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Lesson: Should media re-air a broadcast
in which two people are killed?

Posted by on Aug 27, 2015 in Blog, Ethical Issues, News, Scholastic Journalism, Teaching | 0 comments

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Title

Should media re-air a broadcast in which two people are gunned down?

Description

Students will examine how to examine ethics of re-airing this broadcast using Poynter’s 10 questions to make good ethical choices.

Objectives

  • Students will collaboratively work through questions to help them make a decision involving journalism ethics.
  • Students will decide what they would do in relation to this real-world ethical dilemma.
  • Students will note the difference in decisions between public officials and on-air reporters and camera operators.

Common Core State Standards

CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-Literacy.WHST.9-10.1.b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.

Length

40 minutes

Materials / resources

Ethical questions from Poynter Institute: Ask these 10 questions to make good ethical decisions

Access to JEA’s SPRC Foundations Package: Covering controversy

Lesson step-by-step
Before the lesson delivery:

Because of the sensitivity of the topic, the teacher should tell the students they will be discussing the rebroadcast of the reporter and cameraman who died. They will not be viewing the video, but will discuss the ethical considerations concerning its availability. (Note: Students who have experienced trauma may need to leave the room, some might need to pace. If your community has experienced trauma, it would be advisable to have a counselor ready if needed.)

Step 1 — initial question (5 minutes)
Teacher should ask students if they believe the broadcast of the reporter and cameraman who died should be rebroadcast? Why or why not?

You may even ask students if anyone would like to share that they watched the video and why. (This should be dependent on your class.)

Teacher should tell the students they will make the decision using 10 questions from the Poynter Institute.

Step 2 — small groups (15 minutes)

Separate students into groups. Project (or hand out if no projector is available) Poynter’s 10 questions. Ask each group to discuss and make notes on each of the questions.

Step 3 — decision (5 minutes)

Ask students to come to a consensus as to whether they would re-air the video.

Step 4 — large group debrief (10 minutes)

Ask groups to share their decision and rationale based on the 10 questions provided.

Step 5 — Another questions (5 minutes)
Have you ever seen footage of JFK’s assassination (or another high ranking official)? What are the differences in this instance and that of JFK’s?

(Answers will vary, but many will cite the newsworthiness of the president being assassinated versus a lesser public figure.)

Extension
Ask students (in their groups) to outline several approaches for covering controversial issues. They should use the Scholastic Press Rights Committee resource: Covering controversy as a starting point. Also, see this link. Teacher may want to start with slide 17 (the last slide) for Day 2 of this lesson.

Lesson by Lori Keekley

For more materials on this topic, go here.

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What filters hide: a lesson

Posted by on Sep 24, 2014 in Blog, Ethical Issues, Legal issues, News, Scholastic Journalism, Teaching | 0 comments

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Title

What filters hide

Description
Students will research common net issues with filtered sites. This lesson goes with information on this SPRC link.

Summary

Students try to access several commonly banned (but legitimate) sites. They then will create interview questions for the internet gatekeeper at their school. Students could write a news-feature story on this topic. For an extension activity, students could debate the legitimacy of banned websites. Students could then write an opinion piece on the website gatekeepers

Objectives

  • Students will discover what types of worthwhile sites are banned by their school district
  • Students will learn the filtering software was mandated by federal legislation.
  • Students will create interview questions for the person in charge of deciding whether to open the “gate”
  • Students will write a story about internet filtering at their school

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.
CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.W.9-10.2a Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Length
100 minutes: (two 50-minute class periods)

Materials
Computer lab and Internet access

Lesson step-by-step
Day 1

  1. Introduction — 5 minutes            Ask students if they have ever been denied access to a website while researching at school.

Ask students to brainstorm what they were searching for at that time. Either the teacher or the students should write what students say on the board.

Additionally, ask if they know of anyone who has gone around the filtering system by means of a proxie site.

  1. Online readings — 20 minutes

Ask students to read the following stories and take notes on their reading. Please let them know they will be interviewing the person who is in charge of the gatekeeping at their school. Remind students they should be professional in the interview.

http://learning.blogs.nytimes.com/2011/09/27/are-the-web-filters-at-your-school-too-restrictive/?_php=true&_type=blogs&_r=0

http://www.nytimes.com/2011/09/29/education/29banned.html

http://abcnews.go.com/Technology/wireStory/apnewsbreak-web-filter-lifts-block-gay-sites-25539616

Students could also see if they can think of legitimate sites that fall under the following often blocked categories and check to see if they can access the site:

Alcohol and tobacco

Illegal gambling

Militant/extremist

Drug use

Satanic/cult

Intolerance

Gross depictions

Violence/profanity

Search engines

Sports and leisure

Sex education

Sexual acts

Full nudity

Partial/artistic nudity.

  1. Question generation — all but the final 10 minutes of the hour.

Have students create questions based on what they have read. Each student should have between 5-10 good questions for the press conference during the next class.

  1. How to act — 5 minutes

Remind students they need to be polite and courteous, but not be afraid to ask the tough questions.

Day 2

  1. Introduction — 5 minutes

Introduce the speaker and remind students of proper protocol for a press conference.

  1. Interview — remainder of the hour

Extension:

If the “gatekeeper” isn’t available, students could write an opinion piece about what they researched or a feature article on their research of blocked sites.

 

 

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The Playwickian v. Neshaminy School Board:
What is freedom of the student press
and how does a staff make and defend editorial decisions?
A lesson in freedom

Posted by on Sep 4, 2014 in Blog, Hazelwood, Legal issues, News, Scholastic Journalism, Teaching | 0 comments

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The Playwickian vs. Neshaminy School Board – What is freedom of the student press and how does a staff make and defend editorial decisions?
by Cindi Hyatt
Description
This lesson is intended to promote discussion of what the First Amendment defines as free speech and press.  Students need to recognize that the First Amendment is intended to protect but also intended to encourage “debate on public issues … [and should be] … uninhibited, robust, and wide-open.” according to Justice William Brennan’s opinion in New York Times Co. v. Sullivan (1964).

One of these debates currently in discussion concerns the battle between the Neshaminy School District and the student newspaper, The Playwickian, over the use of the word “Redskin.”

Students will read three primary documents, followed by discussion of key questions. After this lesson, students should have a deeper understanding of the First Amendment and the complexities of freedom of the press as it relates to student journalism. They should also be aware of how and why they make their own editorial decisions in their student run media.

Background expectations:  Students should have a basic understanding of Tinker, Bethel, Morse (http://www.uscourts.gov/educational-resources/get-involved/constitution-activities/first-amendment/free-speech-school-conduct/facts-case-summary.aspx) and Hazelwood cases (http://www.uscourts.gov/educational-resources/get-informed/supreme-court/landmark-supreme-court-cases-about-students.aspx). Also a handout of the SPLC’s diagram:  (http://www.splc.org/pdf/hazdiagram.pdf). Students should be familiar with the language of the First Amendment and the five freedoms (speech, religion, assembly, petition, press).

Key questions to consider:
• Did the principal and school board meet a standard of reasonableness when they chose to restrict school-sponsored expression?
• Can a government or authority force the students to take this position (compel speech)?  In other words, should the school district be able to force the student editors to print a term they find offensive?
• Is the restriction of the term “Redskin” infringe upon the rights of other students’ First Amendment rights, preventing the free flow of discourse?
• How has the Playwickian editorial staff exercised its First Amendment rights as student press?
• How would your staff handle a similar situation?
• Would your staff adopt a policy against using the term redskin for the NFL team Washington Redskins? What would that policy look like? (For further reading on this, please click here.)

Objectives

• Students will read texts that address complex First Amendment issues
• Students will recognize that the First Amendment is open to interpretation
• Students will identify and discuss key points regarding free speech
• Students will recognize both points of view
• Students will discuss how they make editorial decisions
• Students will identify if their publication is protected under the Tinker standard.
• Students will determine if their publication is a public forum
• Students will consider drafting a public policy or an addition to an existing policy for publication that will help serve as protection if any future censorship issues arise with administration.

Common Core State Standards
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
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.
CCSS.ELA-Literacy.SL.11-12.1.c
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-Literacy.SL.11-12.1.d
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Length
135 minutes (three 45-minute lessons)
Days One and Two – Understanding the Neshaminy issue and its connection to the First Amendment’s freedom of the press.
Day Three – Reflecting upon student decision making process regarding freedom as student press and determining if their publication is a public forum.

Materials / resources
Article 1
: Playwickian editorial explaining the decision to stop using the word “Redskin”
Article 2: Neshaminy officials could use some schooling
Article 3: Freedom of press belongs to school, not student editors

Lesson step-by-step

Day One
1. Introduction — 5 minutes
Teacher should post or project the First Amendment. Ask students to read through it. What does it mean?
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.

2. Brainstorm case review — 5 minutes
Ask students to help brainstorm a list of cases in which the First Amendment has been challenged. Write the cases on the board.

If students have not learned the cases, teacher should provide a brief overview of each.
Ask students how the First Amendment has been challenged in student journalism cases.

3. Large group discussion — 15 minutes
Class should discuss how the First Amendment has been challenged in each of these cases.

4. Reading — 10 minutes
Teacher should pass out the handout on the background of the Neshaminy case.

5. Reporting on reading — 10 minutes
Teacher should ask students to tell you what happened in the Neshaminy case.

Day 2
1. Review — 5 minutes
Ask students to debrief of the specifics of the Neshaminy case.  Ask them what links can be made between this one and the cases discussed during the last class.

2. Reading — 15 minutes
Students should have three primary texts about the Neshaminy case. Ask them to make notes about what they think is important while reading. Tell them they will be working through questions when finished.

Pass out the following:
• The actual editorial published in The Playwickian October 2013
• An opinion piece by Karen Heller, Philadelphia Inquirer columnist (in favor of the students)
• An editorial from the Union Bulletin in Walla Walla Washington (supporting the administration)

5. Pair work — 15 minutes
Students should answer questions from the handout in pairs.

Handout on Playwickian editorial.
Handout on Inquirer column.
Handout on Walla Walla editorial.

6. Small group discussion — 10 minutes
Students pairs should join another pair to create groups of four. Then, the group should discuss the answers to the worksheet in small groups. Ask them to turn in one sheet per group of four.

Day 3
1. Review — 5 minutes

Teacher should pass out the sheets the students turned in during the last class. Ask students to rejoin the groups from the previous class and review their answers.

2. Link to student publications — 10 minutes
Students will determine which standard – Tinker or Hazelwood – applies to their publication. They may have to look up state school code to determine this.

3. Checklist evaluation — 10 minutes

In the group of four, students should fill out the checklist to help guide them in discussing how they make decisions as an editorial board and about their responsibilities to their school and community.

4. Debrief — 10 minutes
Teacher should ask students what they found and discuss.

5. Reflection — 5 minutes
Teacher should ask students to discuss how they can make ethical and responsible decisions as a staff regarding controversial or sensitive issues. What examples can each group find?

6. Action — 5 minutes
Teacher should ask students if their policy needs reframing. If so, how would they go about doing so? Students should consider publishing a public policy in their publication. Here is one from Conestoga High in Pennsylvania.

Differentiation
Students could further explore this topic by looking at the link between the Neshaminy situation and the Washington Post refusal to mention “Redskins” on its op ed pages

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