Spin and how it works
by Michael Johnson
Title
Spin and how it works
Description
In this lesson, students pick up where they left off in propaganda techniques as well as the concept of “spin” and discuss how politicians use these techniques to sway public opinion. Students will identify propaganda used in past and current ads and create their own advertisement using an assigned propaganda technique. Students will also examine how politicians spin current events to suit their own agendas and will assume the role of a prominent political figure’s communication representative who is responsible for spinning news events.
Objectives
- Students will identify what is spin and in what ways to politicians employ this technique.
- Students will be able to explain how a candidate’s party affiliation and agenda inform their public comments.
- Students will be able to show how spin affect the media and the way it reports news.
- Students will be able to demonstrate how citizens decipher spin to make an educated decision on issues and reported news.
Common Core State Standards
| CCSS.ELA-LITERACY.RL.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.RL.9-10.2 | Determine a theme or central idea of a text and analyze in detail 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.RL.9-10.4 | Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). |
| 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). |
Length
100 minutes
Materials / resources
Blackboard or whiteboard
Teacher laptop and digital projector
Internet access
Panetta homework
Assessment
Put a political spin on things
Spin reflection chart
Computers/laptops (day 2)
Lesson step-by-step Day 1
Warm-up
Exploring “Spin”
Step 1 — Warm up (2 minutes)
As a warm-up, write the following on the board for students to read as they enter class:
- As of next month, condom dispensing machines will be installed in both male and female bathrooms.
Step 2 — Small group work and debrief (18 minutes)
Divide students into small groups and tell them to write a short blurb announcing this news in the school newspaper from the perspective of one of the following groups (group assignments can be repeated if you have a larger class):
- Group 1: School administrators who are concerned with teen pregnancy numbers on the rise among younger-age girls.
- Group 2: Student health advocacy group called “Making Wiser Choices.”
- Group 3: A student faith-based organization.
- Group 4: Parent-Teacher Organization (PTO).
- Group 5: A group of pregnant teens who favor the installation of the machines in male and female bathrooms.
- Group 6: A male group of young fathers (Young Fathers Making a Stand) who favor installation of the machines.
Give students 5-10 minutes to compile their news blurb then have each group share their blurb with class. Discuss:
- In what ways did our blurbs differ?
- Even though we were all responding to the same topic, why did our blurbs differ? (They were told from people with differing perspectives and agendas).
- In what ways does this happen in the media today?
Step 3 — Debrief and second practice (20 minutes)
Explain to students that when newsworthy events occur, politicians often utilize “spin,” which is a heavily biased portrayal in one’s own favor of an event or situation. Politicians will provide their point of view or interpretation of the event in a way that is compatible with their own agenda to sway public opinion. While traditional public relations may also rely on creative presentation of the facts, “spin” often, though not always, implies disingenuous, deceptive and/or highly manipulative tactics. Politicians are often accused of spin by commentators and political opponents when they produce a counter argument or position.
- Give students another scenario to report on, such as:
This year, prom will not be held on the school premises. Rather than a DJ, a band has been hired to play. Ticket prices will cost $50 extra.
- Again, in their small groups, students will write a short blurb for their town’s paper regarding prom from their perspective:
- Group 1: Parent Prom Planning Committee, who likes the changes since they want to make the prom a very exclusive, high-class event in hopes of attracting wealthier families to the school system.
- Group 2: “Students for Students,” a student lead group who is concerned less wealthy students will not be able to attend prom due to the changes.
- Group 3: School administrators, who hope cut back on prom cost while charging more; this will create extra revenue for updating the library collection.
- Group 4: “Rock Till’ You Drop,” the band that has been hired to play the prom. This is your first gig and you hope it will be the start of a big local career.
- Group 5: “DJ Jazzy Jake and Company,” the DJ who was not rehired to play this year’s prom.
- After a few minutes, again have students share their blurbs and discuss:
- How did news of the same event change when given by people with different agendas?
- Can you think of any events, either current or historical, that have been ‘spun’ by politicians?
- Is it ethical to spin a situation in one’s favor, or towards one’s own agenda?
- When dealing with politics, do you think it is possible to say something neutral about a political situation?
Step 4 — Read and discuss (10 minutes)
Have students link to the opinion article “American Political Spin Cycle is Out of Control.” (While the article is from 2001, its subject maintains relevance.) After students have read, discuss as a class:
- Laura Weiss states, “What politicians write and say dizzies the public’s mind on a grand scale” and that spin has gotten “out of control.” Do you agree or disagree and why?
- How can political spin be deceiving?
- Why do you think Weiss calls the White House (regardless of the party in power) “America’s largest spin producing institution”?
- Who is responsible for uncovering the validity or underlying truth (if any) beneath spin?
- Weiss says that the White House attempts to keep “scandalous news” from breaking on the TV. Is this a violation of freedom of the press in your opinion? Should there be limitations to what the press can report on? Explain.
- What can the public do regarding campaign spin?
Lesson step-by-step Day 2
Practicing Political “Spin”
Step 1 — Brainstorm and assignment overview (10 minutes)
Have students brainstorm recent events that have been in the local, national and/or international news that they think are very susceptible to spin. Then, divide the class into small groups, assigning each group a current political figure. Give the group the attached assignment explanation, “Put a Political Spin on Things.” Go over the assignment sheet together, which explains to students that they are to imagine they are their assigned politician’s communications team. They must first research the views of the political figure assigned to them. Students will need computers with Internet access; sites such as ontheissues.org will help students understand the views and voting records of politicians. Visit one of the following two web pages:
- http://house.ontheissues.org/House.htm – U.S. House of Representatives
- http://senate.ontheissues.org/Senate/Senate.htm – U.S. Senate
Instructor may have students select their current home state or choose any state they wish. Once students become familiar with their chosen/assigned political figure, they will attempt to spin a recent news event.
Step 2 — Small group work clarification and work (35 minutes)
Allow students to ask questions, then instruct them to work on their statement. After groups are finished, bring everyone back together and give each student the attached Spin Reflection Sheet. Have each group present their work, first giving a summary of who they work for (the political figure chosen/assigned to them), their figure’s political party, and the figure’s views/political agenda. Then, groups should share their statements that have been prepared with spin. All students should take notes on their reflection sheet as they listen to each group’s presentation. After all student have presented, discuss:
- What were the major differences between the talking points of political figures? Did their party affiliation make a difference? Explain.
- What makes a successful “spin”?
- For any given event, is there a single truth about what happened or does it always depend on who is telling the story and how they tell it? Explain.
- Is spin deceitful in your opinion? Is it possible to eradicate spin? Explain.
- How does a candidate’s political agenda as connected to their party, and the way he/she communicates, shape our political system?
- Do you use spin when discussing events in your own life? If so, in what ways and why?
- If you were a politician, is there anything that you would consider to be off-limits to spin? Why or why not?
- As responsible citizens, how do we make an educated decision on which candidate to vote for when there is so much spin and propaganda at play? What questions do we need to ask ourselves when viewing, hearing, and reading campaign ads or candidate response blurbs?
Step 3 — Homework (5 minutes)
Assign the attached homework assignment in which students respond to Leon E. Panetta’s opinion of spin and how it is affecting America.
Assessment
| Exceeds Expectations | Meets Expectations | Revisit | |
| Participation in three classroom activities | |||
| Student understands the concept of spin. | |||
| Student understands how certain groups use spin for their own benefit/agenda. | |||
| Student successfully “spins” a fictional news event that fits his/her candidate’s political agenda/platform. |
Resources
Put a Political Spin on Things
- Your group has been hired as the communications team for a prominent political figure assigned to you.
- As new employees, you must first learn about the views and political agenda of your politician by reading information from the aforementioned “ontheissues.org” web links.
- Pay close attention to this person’s political party, current and past positions, and his/her fundamental political beliefs and/or agenda. Together, discuss and summarize this information and be prepared to present to your classmates.
- Once you are familiar with this figure’s political perspective, your first public relations assignment is to comment on the following situation. Create a 5-10 sentence statement that “spins” the following situation in a way that encompasses your figure’s point of view and supports his/her political agenda:
Ten U.S. soldiers were killed and 14 more were wounded, along with scores of other soldiers from NATO countries, in action during fighting yesterday with ISIS forces in eastern Syria.
- Remember, the spin you put on the statements you make to the media on behalf of your political employer will affect his/her status in the public eye and could possibly affect his/her election or re-election during the next cycle. In other words, this affects YOUR employment, both current and future prospects.
Spin Reflection Chart
| Political figure | Party Affiliation | Beliefs/Agenda Summary |
Name ______________________________________________
Homework
Read the following excerpt from Leon Panetta’s article, “The Price of ‘Spin’ Versus the ‘Truth,’” and answer the following questions that follow:
Huey Long—the infamous Louisiana politician of the Thirties—once promised a certain constituency in an election campaign that he would deliver a public works project to them if elected. When he failed to deliver the project after he was elected, he was asked why. His reply: “I lied!”
Long’s admission was brutally frank. It was the kind of honesty that worked well for Long. Why is it so difficult to work for many of those in public office today?
The typical strategy is to tell people what consultants and pollsters say the public wants to hear and when the facts prove differently, to keep repeating the same words in the hope that repetition somehow will make it right. But there is a terrible price to be paid for this political “spin” game—the lost trust of the people.
As our parents did, we try to teach our children to be truthful. Our very democracy is dependent on a strong relationship of trust between the people and their leaders. But in recent years, whether because of lost values or the ease and speed of modern communications, a bad example is being set for future generations by those who tell people the political message rather than what is really happening.
This may provide some short-term political gains, but ultimately, the nation pays a terrible price. Huey Long decided to tell the simple truth when he said he lied in his campaign. It might just be that telling the simple truth can work to restore both our politics and our democracy. Lord knows, it’s worth a try.
From “The Price of ‘Spin’ Versus the ‘Truth,’” by Leon E. Panetta, The Monterrey County Herald, Sept. 9, 2001. http://www.panettainstitute.org/programs/leon-panetta-commentaries/commentaries-from-2001/the-price-of-spin-versus-the-truth/
Respond to the following questions with your thoughts (Use the back, if necessary)
- Panetta says, “… honesty … worked well for Long. Why is it so difficult to for many of those in public office today?” Do you agree that many people in public office are dishonest? Why do you think public officials find it difficult to be honest?
- Do you agree with Panetta when he says that due to the “spin game,” people have lost trust in government and politics? Why? What evidence makes you think this?
- Panetta also states, “… a bad message is being set for future generations by those who tell people the political message rather than what is really happening.” How do you interpret this comment? Do you agree or disagree? Explain.
- The [spin] may provide some short-term political gains, but ultimately, the nation pays a terrible price.” What terrible price do you think Panetta is implying?
Works Cited
ChangingMinds.org. (2017, May 21). Name-calling. Retrieved May 21, 2017, from ChangingMinds.org: http://changingminds.org/techniques/propaganda/name_calling.htm
NC Civic Education Consortium. (2017, May 21). Propaganda and Spin. Retrieved from StudyLib: http://studylib.net/doc/8877067/spin—database-of-k
NC Civic Education Consortium. (2017, May 21). Propaganda and Spin. Retrieved from StudyLib: http://studylib.net/doc/8877067/spin—database-of-k
Panetta, L. E. (2001, September 9). The Price of ‘Spin’ versus the ‘Truth’. Retrieved from The Monterrey County Herald: http://www.panettainstitute.org/programs/leon-panetta-commentaries/commentaries-from-2001/the-price-of-spin-versus-the-truth/
Weiss, L. (2001, September 10). American Political Spin Cycle Is Out of Control. Retrieved from The Utah Daily Chronicle Archive: http://archive.dailyutahchronicle.com/2001/09/10/american-political-spin-cycle-is-out-of-control/
Read MoreReal, fake or satire?
A quick review
by Michael Johnson
Jeopardy-style game activity
Following the How to Spot Fake News lesson or Satire’s role in Current Events lesson (or perhaps even on its own or before the lesson), urge students to download the Jeopardy-style game to see how they really do in identifying fake news.
There are three predominant types of news in our world today – real, fake and satirical.
What is the difference? Can you tell the difference?
- In the format of “Jeopardy,” you will choose from five categories that contain information from various news sources.
- Your answers will be in the form of three possible questions: “What is real news?” “What is fake news” and “What is satire?”
- Students will be divided into three groups. Difficulty of questions determined by point total (10 points are easier than 50 points)
- Group with the most points wins.
Michael Johnson bio:
Michael Johnson, editor of the White Mountain Independent in Show Low, Arizona, has a Bachelor of Science in Communication from Ohio University, a Bachelor of Arts in Journalism and Mass Communication from New Mexico State University, and is nearing completion of his Master of Arts in Journalism and Communication, with a concentration in Reporting/Editing-Journalism Education, at Kent State University.
Johnson has won numerous awards for his news reporting, feature and editorial writing, and photography during his 29-year career.
Johnson said he discussed with the students the introduction to the activity, but the PowerPoint really got them interested.
The students told Johnson they now better understand how difficult it can be to tell the difference — what’s real, what’s fake and what’s satirical in nature. The said they could not always tell the difference, but now that it was explained and presented to them, they are better able to detect real from fake from satire.
Resources used in the Jeopardy-style game
Beavers, O. (2017, April 23). Pelosi: ‘Of course’ Dems can be against abortion. Retrieved from The Hill: http://thehill.com/homenews/sunday-talk-shows/330136-pelosi-of-course-democrats-can-be-against-abortion
Helin, K. (2012, May 7). Ten years ago today, Allen Iverson ranted about practice. Retrieved from NBCSports.com: http://nba.nbcsports.com/2012/05/07/ten-years-ago-today-allen-iverson-ranted-about-practice/
Holan, A. D. (2016, December 13). 2016 Lie of the Year: Fake News. Retrieved from PolitiFact: http://www.politifact.com/truth-o-meter/article/2016/dec/13/2016-lie-year-fake-news/
Hooper, B. (2017, April 21). Pennsylvania hockey team bans cowbells after rowdy celebration. Retrieved from United Press International: http://www.upi.com/Odd_News/2017/04/21/Pennsylvania-hockey-team-bans-cowbells-after-rowdy-celebration/1851492788987/?utm_source=sec&utm_campaign=sl&utm_medium=15
LiteraryDevices.net. (2017, April 23). Satire Definition. Retrieved from Literary Devices: Definition and Examples of Literary Terms: https://literarydevices.net/satire/
Martin, J. (2017, April 22). Photos of the Week. Retrieved from Reuters: http://in.reuters.com/news/picture/photos-of-the-week?articleId=INRTS13DRU
Moreno, N. (2017, April 9). Police: Son dead, father wounded after shooting each other in fight over dog. Retrieved from Chicago Tribune: http://www.chicagotribune.com/news/local/breaking/ct-two-men-shot-in-burnside-20170409-story.html
NRAI School of Mass Communication. (2016, January 7). Television Journalism 205. Retrieved from NRAI School of Mass Communication: http://delhimasscommunication.com/wp-content/uploads/…/Television-Jornalism-205.docx
On The Media. (2016, November 18). Breaking News Consumer Handbook: Fake News Edition. Retrieved from WNYC.org: http://www.wnyc.org/story/breaking-news-consumer-handbook-fake-news-edition/
Rosenberg, E. (2017, April 22). American Airlines Suspends Flight Attendant After Altercation Over Stroller. Retrieved from The New York Times: https://www.nytimes.com/2017/04/22/business/american-airlines-video-stroller.html?_r=0
Rustling, J. (2016, December 11). Obama Signs Executive Order Banning The Pledge Of Allegiance In Schools Nationwide. Retrieved from abcnews.com.co: http://abcnews.com.co/obama-executive-order-bans-pledge-of-allegiance-in-schools/
Snell, K. (2017, April 22). Ryan promises to keep government open — and makes no promises on health care. Retrieved from The Washington Post: https://www.washingtonpost.com/powerpost/ryan-promises-to-keep-government-open–and-makes-no-promises-on-health-care/2017/04/22/2f9aeaea-2769-11e7-b503-9d616bd5a305_story.html?utm_term=.e1f653b3ca1f
Sports Pickle. (2016, December 19). Jim Harbaugh to skip Orange Bowl so he can prepare for his next NFL head coaching job. Retrieved from Sports Pickle: https://medium.com/sportspickle/jim-harbaugh-to-skip-orange-bowl-so-he-can-prepare-for-his-next-nfl-head-coaching-job-95ea60b4f20a
Sports Pickle. (2017, January 8). Report: Odell Beckham planning to take chartered flight to New York after game with some friends. Retrieved from Sports Pickle: https://medium.com/sportspickle/report-odell-beckham-planning-to-take-chartered-flight-to-new-york-after-game-with-friends-8cbd19f3cf7a
staff, D. M. (2009, May 6). Signs of a strange world: The bizarre notices that will amuse, enlighten or just bewilder you. Retrieved from The Daily Mail of London: http://www.dailymail.co.uk/news/article-1178034/Signs-strange-world-The-bizarre-notices-amuse-enlighten-just-bewilder-you.html
Stroud, F. (2017, April 23). Fake News. Retrieved from Webopedia: http://www.webopedia.com/TERM/F/fake-news.html
The New York Evening. (2017, April 10). Breaking: Malia Obama expelled from Harvard. Retrieved from The New York Evening: http://thenewyorkevening.com/2017/04/10/breaking-malia-obama-expelled-harvard/
The Spoof. (2016, October 28). Time Channel is a go. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/business/127145/time-channel-is-a-go
The Spoof. (2016, September 5). Trump Proposes Ideological Purity Test. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/us/126807/trump-proposes-ideological-purity-test
The Spoof. (2016, September 6). Vanna White to run for President of the U.S. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/us/126811/vanna-white-to-run-for-president-of-u-s
The Spoof. (2017, April 5). Cubs Forced Out of Wrigley Field Just After Opening Day. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/sport/128080/cubs-forced-out-of-wrigley-field-just-after-opening-day
The Spoof. (2017, February 25). MLB to blindfold pitchers during intentional walks. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/sport/127890/mlb-to-blindfold-pitchers-during-intentional-walks
The Spoof. (2017, March 6). Portland’s homeless to be offered a hand up, instead of a handout. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/us/127934/portlands-homeless-to-be-offered-a-hand-up-instead-of-a-handout
Thumbpress. (2017, April 23). Oh, the irony! 30 Funny Ironic Pictures. Retrieved from Thumbpress: http://thumbpress.com/oh-the-irony-30-funny-ironic-pictures/
U.S. Department of Defense. (2002, February 12). News Transcript – DoD News Briefing. Retrieved from U.S. Department of Defense: http://archive.defense.gov/Transcripts/Transcript.aspx?TranscriptID=2636
Weasel, D. (2015, September 1). Donald Trump promises to deport all immigrants “back to Alaska”. Retrieved from The Valley Report: https://thevalleyreport.com/2015/09/01/donald-trump-promises-to-deport-all-immigrants-back-to-alaska/
Weasel, D. (2015, August 28). Nickelback to release Greatest Hits Album; 19 tracks of silence. Retrieved from The Valley Report: https://thevalleyreport.com/2015/08/28/nickelback-to-release-greatest-hits-album-19-tracks-of-silence/
Weasel, D. (2016, April 25). Woman arrested for defecating on boss’ desk after winning the lottery. Retrieved from The Valley Report: https://thevalleyreport.com/2016/04/25/woman-arrested-for-defecating-on-boss-desk-after-winning-the-lottery/
Webopedia. (2017, April 10). Fake News: Resources for Evaluating Information: Fake News. Retrieved from Ashland University: http://libguides.ashland.edu/fakenews/info
Young, N. (2013). 20 Epic Fake Pictures that Have Fooled the Whole World. Retrieved from Photodoto: http://photodoto.com/epic-fake-pictures-that-have-fooled-the-whole-world/
Read MoreSatire’s role in current events
by Michael Johnson
Title
Satire’s role in current events
Description
According to Wyatt Mason in an online article published in the New York Times Magazine titled “My Satirical Self,” readers in the 21st century have “taken shelter in the ridiculous.” He provides an excerpt from The Onion, a satirical online news source referenced as “America’s Finest News Source,” as an example of an escape from the inescapable ridiculousness of society, politics, and other vice and follies. New literacies have helped grow the genre of satire, and as Americans turn to this genre as a source for news and entertainment, students must understand the core elements that create satire.
Objectives
- Students will become more aware of the language and moves associated with satire and challenge students to not only analyze the effectiveness of satirical pieces but also to create their own.
- Students will become familiar with underlying concepts behind satire.
- Students will be able to analyze the interaction between satire and current events, and apply their knowledge of satire and the news to create their own satirical pieces.
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.L.9-10.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| 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.9-10.3 | Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. |
Length
50 minutes
Materials / resources
Blackboard or whiteboard
Teacher laptop and digital projector
Internet access
Assessment
Lesson step-by-step
Step 1 — Introduction (15 minutes)
Students will watch a slideshow about satire, what it is and key terms associated with it.
Step 2 — Satirical examples (30 minutes)
Students will read two examples of satire from The Onion: (Note that some stories may contain vulgar language; instructor should ensure content is appropriate in a school setting).
- NASA Deploys Congressional Rover To Search For Funding: http://www.theonion.com/article/nasa-deploys-congressional-rover-search-funding-51231
- French Annoyingly Retain the Right to Claim Intellectual Superiority Over Americans: http://www.newyorker.com/humor/borowitz-report/french-annoyingly-retain-right-to-claim-intellectual-superiority-over-americans
Students will notate the methods each author utilizes to create the satirical piece. Students will work in small groups to create their annotations, and then small groups will share with the class. Ask students to consider the following questions on paper to turn in:
- What does the author assume about the attitudes of the audience in the piece?
- What aspect of society is the author satirizing?
- What is the goal or purpose of the satire?
- What methods/techniques does the author employ to create the satire?
- How effective are the author’s methods?
- What knowledge is required to understand the jokes?
- How can serious events be rendered in humorous ways?
Step 3 — Homework assignment (5 minutes)
Students will choose a current event, research and write their own Onion-style article on the topic to present in class the following day. Students will write a minimum of five paragraphs (about 300-350 words) and include a satirical headline and a tagline at the end of the story telling readers who they are or how to contact them. Students may use a story from The Onion as a guide only to show how satire is written so that they may craft their own original work. Students will then read their satire piece to the entire class the next day and turn in their work to the instructor.
Assessment
| Exceeds Expectations | Meets Expectations | Revisit | |
| Student understands the concept of satire and its associated vocabulary terms. | |||
| Student is able to differentiate satire from real news content. | |||
| Student collaborated with others during small-group sessions in class. | |||
| Student answered the seven questions at the end of the group exercise. | |||
| Student successfully created an original piece of satire content that connected to a current event. |
Works Cited
American News. (2017, May 29). ALERT: Bananas Being Injected With HIV Blood… Here’s How You Can Tell. Retrieved from American News: http://americannews.com/alert-bananas-injected-hiv-blood-heres-can-tell/
Anti-Defamation League. (2017, May 21). What is Fake News? Retrieved from Anti-Defamation League: https://www.adl.org/education/resources/tools-and-strategies/table-talk/fake-news
Borowitz, A. (2017, May 7). French Annoyingly Retain the Right to Claim Intellectual Superiority Over Americans. Retrieved from The New Yorker: http://www.newyorker.com/humor/borowitz-report/french-annoyingly-retain-right-to-claim-intellectual-superiority-over-americans
ChangingMinds.org. (2017, May 21). Name-calling. Retrieved May 21, 2017, from ChangingMinds.org: http://changingminds.org/techniques/propaganda/name_calling.htm
NC Civic Education Consortium. (2017, May 21). Propaganda and Spin. Retrieved from StudyLib: http://studylib.net/doc/8877067/spin—database-of-k
NC Civic Education Consortium. (2017, May 21). Propaganda and Spin. Retrieved from StudyLib: http://studylib.net/doc/8877067/spin—database-of-k
Panetta, L. E. (2001, September 9). The Price of ‘Spin’ versus the ‘Truth’. Retrieved from The Monterrey County Herald: http://www.panettainstitute.org/programs/leon-panetta-commentaries/commentaries-from-2001/the-price-of-spin-versus-the-truth/
PBS. (2015, March 27). Satire’s role in current events . Retrieved from PBS Newshour Extra: http://www.pbs.org/newshour/extra/lessons_plans/satires-role-in-current-events-lesson-plan/
Robertson, E. K. (2016, november 18). How to Spot Fake News. Retrieved from FactCheck.org: http://www.factcheck.org/2016/11/how-to-spot-fake-news/
Rustling, J. (2016, November 11). Obama Signs Executive Order Banning The National Anthem At All Sporting Events Nationwide. Retrieved from ABC News: http://abcnews.com.co/obama-signs-executive-order-banning-national-anthem/
Seale, T. (2017, May 29). Analyzing Satire. Retrieved from Google Docs: https://docs.google.com/document/d/1erOEAzQZrVH7WC85kRiuCJqpO6z24YJH7Kh9POkR7gM/edit
Shannon Doyne, H. E. (2011, April 15). That’s Funny: Comedy Across the Curriculum. Retrieved from The New York Times Learning Network: https://learning.blogs.nytimes.com/2011/04/15/thats-funny-comedy-across-the-curriculum/?_r=0
The Associated Press. (2016, November 28). Dylann Roof, Charleston Church Shooting Suspect, Can Act as His Own Attorney. Retrieved from NBCnews.com: http://www.nbcnews.com/storyline/charleston-church-shooting/dylann-roof-charleston-church-shootingsuspect-can-act-his-own-n689151
The Onion. (2015, September 9). NASA Deploys Congressional Rover To Search For Funding. Retrieved from The Onion: http://www.theonion.com/article/nasa-deploys-congressional-rover-search-funding-51231
Weiss, L. (2001, September 10). American Political Spin Cycle Is Out of Control. Retrieved from The Utah Daily Chronicle Archive: http://archive.dailyutahchronicle.com/2001/09/10/american-political-spin-cycle-is-out-of-control/
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Satire in your publications:
Who is the joke really on?
by Jeff Kocur
Title
Satire in your publications: Who is the joke really on?
Description
Students think of themselves as smart and funny, but does that mean they can handle satire? Satire opens students up to many legal risks including libel and invasion of privacy. Use this activity to explore some of the pitfalls of using satire in your publications.
Objectives
- Students will explore the legal and ethical risks of using satire.
- Students will identify potential ethical issues in using satire.
- Students will become familiar with mistakes other school publications have made in publishing satire.
Common Core State Standards
| CCSS.ELA-LITERACY.RI.11-12.2 | Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. |
| 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.B | Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. |
| CCSS.ELA-LITERACY.SL.11-12.4 | Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
Length
50 minutes
Materials / resources
‘Advisory board’ formed after Ga. student paper runs ‘Modest Proposal’-style satire
Student satire publication lost funding, put on probation after article on sexual harassment
SPLC search results for “high school satire”
From experts:
Digiday highlights why many newspapers don’t do it.
Lesson step-by-step
Step 1 — Introduction (5 minutes)
Share a hypothetical satirical headline on your most high profile sport’s losing record.
Ask the students to identify the potential problems that might come with publishing a story like this.
Step 2 — Group assignment and work (40 minutes)
Separate the students into six groups and assign each of them a reading from the list above.
Students will read and complete the attached worksheet for the appropriate reading and report out to the class.
You could also turn this into a slideshow shared on Google docs with your students to fill out and present.
Step 3 — Exit ticket (5 minutes)
Students should answer the following:
What are the legal risks of running a satirical piece in student media?
Extension
Students could take this lesson a step further and develop a position of the use of satire. If they decided to use satire, they could also create an ethical statement outlining the ethical position of the students plus how they could handle satire ethical. See model for ethical guidelines, process.
Read MoreJournalists as professional skeptics
by Kristin Taylor
Title:
Journalists as Professional Skeptics
Description
The first lesson explores ethical decision-making about what to publish and the importance of verification in that process. It is a case study that puts students in the role of an editor as they walk through a hypothetical story pitch and consequences of publishing an unverified story. The activity ends with a class reflection about best practices for verification and accountability. This lesson works best after teachers have already discussed how their schools are affected by state and federal laws (see SPLC First Amendment rights diagram) so students are familiar with their First Amendment rights as student journalists.
The second lesson builds on the activity from the day before by discussing the purpose of skepticism during the reporting process by looking at a real-life situation where a professional journalist was duped. It also examines the balance between healthy skepticism and unhealthy cynicism.
Objectives
- Students will be able to explain the role of the editor as coach and explore how an editor can coach reporters during the reporting process.
- Students will be able to identify red flags during the reporting process that suggest questionable sourcing and a need to verify information.
- Students will be able to describe the importance of verifying information before publishing a story through participating in a hypothetical role play surrounding an unverified news story.
- Students will be able to describe why it is important for journalists to be skeptical by reading and discussing a Rolling Stone article about a rape victim; the article turned out to be inaccurate.
- Students will be able to employ strategies for fact-checking and determining when a source has a fact wrong or lied.
- Students will reflect on how this may impact their own journalistic practice.
Common Core State Standards
| CCSS.ELA-LITERACY.RI.9-10.10 | By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. |
| 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. |
| CCSS.ELA-LITERACY.SL.9-10.1.C | Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. |
| 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. |
Length
60 minutes
Materials / Resources
Whiteboard and markers
Teacher laptop and digital projector
Slideshow: “If You Were the Editor” (See the bottom of this lesson)
Lesson step-by-step
Step 1 — Warm Up (5 minutes)
As students enter the classroom, the first slide from the PowerPoint “If you were the editor” projected on the board. Read the prompt and have them journal for five minutes:
SLIDE 1: “Sometimes students want to report on some really tough subjects. How should an editor respond to a story likely to cause community outrage or unrest? Why or why not? Journal for five minutes and then we will share our thoughts.”
Step 2: — Class Discussion (5 minutes)
Allow students to share their initial thoughts and then advance to the next slide. Ask a student to read the question and respond: “Why might editors be tempted to avoid certain stories?” Discuss briefly as a class. (Possible answers: fear of “getting in trouble,” complaints from parents, too controversial. Teacher may want to introduce two types of censorship: external, where someone outside of the staff censors, and self-censorship where the reporters themselves decide not to pursue a story out of fear of the consequences. This is not the same as using good news judgment to determine whether or not a story is worth covering.)
Step 3 — Small Group Activity (15 minutes)
Advance to the next slide, which lays out the case study. Have a student read it out loud and then break the class into groups of 4-5. Students have 10 minutes to discuss this scenario, using the discussion questions below.
SLIDE 2: The situation: You are an editor. One of your student reporters wants to do an article on a student who has been expelled from school. That expelled student is alleging misconduct on the part of one of the school administrators and claims she was expelled just to cover up what the administrator did. However, the administration says that, due to confidentiality agreements, they cannot comment on the situation at all.
Discuss these questions with your group, using your staff manual for guidance.
- Do you have any initial concerns about this story? Do you see any red flags? What questions would you initially ask the reporter about the story? (Possible discussion/responses: Is a student being expelled newsworthy when it’s primarily a private event? How can they verify this expulsion given that administrators cannot legally comment on confidential situations like this one? How can they verify the student’s allegation of misconduct? Are there public records or multiple reliable sources willing to go on the record? If not, students should be concerned about libel law.)
- Who are the stakeholders in this story? How will a story like this affect them? The school as a whole? Why is that important to consider? (Possible answers: the expelled student and his/her family, the school’s reputation)
- Would you feel tempted to not pursue this story? What information/sources would the reporter need and what steps would she need to take in order for you to feel comfortable with this story being written?
Step 4 — Class Discussion/Role Play (15 minutes)
After 10 minutes or once all groups have completed their initial discussion, advance to the next slide. Remind them that they are playing the role of the adviser. You can complete this part of the lesson through discussion or role play, with the student taking on the role of the editor and the adviser pretending to be the student reporter who is determined to write the story.
SLIDE 3: Questions to consider: How would you coach the reporter during
the process if …
- The reporter is persistent and tenacious but still can’t get any comment from any administrator about the expulsion? (These school leaders are unable to comment on personal information like this by lie, so they don’t really have a choice about commenting. You may want to tease out why this is so problematic — we will definitely only be getting one side of the story.)
- The reporter cannot verify that any misconduct took place, though the expelled student maintains it did? (Not being able to verify should stop good reporters and editors in their tracks. This scenario should be setting off lots of warning bells, but don’t give this away yet; the teacher will reveal consequences in the next slide.)
- Despite these problems, the reporter wants to publish the story? She promises she will frame any claims the expelled student makes with “allegedly” and make it clear she reached out for comment and administrators declines, citing confidentiality agreements. (While it’s good that the student would include a disclosure statement, students may not know that simply adding the word “allegedly” does not protect them from liability if they publish harmful, false information. This scenario should be setting off lots of warning bells, but don’t give this away yet; the teacher will reveal consequences in the next slide.)
Before advancing to the next slide, tell students that, ultimately, the editorial board DID decide to go ahead and publish. Ask them how they feel and if they have any predictions about the outcome.
Step 5 — Assessment (20 minutes)
Advance to the next slide and have a student read what happens next:
Slide 4: Aftermath: The reporter publishes her story, and the administration is very upset. The administrator accused of misconduct contacts the adviser and you as the editor and says it was irresponsible for you to let it be published, as it is one-sided and libelous. She says she is considering shutting down the paper entirely given this situation.
Another source comes forward and tells you that she heard the expelled student made the entire story about the misconduct up. Upon further questioning, the expelled student admits it was a lie.
- What processes along the way could have prevented this from happening? (Potential responses: Looking for any kind of firsthand verification of the misconduct beyond the initial source; doing follow-up interviews with the source and asking for some kind of evidence of these accusations; stopping the story when verification became impossible.)
- Who should respond to these developments, and how should that person or persons respond? How do you rebuild public trust? (Potential Responses: If students have an error correction policy established, they should look at now to see what steps they need to follow. Since this is such an extreme case and could cause a libel lawsuit, students should also consider more public responses, such as writing a letter to the community with a transparent accounting of what happened. Reading this blog about how one staff dealt with a recent editorial mistake might also be helpful.)
Either in small groups or as a whole class, discuss how students feel about this situation and brainstorm responses to the two questions.
Advance to the final slide (SLIDE 5) and ask students to write an individual email to you describing what they learned from the activity and how they better understand the importance of verification before publishing a story.
Differentiation
Students with writing challenges could talk to the teacher in person rather than send an email describing what they learned.
Additional Resources:
Ask these 10 questions to make good ethical decisions
SPLC First Amendment rights diagram
“They need the freedom to make mistakes, too,” Lindsay Coppens, JEA Scholastic Press Rights Committee
Day 2
Length
60 minutes
Materials:
Whiteboard and markers
Teacher laptop and digital projector
Student laptops
Paper slips with story scenario
“Columbia School of Journalism report on Rolling Stone’s ‘A Rape on Campus’”
“How a teacher prepared her students to take on the adults and win.”
Lesson step-by-step
Step 1 — Warm up (5 minutes)
Projected on the board:
skeptic |ˈskeptik| noun: a person inclined to question or doubt all accepted opinions.
Given the “You be the editor” activity we did last class, why do you think some say a journalist’s primary job is to be a professional skeptic?
Students share thoughts on this warm-up question. Potential follow-up questions:
- How would yesterday’s activity have gone differently if the student journalist and editors had been more skeptical? (Possible answers: Students would have seen red flags such as lack of verification and stopped the story if it couldn’t be verified; students wouldn’t have been as likely to believe the accusing student.)
- Why is it dangerous to trust sources without verifying, even if you think there are trustworthy? (Possible answers: Sources lie sometimes because they are embarrassed or worried about getting in trouble, but even if they aren’t purposefully lying, they may be incorrect. They may not know the real story even if they think they do, or they may misremember something.)
- What would you do if you suspected a source was lying to you? (Possible answers: Attempt to verify the source’s story through other credible sources; discuss the situation with the editors and adviser; depending on the situation, the reporter might confront the source. If verification isn’t possible, do not use the information.)
- Is it possible to become too skeptical? What might the consequence of that be? (Possible answers: reporters may become cynical and think everyone is a liar rather than remembering the purpose of their work; reporters may continue to doubt even after reliable verification.)
Say, “Today we are going to be looking at a couple of cases where journalists either were or were not skeptical and the consequence of their choices.”
Step 2 — Small group activity (20 minutes)
Break students into groups of three or four and hand out a slip of paper with the following on it:
You are a reporter for a professional publication and have heard about how a nearby university is one of 86 schools under federal investigation due to being suspected of denying students their equal right to education by inadequately handling sexual-violence complaints. After doing some initial research, you find a student who says she was gang-raped by a group of male students at a fraternity party; she’s willing to be the subject of your story, but only if you change her name and don’t reveal her identity. She claims the university is trying to sweep the allegations under the rug, which fits the picture painted by what you have learned about the federal investigation. The school and the fraternity deny this student’s claims.
- Before you begin, do you have any personal biases you need to be aware of?
- How will you check out this source’s story? What evidence will you need to feel confident it’s accurate and honest?
- If you do find enough evidence, will you grant the source’s request to change her name to hide her identity? Look at your staff manual guidelines for using unnamed sources and be ready to justify why you would or would not be willing to proceed.
- Ethically, who else do you need to talk to before writing this story?
- What, if anything, would make you decide to not use this source?
Step 3 — Class discussion (35 minutes)
After 20 minutes of discussions, each group presents and compares its responses to the four questions. The teacher will then say, “This scenario you were working on was based on a real situation. In 2014, a reporter from Rolling Stone wrote a 9,000-word story about a rape victim she called “Jackie” at the University of Virginia, which was indeed being federally investigated. The problem? The story ended up being untrue. Other publications such as the Washington Post debunked “Jackie’s” story, and the reporter and Rolling Stone publisher later lost a multimillion dollar defamation suit brought by a UVA administrator. So let’s talk about what went wrong and the consequences of this situation.”
The class will go around the room reading one graf each until finished with this article: “Columbia School of Journalism report on Rolling Stone’s ‘A Rape on Campus’”
Discussion questions:
- What went wrong? What mistakes did this reporter make? (Possible answers: Main issue: The reporter relied on a single source. Reporter never got in touch with “Jackie’s” friends to verify her story; Reporter didn’t speak directly to “Randall/Ryan” to verify his statement; Editors did not disclose that reporter could not verify the existence of “Drew” and had not spoken to him; the reporter did not give the fraternity enough information about the story she was working on for them to adequately respond.)
- Who was harmed by this false story? (Possible answers: the members of the fraternity, the school administrator accused of not taking the allegation seriously, the reputation of Greek organizations, UVA administration and general reputation, Rolling Stone’s reputation, the reporter herself, students who really have been raped)
- What other consequences might this story have beyond the defamation lawsuit the reporter lost? (Make sure students talk about the damage to real rape victims and how much more difficult it will be to report a similar story in the future.)
Assessment: As a ticket-to-leave, students share a takeaway from this lesson; how will it impact their reporting in the future?
Extension: Now let’s look at a situation where reporters were skeptical despite a lot of pressure. Read this article and come prepared to discuss tomorrow: “How a teacher prepared her students to take on the adults and win.”
Additional Resources
Skeptical Knowing presentation
Using anonymous sources with care
Quick Hit: Using unnamed sources
Slideshow: If you were the editor
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