Curriculum to help students formulate
policies, guidelines and procedures
Lesson Title
Ethical guidelines and procedure statements: Creating the foundation
Description
In this lesson, students will analyze current policies and write guidelines and procedures. Students will then analyze the others’ classwork and provide feedback. Students will be able to rewrite their contribution after the feedback is given. Students will also audit the publication’s diversity.
Objectives
- Students will analyze their board- or media-level policies.
- Students will construct guidelines and procedures.
- Students will examine these guidelines and procedures and revise after receiving feedback.
Common Core State Standards
| CCSS.ELA-LITERACY.W.9-10.1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| CCSS.ELA-LITERACY.W.9-10.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
| CCSS.ELA-LITERACY.W.9-10.7 | 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. |
| 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.9-10.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| CCSS.ELA-LITERACY.W.9-10.9.B | Draw evidence from literary or informational texts to support analysis, reflection, and research. |
Length
300 minutes (6 50-minute classes)
Materials / resources
Resource: Editorial guidelines and policy statements, SPRC website
Resource: Working with a board approved policy, SPRC website
Lesson step-by-step
Day 1:
Materials / resources
Slideshow, Day 1: version 1 or Day 1: version 2 (See below for the version you should use.)
Teacher should have copies of either the board-level and/or media-level policies applicable to student media. (If no policy exists, students will work together to create a First-Amendment friendly one and use version 2 of the slideshow.)
If a board or media-level policy exists:
Step 1: Show slideshow (50 minutes)
Students should work through the slideshow using the Day 1: version 1. When prompted, teacher should disseminate board-level or media-level policy.
If no policy exists:
Step 1: Show slideshow (50 minutes)
Students should work through the slideshow using the Day 1: version 2. Students will create a media-level policy.
Day 1 Version 1
Day 1, Version 2
Day 2:
Resources
Slideshow: Day 2: Ethical guidelines and procedures
Handout: Foundations of journalism: Policy, procedure, guidelines
Resource: JEA’s Scholastic Press Rights Committee’s Foundations: Editorial guidelines and policy statements
Rubric: Ethical guidelines and procedures
Computer lab (if possible) for Step 3
Step 1 — Slideshow (20 minutes)
Go through the slideshow with the students
Day 2 Slideshow
Step 2 — Work time (10 minutes)
If you already have job descriptions, make them available. Ask students what to add or modify from these descriptions.
If you don’t have job descriptions, ask students to create one for a general staffer, editor or adviser.
Step 3 — Small group work (20 minutes)
Hand out the following excerpts from JEA’s SPRC website: Foundations of Journalism:
Editor-staff relationships
Staff conduct
Balance and objectivity
Academic dishonesty
Ownership of student content
Controversial coverage
News judgment and news values
Ask students to use the handout to draft guidelines or procedures (or both) about their assigned areas using the handout provided (one handout per topic). Also, encourage students to examine the resources listed (if computer lab or other Internet access is possible) and to peer edit each other’s work using the back of the handout.
Students should turn in what they have at the end of the class period. Teacher should not grade these. Teacher will need these for the application phase of the lesson.
Day 3: Diversity and sources
Resources:
Diversity audit
Copies of the publications (including online if available)
Handout: Foundations of Journalism: policies, ethics and staff manuals
Diversity Audit
For this lesson, students will need either Internet access or a copy of the school’s newspaper and yearbook. (Note: you could substitute any type of student media including broadcast, magazine, newsmagazine, etc.)
Step 1 — Class preparation (2 minutes)
Divide the class into groups of three. Explain to the class the groups will be completing a “diversity audit.” They will be using the handout titled “Diversity audit” to record their findings.
Step 2 — Evaluating the newspaper/newsmagazine (10 minutes)
The groups should first get a copy of the print or online publication. Divide the students up by the different pages/webpages. (For example, the first group of three should assess the first news page, the second should assess the second page, etc.) Ask students to record the information asked of them on the handout. Ask students to hold on to the publications until after the large group discussion.
Step 3 — Evaluating the yearbook (20 minutes)
Pass out copies of the most recent yearbook. Again, divide the students up by pages. This should take a longer because they may have more to comb through in order to find the information required. Ask students to hold on to the publications until after the large group discussion.
Step 4 — Reporting findings (10 minutes)
Ask students to tally their findings on the board using the Diversity audit pdf.
Step 5 — Large group discussion (5 minutes)
Post the percentage breakdown of the student body on the board. Ask students to look at the percentage of students used. Does the coverage reflect the makeup of the student body? Are any groups under or overrepresented?
Step 6 — Policy starter assignment (3 minutes)
Tell the students that now that they have examined the coverage, how should they craft a guideline or procedure on diversity of sources using the handout. They should bring a draft to the next class meeting. Everyone will draft a guideline or procedure on this topic.
Extension:
Teacher could expand this to as many student media platforms as they have. Teacher might need to add a day to lessons.
Day 4
Rubric: Ethical guidelines and procedures
Slideshow: Day 4: Ethical guidelines and procedures
Web resource and computer lab: JEA’s SPRC website: Foundations of Journalism
Step 1 — Large-group discussion (10 minutes)
Ask students to share their homework from the previous class.
Step 2 — Recrafting (5 minutes)
Give students time to rewrite their homework if they would like. (Teacher will assess this based on same rubric given Day 2.)
Step 3 — Slideshow (5 minutes)
Show Slideshow: Day 4: Manuals, guidelines, procedures
Day 4 Slideshow
Step 4 — Group assignments (Remainder of the class)
(this may be pairs, depending on how many students you have). You may assign each group two of the topics below.
Ask students to use the handout to draft guidelines or procedures (or both) about their assigned areas using the handout provided (one handout per topic). Also, encourage students to examine the resources listed and questions provided in the resource: JEA’s SPRC website: Foundations of Journalism (if computer lab or other Internet access is possible). Students should peer edit each other’s work using the back of the handout in whatever time remains in the class.
Students should turn in what they have at the end of the class period. Teacher should not grade these. Teacher will need these for the application phase of the lesson.
Treatment of sources
Recording sources during interviews
Allowing sources to preview content before publication
Emailing and texting digital information gathering
Verification
Unnamed sources
Treatment of minors
Public records and meetings
Handling links
Providing context
Advertising
Social media
Sponsored content
Use of profanity
Obituaries
Visual reporting
Guidelines for breaking news
Evaluating and critiquing content
Correcting errors
Takedown requests
Handling letters to the editor, online comments
Day 5
Resources
Class set of policies and guidelines as created by students (Teacher will need to create this packet from submitted student work.)
Handouts: Scenario practice Scenario key
Rubric: Ethical guidelines and procedures
Computer lab to access JEA’s SPRC website: Foundations of Journalism
Step 1 — Preparation
Teacher should make copies of the ethical guidelines and procedures created for the entire class and should have the Foundations available.
Step 2 — Small groups (40 minutes)
Students should use the guidelines and go through the scenarios. They should:
- identify the area applicable and use the corresponding guideline or procedure as created by the class.
- look at JEA’s SPRC website: Foundations of Journalism and go through the questions for each section.
- make notes on any discrepancies found while practicing these scenarios.
Step 4 — Feedback (10 minutes)
This step is intended to allow students to obtain feedback and change their guidelines and procedures as needed.
What worked and didn’t work about each policy or guideline? The group who created the policy or guideline should lead the discussion concerning this. Have someone from each group take notes.
Day 6
Resources
Class set of policies and guidelines as created by students (Teacher will need to create this packet from submitted student work.)
Slideshow: Scenario practice
Rubric: Ethical guidelines and procedures
Computer lab to access JEA’s SPRC website: Foundations of Journalism
Step 1 — Preparation
Teacher should make copies of the ethical guidelines and procedures created for the entire class and should have the Foundations available.
Step 2 — Small groups (20 minutes)
Students should look as pairs four of the topics not already used in the scenarios using the JEA’s SPRC website: Foundations of Journalism as a resource. Teacher should divide the foundation points by the number of groups and assign the topics to each group. (For example, the first group will tackle the first five listed. The second group will address the next five, etc.) Students also could use the rubric if they need more guidance.
Step 3 — Large-group feedback (25 minutes)
Students should report back to the large group on the points they assessed.
What worked and didn’t work about each policy or guideline? The group who created the policy or guideline should lead the discussion concerning this. Have someone from each group take notes.
Step 4 — Assignment (5 minutes)
Students responsible for each segment of the policy or guideline should plan how they will revise any content. These will be due at the beginning of class tomorrow.
Teacher should remind students to reference the rubric provided.
Differentiation
As indicated, it’s important for students to evaluate what they have. If any item is missing or they would like to include one not listed above, students should craft the missing procedure or guideline.
Scenario key
Scenario 1
The sports editor and the features have been dating for eight months. However, the sports editor has now showed an interest in the news editor. The features editor is devastated and a dramatic break up happens in the middle of the publications office. The sports and news editors are often huddled in the corner whispering. Staffers are divided on who wronged whom.
What do you do?
Have a heart-to-heart will all parties involved. Remind them they need to be professional while in the office. You may also want to talk to the sports editor about being aware of the situation and not spending all the time with the news editor.
Scenario 2
Barbara has the girls’ hockey team as her beat. After an interview, the coach offers her four tickets to the local professional hockey team’s next game. She asks you for advice. What do you do?
What would you do if she went?
Conflict of interest. What is the coach gaining from giving you the tickets. If she went, she could be removed from the beat based on your procedure.
Scenario 3
You cover the boys’ basketball team. The team miraculously finds itself in the state playoffs. You show up to the press box decked out in your best school attire, a foam finger and two pom poms. You see one journalist chuckle and say something to her friend. It looks like they were talking about you. What do you do?
Realize you messed up and find different clothes fast. Contact a friend and switch in the bathroom. Ditch the foam finger and pom poms too. Remember, you should remain unbiased in the press box.
Scenario 4
Darryl loves to write entertainment blogs. After his newest blog post, your math partner offhandedly comments he thought he had read something similar before in Variety. What do you do?
Do your research. If he has plagiarized, what happens according to your procedures?
Scenario 5
One of the girls’ swimming team captains has approached you about using photos for their upcoming banquet. You’re the editor, but you didn’t take the photos. Your adviser is out on maternity leave and unavailable. What do you do?
Look at your guidelines and procedures. Who owns copyright of the images? Who owns the published content?
Scenario 6
Your principal has stated you may not write on the presence of drug dogs in the school. She said this was a violation of school-police confidentiality. What do you do?
Call SPLC. You will find what your principal has said is erroneous. Based on your policies, work on a game plan and then talk to your principal. If she still holds steadfastly to this idea, again call SPLC.
Scenario 7
The special education department is really excited about the upcoming article about their recent coat drive. However, when the work is published, the teacher says she was misquoted. The reporter said he already recycled his notes. What do you do?
Does a recording exist? Talk to the teacher and the writer. Find out what happened. What do the guidelines and procedures state?
Scenario 8
A recent article about teen drug use has resulted in 148 comments. The assistant principal barges into your third hour class and says you have a problem. Lawyers are calling. Some of these allege the boys’ and girls’ lacrosse teams have ragers. Some even name the biggest partiers. What do you do?
Look at your procedures on online comments. Contact SPLC.
Read MoreDiversity audit
Diversity Audit
Photos and captions
Please fill out the following information for the photos on the page(s) you have been assigned. You will need one sheet per page or spread. Please use a different color pen/highlighter for each photo.
Issue # _______ Page(s) # _______ Total stories on page _______ Photos_______
Primary, secondary or other photo/graphic placement (Use this as a highlighter key)
Coverage:
• Who would be the interested in the photo, caption or graphic? (both grades and groups)
Grade: 9, 10, 11, 12, admin/staff
Gender: female, male
Race: African American, Asian, Caucasian, Latino, Native American, other
Identifying group: AP/IB/honors, athletes, band, business, choir, drama/theater, GLBTQ, popular, student media, student council/ASB, other
• Who is shown in the photo?
Grade: 9, 10, 11, 12, admin/staff
Gender: female, male
Race: African American, Asian, Caucasian, Latino, Native American, other
Identifying group: AP/IB/honors, athletes, band, business, choir, drama/theater, GLBTQ, popular, student media, student council/ASB, other
• Identified in the caption?
Grade: 9, 10, 11, 12, admin/staff
Gender: female, male
Race: African American, Asian, Caucasian, Latino, Native American, other
Identifying group: AP/IB/honors, athletes, band, business, choir, drama/theater, GLBTQ, popular, student media, student council/ASB, other
• Included in the graphic?
Grade: 9, 10, 11, 12, admin/staff
Gender: female, male
Race: African American, Asian, Caucasian, Latino, Native American, other
Identifying group: AP/IB/honors, athletes, band, business, choir, drama/theater, GLBTQ, popular, student media, student council/ASB, other
• If not all grades are represented, could they have been? yes no
• Is there editorializing in the caption?
If you answered “yes” to any of the above, please explain below.
Diversity Audit
Story (non-opinions)
Please fill out the following information for each story on the page or spread you have been assigned. You will need one sheet per story.
Issue # _______ Page(s) # _______ Total stories on page _______ Photos _______
Headline:
Angle:
Story placement:
Top, secondary, other
Who would be the interested in the story? Circle all that apply.
Grade: 9, 10, 11, 12, admin/staff
Gender: female, male
Race: African American, Asian, Caucasian, Latino, Native American, other
Identifying group: AP/IB/honors, athletes, band, business, choir, drama/theater, GLBTQ, popular, student media, student council/ASB, other
Information used
Include a name after type of source for each.
Primary:
Secondary:
Coverage questions:
- If not all grades are represented, could they have been? yes no
- If not all genders are represented, could they have been? yes no
- If not all ethnicities are represented, could they have been? yes no
- If not all social groups are represented, could they have been? yes no
- Could story have included some angle for groups we don’t often cover instead? yes no
- Did the topic only pertain to writer’s friends? yes no
If you answered yes to any of the above, please explain briefly. Use another piece of paper if there is not enough room.
How does the story portray any group(s) covered in the story? Please explain in space to the right for each group covered.
Group:
positive light
negative ight
neutral
Group:
positive light
negative light
neutral
Group:
positive light
negative ight
neutral
Other questions:
- Did the story adequately represent both sides? yes no
- Did the writer do research for the story? yes no
- In your opinion, did the writer do enough research? yes no
- Was the coverage slanted? yes no
- Were facts misconstrued to prove a point? yes no
- Would those of an opposite view believe coverage was slanted or facts were misconstrued? yes no
- Does the story also include either a photo or infographic? yes no
- Are there any letters to the editor about the topic published in later issues? yes no
- What was the stance/critique of the letter? (Please use the following space for comments.)
Diversity Audit
Story (opinion
Please fill out the following information for each story on the page you have been assigned. You will need one sheet per story.
Issue # _______ Page(s) # _______ Total stories on page _______ Photos/art _______
Headline:
Topic:
Story placement:
Top, secondary, other
Who would be the interested in the story? Circle all that apply.
Grade: 9, 10, 11, 12, admin/staff
Gender: female, male
Race: African American, Asian, Caucasian, Latino, Native American, other
Identifying group: AP/IB/honors, athletes, band, business, choir, drama/theater, GLBTQ, popular, student media, student council/ASB, other
Information used
Include a name after type of source for each.
Primary:
Secondary:
Coverage questions:
- If not all grades are represented, could they have been? yes no
- If not all genders are represented, could they have been? yes no
- If not all ethnicities are represented, could they have been? yes no
- If not all social groups are represented, could they have been? yes no
- Could story have included some angle for groups we don’t often cover instead? yes no
- Did the topic only pertain to writer’s friends? yes no
If you answered yes to any of the above, please explain briefly. Use another piece of paper if there is not enough room.
Does the story portray any group(s) in either of the following: Please explain in space to the right of each.
Group:
positive light
negative ight
neutral
Group:
positive light
negative light
neutral
Group:
positive light
negative light
neutral
Other questions:
- Did the story adequately represent both sides? yes no
- Did the writer do research for the story? yes no
- In your opinion, did the writer do enough research? yes no
- Was the coverage slanted? yes no
- Were facts misconstrued to prove a point? yes no
- Would those of an opposite view believe coverage was slanted or facts were misconstrued? yes no
- Does the story also include either a photo or infographic? yes no
- Are there any letters to the editor about the topic published in later issues? yes no
- What was the stance/critique of the letter? (Please use the following space for comments.)
What did you hear about this article from peers/teachers/administrators/parents? (Please use the following space for comments.)
Diversity Audit
Graphic
Please fill out the following information for each graphic on the page you have been assigned. You will need one sheet per graphic.
Issue # _______ Page(s) # _______ Total graphics on page _______
Topic:
Placement:
Primary, secondary or other
Content:
• Who would be the interested in the graphic? (both grades and groups)
Grade: 9, 10, 11, 12, admin/staff
Gender: female, male
Race: African American, Asian, Caucasian, Latino, Native American, other
Identifying group: AP/IB/honors, athletes, band, business, choir, drama/theater, GLBTQ, popular, student media, student council/ASB, other
• Who is represented in the graphic?
Grade: 9, 10, 11, 12, admin/staff
Gender: female, male
Race: African American, Asian, Caucasian, Latino, Native American, other
Identifying group: AP/IB/honors, athletes, band, business, choir, drama/theater, GLBTQ, popular, student media, student council/ASB, other
• Identified in the graphic?
Grade: 9, 10, 11, 12, admin/staff
Gender: female, male
Race: African American, Asian, Caucasian, Latino, Native American, other
Identifying group: AP/IB/honors, athletes, band, business, choir, drama/theater, GLBTQ, popular, student media, student council/ASB, other
• If not all grades are represented, could they have been? yes no
• Is information misrepresented in the graphic? yes no
Please explain any “yes” answers in the space below:
Other:
What did you hear about this article from peers/teachers/administrators/parents? (Please use the following space for comments.
Read MoreHandout: Foundations of journalism: Policy, procedure, guideline
Names:____________________________________________________________________
Topic: _____________________________________________________________________
Part 1:
- Legal Considerations:
- Ethical Considerations:
- Terms to define (include definitions):
- Precedent(s) if applicable:
- Proposed wording:
Part 2:
- Look at the wording of the procedure or guideline. Highlight any red flag words or phrases. Circle any unclear information. Box any other problems.
- Is this a procedure or guideline? (circle)
- Why?
Part 3:
- Compare what you’ve written with a sample policy addressing the same topic. Write the policy name here:
- What is similar?
- What is different?
- What changes should be made? Rewrite as needed.
Read More
SPRC adds six new ethics-staff manual models
JEA’s Scholastic Press Rights Committee added six new ethical-staff manual statements July 7 in connection with its Adviser Institute in Las Vegas. The model guidelines range from understanding ‘no publication’ guidelines to producing video dubs.
All seven are part of the SPRC’s Foundations package, designed to coordinate student media editorial policies with ethical guidelines and staff manual application.
Links to the package are:
• Foundations package
• Sitemap of all models
Links to the new statements are:
• Recording interviews
• Creating “Put Up” guidelines
• Producing video dubs
• Handling user-generated content
• Recognizing public spaces
• Understanding “no publication” guidelines