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Today is Day of Action Day
for curing 30 years of Hazelwood

Posted by on Jan 31, 2018 in Blog, Law and Ethics, News, Scholastic Journalism, Teaching | 0 comments

 

The SPLC has events scheduled throughout Jan. 31 to bring attention to the negative effects of Hazelwood v. Kuhlmeier.

This month marks the 30th anniversary of the Supreme Court decision, which gives public schools the right to censor student publications. Now, more than ever, we need a coordinated effort to protect student journalists’ rights.

Here’s how the SPLC suggests schools (and others) can speak out about the damage this case has brought:

  1. Speak out on Twitter and Instagram why you think student journalists deserve better than the Hazelwood standard using #CureHazelwood.
  2. Change your profile picture to #CureHazelwood to help support the cause.
  3. Tune in to Facebook Live. At the top of every hour from 10am ET through 7pm ET we’ll have 10 minute mini-broadcasts from lots of cool people talking about the impact of censorship on student journalists and the need to overturn Hazelwood. We even have Cathy Kuhlmeier Frey (the named plaintiff and brave student journalist) as one of the guests.  Everyone will be broadcasting live from the SPLC Facebook Page. Make sure to like the page and follow us so you don’t miss it! (Full schedule here.)
  4. Check out our Hazelwood: Then and Now webinar: Hear from former SPLC directors Frank LoMonte and Mark Goodman and current senior legal counsel Mike Hiestand as they talk about what it was like when the Hazelwood decision came down and the rise of the New Voices movement in response. Tune in to our YouTube channel at 11 a.m. ET.

Two videos developed by JEA’s SPRC also talk about Hazelwood’s history and legacy.

A one minute roundup.

And a 3.5 minute explainer:

The SPRC also  has the additional materials about Hazelwood:

A Teacher’s Kit for curing Hazelwood

Payng the cost of Hazelwood

• Seeking to cure the Hazelwood blues

Another 45 essential words

 

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How can my school get involved
in the New Voices campaign? QT21

Posted by on Oct 15, 2017 in Blog, Hazelwood, News, Quick Tips, Scholastic Journalism, Teaching | 0 comments

Almost a quarter of all states have now passed legislation protecting voice in student media, and instilling the virtues of the First Amendment as state statute for student media. North Dakota’s success in 2015 seemed to spark the latest fire that has seen legislative recognition of student speech in Illinois, Maryland, Vermont and Rhode Island.

That still leaves 38 states without overt student press rights protections, which muddies the waters for students, advisers, and school administrators.

If you live in a state without clear student press protections, work with your state-level scholastic media organizations, professional news organizations and school administrators to show the benefits of doing so.

The most important element of student press protection is that it establishes, state by state, a practical First Amendment laboratory in the schools, where students are empowered to make decisions, develop civic efficacy and establish ethical decision-making guidelines.

It also benefits schools and administrators in that it establishes clear and specific guidelines for student press that would not be acceptable. In most cases, that means libel, invasion or privacy, obscenity, or language that materially disrupts the rights of others to learn.

Students in states that have clear student press protections can also help by sharing the success stories of their real-life practice of the First Amendment in their schools. How has your classroom experience helped you make ethical decisions? How have you become more of a leader because your state law empowered you to do so?

 

Guideline

Support free expression for others in local and larger communities

Stance:

Students in all schools should actively support student press rights legislation in their states and/or other states with active legislation.

Reasoning/suggestions:

The New Voices campaign has successfully created student press protection laws in several states in the last two years. Currently, 13 states explicitly protect student press rights.

Building student media programs by protecting student press laws is one of the most efficacious means of building civically minded students. In a time when the media is increasingly under fire for the accuracy of their reporting, it’s critical we foster an environment in high schools which promotes ethical, truthful and accurate storytelling while protecting students’ rights to tell those stories.

Teachers and students who would like to be active in this movement, should contact their JEA state directors or reach out to the Student Press Law Center.

Resources:

http://newvoicesus.com/

http://www.splc.org/

JEA updates its Adviser Code of Ethics

Center for Scholastic Journalism Legislative Conference videos

 

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Sharing your state law with others

Posted by on Aug 22, 2017 in Blog, Law and Ethics, Lessons, Scholastic Journalism, Teaching | 0 comments

by John Bowen and Lori Keekley

Title

Sharing your state law with others

Description

State laws protecting student press rights mean nothing if students, administrators, school boards and others don’t know what they mean or how they impact the community. For this lesson, students will create an action plan for the various groups in their community about the state legislation.

Objectives

  • Students will evaluate what their state law covers and identify key points to share with others.
  • Students will research key points of their legislation, outline them and seek ways to effectively present them.
  • Students will synthesize these steps into Action Plans for sharing key points with various local communities.

Common Core State Standards

CCSS.ELA-LITERACY.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-LITERACY.SL.9-10.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
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

50 minutes

Materials / resources

Computers

State Law (see list at the end of the lesson for state links)

Lesson step-by-step

Step 1. Warm up — 5 minutes

The teacher should ask the class if they had last minute questions about their state law. Discuss them as needed, or tell students they will move on create an Action Plan to sell the new state law to administrators, community and board of education.

Step 2. Large group — 5 minutes

Tell students they will create an Action Plan to convince groups, administrators, community and board of education, the value of the new state law. Students can refer to the State Law Sheet and the role play from the earlier lesson.

An Action Plan would be an outline of the arguments, process and rationale for each they would use to explain the importance of having the state law to discuss this with selected community groups. Its contents might well vary depending on the group being addressed.

Step 3. Small groups — 40 minutes

The teacher will divide the class into a group for each of the categories, administrators, community, school board, and ask students to choose one they feel most comfortable with. Remember, each group will target a different audience to inform.

Each group will appoint a team leader (a student with journalism experience or editor would be best) to lead discussion and to record role and process.

Suggested talking points would include:

  • A timeline for the presentation session and which students would present information
  • A plan for publicity to invite members of their target audience
  • Securing a place for the presentation
  • Presentation materials effective for each targeted audience
  • Research need and student responsibilities for that material
  • A script for the presentation
  • Arrangements for sound, lighting and visuals as needed
  • Plans to have publicity/reporting of the presentation

Each team would also plan for future meetings to create materials and finalize times and places. The class, with input from the teacher, would ultimately decide the timeline for presentations (most likely, though, the presentation to the board of education would come last).

Teacher note: Depending on the class composition, this lesson may take more than one day. The students may need an additional day to create the presentation.

State Laws and Codes:

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What’s in your state press law?

Posted by on Aug 22, 2017 in Blog, Law and Ethics, Legal issues, Lessons, Scholastic Journalism | 0 comments

by John Bowen and Lori Keekley

Title

What’s in your state press law?

Description

State laws protecting student press rights mean nothing if students don’t know what they cover. For this lesson, students will examine what their state law protects and what its limitations are. Students will also create a dialogue with stakeholders in order to educate them about what the bill and its impact.

Objectives

  • Students will evaluate what their state law covers
  • Students will locate and quote from their state bill
  • Students will create a dialogue to help inform other stakeholders about the bill.

Common Core State Standards

CCSS.ELA-LITERACY.RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-LITERACY.RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
CCSS.ELA-LITERACY.SL.9-10.1.D Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
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

50 minutes

Materials / resources

State law (pick the applicable one from those available at the end of the lesson)

Handout: State law sheet

Rubric: State law rubric

Computer

Definitions of legal terms used in various bills

Lesson step-by-step

Step 1 — Introduction (5 minutes)

Thirteen states have now passed student free expression legislation or codes. While many are similar, no one is exactly like any other.

Have students guess what 13 states have this legislation or state code.

(Teacher note — the states in which legislation has passed include: Arkansas, California, Colorado, Illinois, Iowa, Kansas, Maryland, Massachusetts, Nevada, North Dakota, Oregon, Pennsylvania, Rhode Island.)

Is your state part of this? (If it is not, have students evaluate one of the other state laws and see Extension 2).

Step 2 — Small groups (20 minutes)

Place students into small groups. Each group will need to complete the “State Law Sheet.” Teachers may need to provide hints about where to find the information either by search or accessing the New Voices USA homepage.

The teacher would also explain why it is important students create a dialogue between a student and either an administrator, school board member, angry parent, angry student or adviser about the bill. The teacher should assign each group one of these people to educate about the significance, relevance and rationale behind the laws, especially as they apply to the stakeholders.

Step 3 — Assessment (25 minutes)

Students will act out the dialogue they created concerning educating someone about the bill. Please see the rubric for point breakdown.

Differentiation

If you have advanced students, you could have students compare their state legislation with another state’s bill. Then they could write a blogpost about whether their legislation needs any changes and why.

We also recommend more than additional class or assignment time for students to work on applying what they learned about their state legislation.

Assessment

The teacher will use the assessment form to evaluate student participation.

Extension Activities

Extension 1:

Have students (in small groups) research the following court cases and reflect upon why they might be used as precedent in a New Voices law:

Tinker v. Des Moines

Bethel v. Fraser

Dean v. Utica

Miller v. California

Morse v. Frederick

The students should present background information about why the court cases laws are relevant and why precise legal language is essential for any such legislation to succeed.

Extension 2:

If your state is not included in the list of 13 states with laws, the teacher might have students use the lesson to focus on differences between two of the state’s legislation is and what should be in students’ state legislation when developed.

Students could also access the New Voices U.S. site and see their state’s status in the New Voices movement and see who to contact if they are interested in helping to pass the bill.

State Laws and Codes:

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Nevada makes 12. Who will be next?

Posted by on Jun 6, 2017 in Blog, News, Scholastic Journalism, Teaching | 0 comments

Nevada became the latest state to pass New Voices legislation when Gov. Brian Sandoval signed SB 420 into law June 2. The law goes into effect Oct. 1.

Nevada’s signing  followed a similar signing a week earlier in Vermont, making 12 states protecting state legislation.

Supporters of Nevada’s New Voices Facebook page posted, “Thank you, followers and supporters, for making history and giving real meaning back to Justice Fortas’ reminder that neither students nor their advisers ‘shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.’ You have helped ensure that student journalism in Nevada can be, as Justice Brennan famously said, uninhibited, robust, and wide open.'”

As Dan Brown had main character Robert Langdon say in The Lost Symbol, “We are builders. We are creators…” Creating state protection for student free expression is one of the best ways to ensure a long-term foundation for democracy.

Advocating free expression is not a decision to rush into lightly,  but there are a plethora of resources available, and people ready to explain them and assist you. And results creates achieve are immensely worthwhile.

Here are some key links:

• Center of Scholastic Journalism video of its 2016 Legislation Conference

• New Voices  website or Facebook pages

• SPRC’s Blueprint for state legislation

• Individual states seeking to pass legislation  have online sites and Facebook links.

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