Constitution Day lessons and activities, 2014
by Lori Keekley
The Scholastic Press Rights Commission 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, and is a commission of the Journalism Education Association.
We designed our Constitution Day lesson plans to help students 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.
Application of libel law: Ventura lesson
Application of Libel Law
by Lori Keekley
Description
Students will examine the tenets and defenses of libel while analyzing a recent court case. The lesson spans two days, but could be combined to fit into one day if needed. Students also will examine how the First Amendment plays a role libel law.
Objectives
• Students will learn the basic tenets of libel law
• Students will learn the defenses to a libel claim.
• Students will apply both the tenets of libel and defenses to libel.
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.
• CCSS.ELA-Literacy.W.9-10.1.a
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
• CCSS.ELA-Literacy.W.9-10.1.e
Provide a concluding statement or section that follows from and supports the argument presented.
Length
100 minutes (two 50-minute classes)
Materials / resources
Article 1: Star Tribune article to be used for the first day of class
Article 2: Star Tribune article to be used for the second day of class
Article 3: Washington Post article, which is for background
SPLC libel info
Lesson step-by-step
Day 1
1. Introduction — 5 minutes
Situation: An author claimed he had a barfight with “Scruffy Face” in a recent book. He later identified the other participant. The “Scruffy” said this alleged fight harmed his reputation. Who do you think would win in a libel suit?
2. Review — 10 minute
Using the SPLC libel information, please have students describe the following terms:
–The four parts of libel according to the Student Press Law Center?
(Publication, Identification, Harm, Fault)
–What are the defenses to a libel claim?
(Consent, Truth, Privilege, Opinion versus Fact)
3. Read article 1 — 10 minutes
While reading the article, ask students to underline the areas they think might be applicable for the prosecution. Ask them to box what would be helpful for the defense. Students should be able to explain their reasoning. Also, ask students to revisit what they decided from the introductory assignment, which opened the class.
4. Debate preparation — 10 minutes
Split the class in half. Assign half to be the prosecution and the other half the defense. They should formulate arguments for their side.
Students should also look at how the First Amendment might apply in this scenario.
5. Debate — 20 minutes
Ask students to debate the case. They should cite the parts of libel law, defensed to libel law and information from the case.
Day 2
1. Introduction — 5 minutes
As students enter, please ask them to write down as many parts of libel law and defenses to libel they can. After a few minutes have passed, ask students to get their notes and add what was missed in a different pen color.
2. Debate recap — 10 minutes
Ask students from the prosecution to reiterate their main points. Make sure they include the terminology they reviewed. After five minutes, switch and ask the defense to do the same. Ask the class to vote on which side they think should win.
3. Read article 2 — 10 minutes
While reading the article, ask students to underline the areas they were surprised about. Students should be able to explain their reasoning. Also, ask students to revisit what they noted at the beginning of class.
4. Read article 3 — 10 minutes
Again, ask students to underline any new information.
5. Small group discussion — 5 minutes
Ask students to share what they noted while reading.
6. Large group discussion — 5 minutes
Have each group report at least three comments they discussed. Comments may not be repeated from group to group.
6. Exit slip assessment — 5 minutes
Ask students to write down as many part of libel law and defenses to libel they can. (No notes, just memory on this.)
Differentiation
If students already are proficient in understanding libel law, this lesson could be condensed to one day.
Beginning students might need more time for understanding libel law — especially if it wasn’t already discussed.
Read More
Evaluating journalistic content: an ethics lesson
Evaluating journalistic content: creating your own coverage process
by John Bowen
Description
Students will examine the following: What is the most complete way to tell a story? What are the ingredients of the perfect, most comprehensive story? Can the approach work for all story types?
Students will work on the following questions:
• What in students’ minds is the “perfect story?”
• How would students achieve the “perfect story?”
• Can students apply an approach like Vox to their coverage?
• What are the strengths and weaknesses of Vox-like reporting?
• What would a scholastic approach look like?
Objectives
• Students will investigate the question of what makes good content
• Students will discuss how to improve weak content using examples and processes from the lesson
• Students will create their own media approaches to more thorough coverage from lesson discussions
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.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.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Length
150 minutes (three 50-minute classes)
Materials / resources
Vox.com
All you need to know..is that Ezra Klein’s Vox is nothing special
Vox.com has no idea how to cover culture
Vox.com and News Flash Cards: What do you think?
Ezra Klein on Vox’s launch, media condescension and competing with Wikipedia
Vox.com aims to bring context to news with ‘card stacks’
Vox, the forefront of technology and journalism?
Lesson step-by-step
Day 1
1. Student discovery — 20 minutes
Have students go toVox.com and who we are to examine several Vox stories and read about the Vox concept. They should complete the handout on the following.
• What does Vox say about the purpose of its approach? Why does it work? How does it work?
• Do students think it works? Why? Why not?
• Are the Vox stories complete? Cohesive? Reliable? Verifiable? Accurate? Who or what are the sources, and what does that lead you to ask about the information? How well do they use multiplatform materials?
• If you were to adapt a Vox-like approach, what would you chose to to use, not to use?
2. Readings — 30 minutes
Assign each group to read one of the following articles about Vox and be ready to discuss in class.
• All you need to know..is that Ezra Klein’s Vox is nothing special
• Vox.com has no idea how to cover culture
• Vox.com and News Flash Cards: What do you think?
• Ezra Klein on Vox’s launch, media condescension and competing with Wikipedia
• Vox.com aims to bring context to news with ‘card stacks’
• Vox, the forefront of technology and journalism?
Day 2
1. Link — 5 minutes
Ask students to describe what they learned about the concept of Vox.com during the previous class.
2. Reading review — 15 minutes
Assign students to form six groups. Have each group reread and concentrate on one of the articles. Ask students to think about points made and evaluate them in terms of creating their own version of Vox using the following questions:
—What do they like about Vox and would include
—What do they dislike and would not include
—What would they change and why?
—Could they make something like Vox work on the scholastic level, and how?
3. Reports — 15 minutes
Each group should report on what it discussed.
4. Practical application — 15 minutes
Once the articles and Vox have been thoroughly discussed, break the students into team of five and have them:
—Decide how they would focus their approach to cover a localized issue or event
—Choose the topic, its sources and questions to build coverage around (core story)
—Begin to research and gather/suggest the “card stacks” to make their coverage complete
—Evaluate their materials as they go, and prepare to explain their choices to each team in
–Students will decide which, if any, of their story approaches would work and implement decisions on each.
• Would their approach provide “perfect story” coverage? Why/why not?
• What could be changed to make stories more effective?
• Do they think audiences would be more completely informed using this approach? Why or why not?
• What changes, if any, would they have to make in their operations to be effective?
• Is this approach valuable enough to make those changes?
• Is this approach valuable enough to make those changes?
Day 3
1. Group preparation — 10 minutes
Students should review the information from the practical application from the previous class.
2. Presentation — 40 minutes
Each team shares its story concepts, sources and presentation.
Teams will discuss the ethical issues raised in the coverage and well as the news principles and judgment of story and card selection.
Read More
Takedown demands:
Setting criteria before the requests come
An ethics lesson
Takedown Demands: Setting Criteria before the requests come
by John Bowen
Description
When the requests come for your staff to take down materials already published either in print or online, what criteria will you use to make the decision – and why?
Students will examine the following questions:
• What are Takedown Demands?
• What some reasons for the requests?
• What legal and ethical principles might be involved?
• What criteria will you use to make your decision
• Should you develop written guidelines for the eventual decisions?
Objectives
• Students will read and examine two articles addressing takedown requests.
• Students will examine two possible takedown request scenarios and apply concepts from the reading.
• Students will draft a policy addressing what to do when a takedown request occurs.
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.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.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. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
Length
150 minutes (three 50-minute classes)
Materials / resources
Takedown Demands
Responding to Takedown Demands
Lesson step-by-step
Day 1
1. Introduction — 5 minutes
What would you do if you edited an online news site and someone requested a story they were quoted in was removed? Would you comply with the request? Write down your decision.
2. Share introduction answers — 5 minutes
Ask students to share what they decided and state the rationale they used to make the decision.
3. Student discovery — 20 minutes
Have students go to Takedown Demands on JEA’s Scholastic Press Rights Committee site and Responding to Takedown Demands on the SPLC’s site. This can be done at the beginning of class.
Have students take note on the articles on the handout in preparation for class discussion. This will ultimately lead to developing guidelines for your staff and ethics manuals.
4. Group discussion — 20 minutes
As a whole class, or in small groups, have students discuss the following questions:
• What are legal considerations for taking down coverage?
• What are ethical considerations for down coverage?
• Which arguments make the most sense for your student media?
• Which alternatives create the most logical solutions for your media?
• What types of requests might lead to information removal?
• Other thoughts as locally developed.
Day 2
1. Review — 7 minutes
Project the following:
–Please jot down three things you remember learning in the previous class.
Once students have written the three things, randomly call on several students asking them to share what they wrote.
3. Grouping — 2 minutes
Ask students to get in a group of 5. Teacher could number class off using numbers 1 through
4. Scenario 1 discussion — 20 minutes
Ask students to read the following situation. You can project it onto a screen:
A former student contacts your student media and says she has been told there are things in her past that will prevent her from being hired for a job in law enforcement in your town. She knows there is negative coverage about her being caught for cheating on AP tests and for alcohol use her junior year. Your student media reported both events. She argues that the coverage is keeping her from this job, and if allowed to remain, will block her from others. She wants the material removed.
Remind students they should use the principles raised in the readings, what would students do? Why?
Remind students they must find a conclusion, and they should list their reasoning. Groups will share their reasoning and decision with the class during the next class.
5. Scenario 2 discussion — 20 minutes
Ask students to read the following situation. You can project it onto a screen:
A varsity football player contacts your adviser and asks that an article about his removal from the football team for breaking team rules be taken down. He alleges that the article was incorrect, and because of that, will keep him from his university’s football program. What will you do?
Again, remind students they should use the principles raised in the readings, what would students do? Why?
Remind students they must find a conclusion, and they should list their reasoning. Groups will share their reasoning and decision with the class during the next class.
Day 3
1. Review — 5 minutes
Ask groups to review their decision and rationale from the previous class.
2. Group share and discussion — 15 minutes
Each team shares its conclusions and rationale.
3. Policy guideline formulation — 15 minutes
Each team will prepare guidelines for handling Takedown Demands to share with the other groups.
4. Discussion about the guideline — 15 minutes
As a class, students should reach a consensus on a guideline statement for their ethics and staff manuals.
Extra critical thinking exercise:
• What could happen if the “right to be forgotten” decision involving Google in the European Union (EU) allows individuals to delete information, videos or photographs about themselves from internet records, and thus prevent them from showing up on search engines became law in the US? The Guardian reports thousands of articles have disappeared because, under the decision, there could be classified “no longer relevant, inadequate, outdated or excessive.” Truth does not seem to be a factor. How would that change journalism in this country, and for the future?
The EU “right to be forgotten” ruling specifies that any information must be “irrelevant or outdated” but anti-censorship bodies have argued Google does not choose what appears in its results more than show what is freely available on the internet.
Read MoreOnline comments:
Allow anyone to post,
or monitor and approve first
An ethics lesson
Considering online comments: Allow anyone to comment to protect the forum or keep comments focused?
by John Bowen
Description
Should online comments be allowed without review? Does doing so protect the forum concept?
Students will examine the following questions:
• What are the purposes of having comments for online and social media, for news as well as opinion pieces?
• What, if any, are difference between print and online comments.
• What are the pros and cons of allowing online comments, reviewed or unreviewed?
• What should student media consider before allowing online comments?
• What should guidelines for handling online comments include in scholastic media?
Objectives
• Students will read guidelines for online commenting
• Students will evaluate real-world issues concerning online comments.
• Students will create guidelines concerning online comments and posting.
Common Core State Standard
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.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.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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.
Length: one day
50 minutes
Materials / resources
• Allowing comments or keeping people silent: which is more ethical?
http://www.pbs.org/mediashift/2013/11/new-media-new-ethical-considerations-for-the-buisness-side-too/
• Scholastic Press Rights Committee’s guidelines
• Computers
Lesson step-by-step
1. Introduction — 2 minutes
Survey students to find out how many have read an online comment within the past week.
Ask students how many of them have commented.
2. Transition — 3 minutes
Explain to the students that today, they will be examining whether student publications should allow online comments and if they do, what type of comments they should allow.
3. Readings — 10 minutes
Have students read the “Commenting vs silence” section of this article and guidelines from JEA’s Scholastic Press Rights Committee. Click on the online ethics guidelines link, and go to Section 5, handling online comments.
4. Group work — 10 minutes
In groups have students list on paper the pros and cons of allowing online comments. Part of their discussion should look at:
–Allowing any comments
–Allowing reviewed comments
–Allowing unfettered comments
Students, as a whole, or in groups should prepare a process for handling comments, and be able to explain their decision in a press release, to:
–Their audiences/general public
–School administrators
–School board
5. Group reports — 10 minutes
Ask groups to debrief on what they decided.
6. Assessment — 15 minutes
Ask students to prepare guidelines for their ethics and staff manual, and for publication concerning online comments.