust awareness efforts often include the phrases ‘Never Forget’ or ‘Never Again.’
Cynics will say it’s a “Jewish thing” and an isolated case, but if you take a deep breath and look what at transpired after Kristallnacht, it was more than a “Jewish thing.”
Perhaps as a devout and practicing Jew I am more sensitive to the horrors of the Holocaust and the events leading up to it. Like Kristallnacht.
But I am a career journalist and a journalism educator, so I have had the luxury to practice what the Germans tried to take away 75 years ago.
The images and stories of Kristallnacht are chilling, as are most stories associated with the Holocaust. It’s the lessons, however, that we need to take away.
The intent of Kristallnacht, historians say, was to silence the Jews, eradicate their freedom of expression, destroy their freedom of speech, keep them from assembly, let alone their right to petition. As for the freedom of the press – nonexistent.
Nazi Germany did not have First Amendment rights. Imagine if you will, what life would be like in the United States if we did not have First Amendment rights.
Imagine if you will, coming to school and facing the chaos of a Kristallnacht. You probably can’t. The lessons associated with the First Amendment need to go beyond rote memorization. Students, whether in a journalism class or civics class need to understand what life would be like if we did not have First Amendment rights. They also need to imagine what it would be like if prior review and prior restraint were government mandated daily routines to silence student voices and reprimand those who taught students to have that voice.
Sure, it’s “only” 45 words, but the power behind them is unprecedented as is our right to practice them.
Perhaps educators and student journalists – or maybe all journalists need to reflect on that when Kristallnacht is remembered.
Because when you think about it, it’s not just a “Jewish thing.”
by John Bowen
Applications are now available for this year’s First Amendment Press Freedom Award (FAPFA).
In its 15th year, the recognition is designed to identify and recognize high schools that actively support and protect First Amendment rights of their students and teachers. The honor focuses on press freedoms.
The application can be completed by using a SurveyGizmo form
. Deadline for submission is Dec. 15, 2014.
Schools will be recognized at the 2015 Spring National JEA/NSPA High School Journalism Convention in Denver.
To be recognized by JEA, NSPA and Quill and Scroll, schools must successfully complete two rounds of questions about the degree of First Amendment Freedoms student journalists have and how the school recognizes and supports the First Amendment. Entries will be evaluated by members of these organizations.
As in previous years, high schools will compete for the title by first answering questionnaires directed to an adviser and at least one editor; those who advance to the next level will be asked to provide responses from the principal and advisers and student editors/news directors of all student media.
In Round 2, semifinalists will submit samples of the publications and their printed editorial policies.
We’d love to see a record number of applications, and winners, especially given the great turnout at the Washington, DC, convention just now ending.
By Megan Fromm, CJE
With Halloween just days away, ghost hunters and spooky pranksters are out in full force. But for journalists, there’s still something scarier than a grim reaper or a bad Miley Cyrus costume: errors in fact.
Photo by Dawn Ellner, used with Creative Commons license.
And while fact-checking is a common and methodical way to ensure accuracy in reporting, experts are now pointing to a more personal attribute that often stands in the way of truth. Simply put, researchers have found that each of us has the propensity to be a “confident idiot,” meaning we often overestimate our expertise on any given subject.
Instead of admitting to our own ignorance, we can be duped into thinking we know things we don’t, or that we have knowledge that actually exceeds our current understanding of a topic or concept.
For many journalists, acknowledging this Achille’s heal is an important step in becoming adept, truth-seeking reporters—when we stop assuming we know so much, we start looking for better and more specific information. After all, what good is a five-step fact-checking process if we’re unlikely to believe we could get something wrong in the first place?
Named the “Dunning-Kruger effect,” this common inability for humans to recognize our own ineptitude has serious implications for journalists and for news media consumers.
As a journalist, understanding this phenomenon means that I will be slightly more skeptical of how “authoritative” my sources seems. It means that I’ll delve more critically into their own claims of fact and be sure to investigate my source’s background to determine his/her real level of expertise.
For student journalists, this is especially vital. How many times have students overstated knowledge of a certain event or situation? Our students want to trust their peers, and their peers are likely to exaggerate connections. Knowing this, and taking steps to mitigate it, keeps journalistic integrity intact.
Ask your student journalists to brainstorm a list of “experts” on different topics at your school. Then, compile a master list, “vetting” those experts by getting as much background information as possible.
As news and media consumers, we must first acknowledge our own propensity to be “confident idiots.” (Here’s a touch of irony: I even vastly overestimated my ability to write this post in the time I had allotted myself. Turns out the researchers were right!).
This means I should be willing to evaluate my own knowledge base before assuming others are (or are not) experts. I might ask myself what experience or education is most relevant to the news and information I receive, and I would try to be honest about my personal deficits, filling in the gaps as necessary.
While it’s scary to think we might be so out of touch with our own intelligence, a little due diligence (and sometimes a light-hearted reality check) can go a long way.