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Our right to comment

Posted by on Sep 5, 2016 in Blog, News, Scholastic Journalism, Teaching | 0 comments

Our right to comment

Description
Since media organizations have moved to online formats, they have struggled with the practice of hosting online comments next to their content. Many news organizations require posters to meet specific standards, moderate the comments, and reserve the right to remove or delete comments and users. Some organizations even require each post be approved by a human before it can be live on their sites. More recently, NPR is the latest news organization to completely remove comments from their news sites. Has the ability to comment on news stories created a more or less informed culture?

Objectives

  • Students will explore the best ways to interact with news media
  • Students will define the roles of a media outlet

Common Core State Standards

CCSS.ELA-LITERACY.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Length

60 minutes

Materials / resources

NPR story about taking comments away

Worksheet

Lesson step-by-step

  1. Have the students read the article linked above
  2. Break the students into groups of four and choose a current event. Have each group read the comments section of a different media outlet you assign them for the current event you have chosen.
  3. Have the students complete the worksheet.
  4. As a whole class, discuss the findings.
  5. As an editorial board, come up with guidelines for your own media. You can find model guidelines here.

Differentiation
During this activity, Editors who already have had discussions about comments could be exploring the policies that various student media have.

One group of students could also be using the time to look at ways that social media fills the role of the comments section for some media outlets.

 

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Censorship and broadcasting video

Posted by on Sep 3, 2015 in Blog, Legal issues, News, Scholastic Journalism, Teaching | 0 comments

Title

Censorship and broadcasting video

by Chris Waugaman

Primary Common Core state standards addressed

(see http://www.corestandards.org/ELA-Literacy )

  • CCSS.ELA-Literacy.W.11-12.2a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 

Brief goal/outcome statement:
This would be intended to be a lesson I would use with producers in my broadcasting class or even my online editors who often use video and stream events.

  • Students will learn terms that familiarize them with censorship in video and radio.
  • Students will use their skills at gathering information and using online sources to guide them in times of legal uncertainty.
  • Students will learn how to make critical decisions regarding their press rights by applying the case outcomes they learn in this lesson.
• COMPREHENSION • PRACTICE •APPLICATION • REFLECTION
 

·       Gathering Information

·       Documentation

·       Note-taking

 

 

·       Using web as resource

·       Responding to questions

·       Documentation

 

·       Using modern events to make decisions for their staff

 

 

·       Describe the process of video censorship

·       Discuss other possible scenarios that can occur

 

Unit: Scholastic Press Rights

Lesson – Censorship and Broadcasting

Length of lesson: One 90 minute block (35 minutes instruction/45 minutes activity/10 minute reflection)

Resources/Equipment:

Handouts/Internet/Computer

  1. Introduction & Instruction: The instruction aspect of this lesson includes instruction in what is the FCC and how is video normally regulated. Students will understand what most news broadcast organizations are required to consider when broadcasting.

There will also be a clear indication of what is required to be censored with video. It would be helpful if students are familiar with the Hazelwood court case and the Tinker court case before this lesson, but it is not a requirement.

Who governs free speech on radio and television? What is censorable on television?

https://www.fcc.gov/encyclopedia/faqs-television-and-cable

https://consumercomplaints.fcc.gov/hc/en-us/articles/202731600-Obscene-Indecent-and-Profane-Broadcasts

For most high school programs, students publish videos online. The FCC does not govern such publication; however, students can still make decisions with this knowledge. 

With the following case students should consider a few factors in relating to the content and situation at hand: 

  • Is the video part of a school sponsored publication or is it for an individual?
  • What is the publication’s forum status?
  • Is there a valid educational purpose for censoring? (Hazelwood)
  • Can the administration predict a reasonable disruption of the school activities or will it present an invasion of privacy? (Tinker) 

In the following case, a student shot video of a post-fight activity in a school. That camera was confiscated along with the video. Read the following account or what happened, and the SPLC response to determine if the student’s rights were violated.

Seizing video of a fight
http://www.splc.org/article/2004/08/officials-seize-video-of-fight-from-student

Article about video of school fight and SPLC position:
http://www.splc.org/article/2004/04/n-y-high-school-principal-confiscates-tape-of-school-fight

  • We will briefly explain what happened in this case from 2004.
  • We will cover the Privacy Protection Act and how it might apply to this case. http://www.splc.org/article/2002/01/student-media-guide-to-the-privacy-protection-act
  • Next I ask the students to identify what in the school handbook should protect this student journalist.
  • As a final element to the 35-minute discussion I ask the students to conclude if this scenario impacts our publication and work.

Key pages such as the SPLC web page will be introduced as a primary source for research as it involves the law of the student press.

List of other helpful websites:

http://www.collegefreedom.org
http://www.firstamendmentschools.org/
http://teachfirstamendment.org/
http://www.freedomforum.org/
http://www.firstamendmentcenter.org/
http://www.nfoic.org/
http://jeapressrights.org/
http://www.splc.org

Sometimes this will take longer than 35 minutes.

  1. Practice: Students will pick from one of the following cases chronicled on the SPLC site.
    • http://www.splc.org/blog/splc/2015/06/judge-rules-security-videos-subject-to-ferpa-protections
    http://www.splc.org/blog/splc/2014/11/connecticut-school-security-video-ruled-exempt-from-ferpa
    • http://www.splc.org/blog/splc/2014/02/students-lewd-video-about-teacher-provokes-errant-wisconsin-ruling-applying-online-harassment-law
    • http://www.splc.org/article/2004/04/ill-school-refuses-to-allow-students-to-air-video-tribute-of-deceased-student
    • http://www.splc.org/article/2004/06/calif-university-bars-student-from-airing-beheading-video-on-school-sponsored-tv
    • http://www.splc.org/article/2015/02/western-illinois-u-editor-reinstated-after-suspension-for-freelancing-video-of-campus-brawl
    • http://www.splc.org/article/2012/03/u-of-rhode-island-proposal-would-bar-photos-video-of-sensitive-material

They will read the article and answer the questions below to the best of their ability.

Students need to be prepared to briefly describe what happened in the case they have chosen to the class. They can brief the class by presenting their responses to the questions.
• Who does the case involve?
• What happened in the case? How does it involve video?
• Who has made the decision?
• Was this case similar to any other cases you have heard about? What was it?
• How does this situation relate to Hazelwood or Tinker?
• Does the video include anything that is obscene, indecent, or profane?
• How could this case set a precedent?
• Name and document any other sources from the web that pertain to this case.

III. Application: Have students decide together which case could most likely occur this school year.

Students should outline a policy in their staff manual that will inform students how to proceed should a similar scenario to the one that they have researched could develop.

The policy should be agreed upon by the entire staff and be introduced to the administration, along with any updates on the staff manual, for the year.

  1. Reflection: Have students write in their logs details about what new considerations they have thought of after learning about video censorship. It can be as structured as you would like or as open as “what did you learn during the process of researching your topic that you did not realize would happen simply by following the examples I explained at the beginning of the lesson.”
  1. Assessment: Credit for completing questions on case. Credit for hypothetical scenario. Credit for reflection in daily log. Each assignment is worth 33% of the total unit grade. See RUBRIC ON NEXT PAGE.
  2. Assessment: Credit for completing questions on researching topic. Credit for hypothetical scenario. Credit for reflection in daily log. Each assignment is worth 33 percent of the total unit grade.

 

Grade A (100) B (90) C (80) D (70)
 

Questions on Selected Topic

 

 

All questions are answered thoroughly with great detail included about case and sources (Special Attention Ques 6).

 

 

All questions are answered adequately with some detail included about case and sources (Special Attention Ques 6).

 

 

Most questions are answered. Question 6 must be answered.

 

 

Some questions are answered. Question 6 must be answered.

 

Paper with Scenario

 

 

The created scenario must be on topic with a great amount of detail included about case and sources (Special Attention Ques 6).

 

 

The created scenario must be on topic with enough details to answer questions from activity one (Special Attention Ques 6).

 

 

The created scenario addresses topic and answers most of the questions from activity one (Special Attention Ques 6).

 

 

A scenario is created and it answers some of the questions from activity one (Special Attention Ques 6).

 

Reflection

 

 

 

 

The reflection includes details about the process of online research. Some details are included. It reflects an understanding of the process and a response to the activity,

 

The reflection addresses the process of online research. It reflects an understanding of the process and a response to the activity,

 

The reflection shows an understanding of the process and a response to the activity,

 

It responds to the activity,

 

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2015 Constitution Day lessons

Posted by on Aug 31, 2015 in Blog, Ethical Issues, Legal issues, News, Scholastic Journalism, Teaching | 0 comments

sprclogo

In preparation for Constitution Day 2015, several members of the Scholastic Press Rights Committee (SPRC), a committee of the Journalism Education Association, created lesson plans specific for the event. We suggest celebrating the day Sept. 17.
We created these lessons to help celebrate the Constitution and Bill of Rights, as mandated by Congress. Legislation requires schools to offer lessons on the Constitution and how it affects all Americans. Our lesson plans emphasize the First Amendment and particularly the freedoms of speech and the press.

Please contact me  if you have any questions or feedback about the lessons or how to implement them. For a video about the lessons, go to https://youtu.be/39c8sZVmT20.

The SPRC works to provide information and resources on legal and ethical issues to journalism students, teachers and administrators. SPRC members also work to promote the First Amendment rights of students across the nation.

The lessons
Celebrating Constitution Dayby Lori Keekley.This activity encourages the English, social studies and journalism teachers to engage students in exploring the Constitution’s relevance to their daily lives, facts about the Constitution and understanding the amendments to the Constitution
Crossword Puzzle, by Lori Keekley. For fun activities to celebrate Constitution Day in a number of curricular areas.
• Understanding the perils of prior review and restraint, by Jeff Kocur. Click here for the activity. For additional resources and model ethical guidelines and staff manual procedures for this, go here and here.
Listening with a skeptical ear: checking source accuracy and credibility by John Bowen. 
With candidates jostling for positions in the 2016 presidential election and numerous state, local races taking shape and issues developing readers and viewers face an onslaught of information not limited to politics. Student journalists must able to separate valid from questionable information and know how to determine if sources and their messages are credible.
Where should journalists draw the line? by John Bowen. By examining The Huffington Post’s announcement it would only report Donald Trump’s bid for the Republican nomination for president on the entertainment pages, students can further explore ethical issues pertaining to the decision while again examining the role of media.
Should there be limits to taking a stance in front page design? by John Bowen. This lesson examines the ethical and philosophical issues as to whether it is OK for a student newspaper to Rainbow Filter its Twitter profile picture or show any unlabeled viewpoint.
• Censorship and broadcast video by Chris Waugaman. This lesson would be intended to be a lesson used with producers in a broadcasting class or even anonline editors who often use video and stream events. Students will learn terms that familiarize them with censorship in video and radio. Students will also learn how to make critical decisions regarding their press rights by applying the case outcomes they learn in this lesson.

To see past years’ lessons, go here.

Please send any feedback to keekley@gmail.com. I’d love to hear from you!

Lori Keekley
For JEA’s Scholastic Press Rights Committee and the Constitution Day Committee

Constitution Day Committee
John Bowen, MJE, Kent State University (OH)
Lori Keekley, MJE, St. Louis Park High School (MN)
Jeff Kocur, CJE, Hopkins High School (MN)

Chris Waugaman, Prince George High School (VA)

Content list

 

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Understanding the perils of
prior review and restraint

Posted by on Aug 31, 2015 in Blog, Legal issues, News, Scholastic Journalism, Teaching | 0 comments

Title
Understanding the perils of prior review and restraint

Description
This lesson asks the viewers to participate by providing the answers to several questions concerning prior review and restraint. Following each slide, the correct answer is provided as well as a description of the reasoning for the answer.

Objectives
• Students will learn the difference between prior review and restraint.
• Students will understand why prior review and restraint are not beneficial to any involved including students, teachers and administrators.
• Students will have understand the benefits of not having prior review.

Common Core State Standards

CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
CCSS.ELA-Literacy.RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Length
40 minutes

Materials / resources
CD2015 Prior Review pdf

Lesson step-by-step
Step 1: partner work — 2-5 minutes

Students should work in pairs to define the terms prior review and prior restraint. Teacher should ask several pairs to report their definitions.

Step 2: slideshow — 25 minutes
Teacher and students should work through the slideshow.

Step 3: debrief — 10-13 minutes
Students should review why prior review and restraint can negatively affect student media.

Differentiation
Teacher could ask students to research how an administrator reviewing content is not like the publisher or editor of media. Students could access resources and report back to the group.

Additional Resources
Prior review button on menu bar, JEA Scholastic Press Rights Committee
JEA Board Statement on Prior Review, JEA Scholastic Press Rights Committee
Building a Climate of Trust Can Ease Prior Review, JEA Scholastic Press Rights Committee
Seeking a Cure for the Hazelwood Blues: A call to Action, JEA Scholastic Press Rights Committee
Audio: Panic Button, JEA Scholastic Press Rights Committee, Press Rights Minute
Audio: Eliminating Prior Review, JEA Scholastic Press Rights Committee, Press Rights Minute

 

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Should news media neglect events or people?

Posted by on Aug 31, 2015 in Blog, Ethical Issues, News, Scholastic Journalism, Teaching | 0 comments

Title
Should media ever not report events or personalities? What ethical issues are involved?

Description
The Huffington Post recently announced it would only report Donald Trump’s bid for the Republican nomination for president on the entertainment pages.

Historically, many would argue this decision runs counter to the journalistic concept of objectivity. Others argue journalism’s changing roles and thinking of what is news preclude “events” simply designed for attention, without substance.

Working on this question can lead to clarification of student media roles and concept of what is news and help students  begin to develop ethical guidelines for news coverage

Objectives
• Students will be able to define possible roles for their student media
Students will be able to define and practice definitions of news
Students will apply concepts and decision making  from the exercise and create ethical guidelines and procedures for skeptical knowing.

Common Core State Standards

CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-Literacy.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Length
150 minutes

Materials / resources

Length
2 days

Lesson step-by-step

Day 1

Introduce students to the article (A Note About Our Coverage) from the Huffington Post on not reporting Donald Trump’s campaign for the Republican presidential nomination as political news.

Discuss the issues: objectivity, partisanship, bias, trust, public’s right to know. How do the students react to the Note About Our Coverage and to the idea of not reporting a person or event, and why.

Then share the other readings (That’s a bad idea, Confusion and Donald fires back) with the students and go through similar questions or issues.

To add another view, have students read and discuss link about “clerkism.”  Discuss the question whether refusing to report everything someone says is a logical part of journalistic responsibility – or simply showing bias.

Differentiation
Students could do the readings outside class and spend Day 1 discussing the implications and ethics of the questions about “refusing to cover” and “clerkism.”

Day 2

Students will review the previous discussions and prepare to design ethical guidelines and staff manual procedures for their student media about reporting or not reporting events and people.

Access instructions and how to use the ethical guidelines-staff manual approaches and a model of what the concept would look like.

Students will finalize their thinking and share with others on student medial

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