Free Speech Week lesson:
What does the First Amendment protect
Lesson:
What does the First Amendment protect?
Description:
This lesson takes a look at the freedoms the First Amendment to the Constitution protects and explores what these mean to students.
Objectives:
- Students will understand more about their rights.
- Students will see how the First Amendment applies to them.
- Students will learn the First Amendment.
Common Core State Standards:
| CCSS.ELA-Literacy.RI.9-10.9 | Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. |
| CCSS.ELA-Literacy.RI.11-12.8 | Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). |
Length 50 – 60 minutes
Materials
- Copies of the First Amendment for each student
- First Amendment: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
- White board and markers
Introduction (10 minutes)
When students enter the class, ask them to take out a sheet of paper and write down the five freedoms guaranteed by the First Amendment to the Constitution. When they are finished, share with them the answers: region, speech, press, assembly, petition. Discuss briefly what each of these mean.
Small Groups (15 – 20 minutes)
Break into five groups (or, depending on the size of the class, 10 groups with two groups doing each freedom) and assign each group a freedom. Ask each group to list all the ways that freedom impacts their lives. (answers will vary, but should include such things as how free speech would affect students wearing political t-shirts, free press would impact students making content decisions in student media, students wanting to make a change in school policy, etc.)
Report out (10 – 15 minutes)
Have someone from each group list his or her group’s answer on the white board. As each freedom is posted, ask others in the class to add any other ways that freedom comes into play in their lives.
Exit slips (10 minutes)
Ask students to choose one of the five freedoms they think impacts them the most and write why it’s important to them.
Extension
Challenge students to memorize the First Amendment and recite it to the class in the future. Have prizes (candy, hand-made badge, etc.) to award when they successfully repeat the 45 words of this important document.
Read MoreEthics workshop offers videos, lesson plans
by Candace Perkins Bowen, MJE
When Kent State University and The Poynter Institute team up for their annual ethics workshop, they don’t forget high school journalism teachers and students who can’t come to Ohio for a day of top speakers and plenty of exploration into some aspect of media ethics.
Again this year, with Social Justice Journalism as the theme, they have provided detailed lesson plans to go along with some of the day’s events.
Keynoter — and the subject of one set of plans — was Jose Antonio Vargas, the opening speaker at the National High School Journalism convention in Los Angeles in the spring. Archived videos of his very personal and passionate talk about being an undocumented immigrant plus videos of all the other panels of the day are now available online.
A lesson plan about Vargas’s situation and one of a panel focused on the Flint water crisis — and what those could mean as student media topics — are downloadable here.
Archives for previous workshops on topics such as Enduring Trauma, That’s Entertainment, Dirty Politics and Foul Play (sports issues) are also available along with lesson plans. (Archives in the top purple bar)
Read MorePrepare for Free Speech Week,
Oct. 17-23
Free Speech Week (FSW) runs Oct. 17-23, and JEA’s Scholastic Press Rights Committee (SPRC) urges you to honor this cornerstone of democracy by participating either through activities shared by Free Speech Week, ones the SPRC developed or by ones your and your students created.
Free Speech Week (FSW) is a yearly event to raise public awareness of the importance of free speech in our democracy – and to celebrate that freedom. As freedom of speech is a right all Americans share, this non-partisan, non-ideological event is intended to be a unifying celebration.
JEA is a partnering organization.
To prepare for FSW, we urge all student media programs to check out the following FSW links now::
- Examine the resources available at http://www.freespeechweek.org/celebration-ideas-5/
- Link to and display the FSW badge on your digital media; download the FSW logo
- Consider the organization’s lesson plans as listed here
- Consider becoming a partnering organization through your school or student media. See the FSW for details
- Plan to help your communities know more about what free speech isand how they can extend its benefits
Additionally, as FSW draws closer, we will share SPRC original or extended activities based on those listed on the FSW site through the listserv and/or on our website at jeasprc.org
Check out the site, plan your celebration activities and honor the free speech that makes this country special.
Showcase principles of Constitution Day,
apply for this year’s FAPFA Awards
Constitution Day focused student journalists on power of free expression for scholastic media.
Your students can continue to recognize the importance of First Amendment practices and policies – and be recognized for it – by applying for this year’s FAPFA award.
This First Amendment Press Freedom Award recognizes high schools that actively support, teach and protect First Amendment rights and responsibilities of students and teachers. The recognition focuses on student-run media where students make all final decisions of content without prior review.
Roughly, here’s a sample of what the judging committee looks for in determining FAPFA recipients:
- No prior review or restraint by school faculty for all student media.
- Student staffers make all final decisions of content for all student media.
- Establish policies at all student media and school system levels or both as public forums for student expression.
- Remove Internet filters for student journalism use
- Students, advisers and administrators agree on First Amendment practices, philosophy and application across platforms.
As in previous years, schools compete for the title by first answering questionnaires submitted by an adviser and at least one editor. Those who advance to the next level will be asked to provide responses from the principal and all media advisers and student editors, indicating their support of the First Amendment. In addition, semifinalists submitted samples of their school and media online or printed policies that show student media applying their freedoms.
Schools recognized as meeting FAPFA criteria will be honored at the opening ceremony of the JEA/NSPA Spring National High School Journalism Convention in Seattle.
First round applications are due annually by Dec. 1. Downloadable applications for 2017 will be available on the JEA website in the fall.
Save this link and apply now. Even if your school received the recognition, you must re-apply yearly.
Meet the challenges raised by Constitution Day. Apply to be a FAPFA-recognized school.
This is the 17th year for the award.
Read MoreThe importance of student free expression
and widespread information on legislation
As journalism teachers, we know our students learn more when they make publication choices. Prior review or restraint does not teach students to produce higher quality journalism.
As journalism teachers, we know the only way to teach students to take responsibility for their decisions is to give them the responsibility to make those decisions freely.
As journalism teachers we also know democracy depends on student understanding all voices have a right to be heard, knowing they have a voice in their school and community and keeping both informed.
[pullquote]As journalism teachers, we know the only way to teach students to take responsibility for their decisions is to give them the responsibility to make those decisions freely.[/pullquote]
“America needs ‘informed communities,’ places where the information ecology meets people’s personal and civic information needs,” reported a 2009 Knight Commission on the Information Needs of Communities in a Democracy, “They need information to participate fully in our system of self-government, to stand up and be heard. Driving this vision are the critical democratic values of openness, inclusion, participation, empowerment, and the common pursuit of truth and the public interest,” the Informing Communities: Sustaining Democracy in the Digital Age report indicated.
Recent passage of New Voices legislation in Illinois and Maryland and steps to pass similar bills in numerous states point to the importance of student free expression. Attempts also point to a need for students to engage their communities so all know about the importance of such legislation.
[pullquote]Whether advisers and students live in a state where legislation has passed or in a state where legislation is an active project, the accompanying materials can be used to strengthen the understanding of legislation, deepen the resolve for passage or reinforce communities’ understanding and thus support for student free expression.[/pullquote]
Whether advisers and students live in a state where legislation has passed or in a state where legislation is an active project, they can use the materials in this package to strengthen the understanding of legislation, deepen the resolve for passage or reinforce communities’ understanding and thus support for student free expression.
Sometimes, despite legislation and all the best intentions, censorship and other limitations of guaranteed rights occurs. The accompanying resources are also designed to help student journalists, their advisers and administrators provide answers about the importance and benefits of student freedom expression.
Resources can help provide additional background on student free expression and approaches to information your communities need to know about the importance of such freedom, including passage of free expression legislation.
- Contents of this package:
- Importance of state legislation: Although many educators and advocates think of the First Amendment (and the court decisions interpreting it) as the most important tool for interpreting student press rights, there is another equally important source of law: state statutes.
- Why protecting student free expression is important: Students and advisers in states with recent freedom of expression legislation may want to inform their communities of educational rationale for the legislation. Additionally, those states working to pass such legislation might want to use the same points to gain support
- Talking Points: With legislation giving students decision-making power over their student media comes questions about roles, purpose and standards. If the school cannot make content decisions who is responsible? What is the role of the adviser? Of students? If the adviser cannot control content, what guidelines will students follow and why?
- Breakdown of Illinois HB5902: Showing what the bill’s language means.
- Tips for engaging communities: With new legislation, or attempts to pass it, comes the need for ways to engage those who would support it. The ways can run from concept to concrete and can be delivered in many approaches with details determined locally.
- Legislation terminology: A compilation of important terminology so everyone can better understand the language and issues surrounding student free expression language.
- What to do if school officials threaten censorship: Even though state legislation can provide protection, sometimes others do not understand that and need further education. Use a friendly and informative approach and help them understand. Here are some steps we recommend.
- Sample press release on state legislation: Another option for letting your various communities know about the benefits of free expression legislation is to create a press release to media, civic groups, school board and others.
- Resources on state legislation: Links to additional information and contacts.
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Read More
Introduction to 2016 Constitution Day materials … and more
Constitution Day lessons, activities and related materials
In preparation for Constitution Day 2016, several members of the Scholastic Press Rights Committee (SPRC), a committee of the Journalism Education Association, created lesson plans specific for the event.
We suggest celebrating Sept. 16 since the official Constitution Day is Saturday this year.
We created these lessons to help 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.
[pullquote]Keep reading. There are more special offers at the end of the CD Day materials.[/pullquote]
Please contact me if you have any questions or feedback about the lessons or how to implement them.
The SPRC 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.
Lessons:
• Students will examine the gray area between political correctness and free speech through peer discussion and real-world examples. Students will explore several topics in small groups followed by a large-group discussion. By Matt Smith
• Since media organizations have moved to online formats, they have struggled with the practice of hosting online comments next to their content. Many news organizations require posters to meet specific standards, moderate the comments, and reserve the right to remove or delete comments and users. Some organizations even require each post be approved by a human before it can be live on their sites. More recently, NPR is the latest news organization to completely remove comments from its news sites. Students will explore the question whether the ability to comment on news stories creates a more or less informed culture. By Jeff Kocur
• Students will design ethical guidelines they can use this fall and in later coverage (reporting and viewpoint) of elections, candidates and issues. They will examine the comprehensiveness election reporting and how students can go about building robust election coverage. The lesson also examines how students can apply ethical principles to this coverage. By John Bowen
• Sometimes politicians misconstrue facts during debates and political ads. This lesson examines the “truthiness” of the ads running currently. Students will analyze one from the Democratic and one from the Republican party. Students could look at a TV ad, online ad or print ad. By Lori Keekley
To see past years’ lessons, go here. Also has links to previous years.
Please send any feedback to keekley@gmail.com. I’d love to hear from you!
Lori Keekley
For JEA’s Scholastic Press Rights Committee and the Constitution Day Committee
Constitution Day Committee
John Bowen, MJE, Kent State University (OH)
Lori Keekley, MJE, St. Louis Park High School (MN)
Jeff Kocur, CJE, Hopkins High School (MN)
Matt Smith, Fond du Lac (WI)
And we’re not done yet.
Additionally, we are reintroducing the Making a Difference Campaign.
This campaign will highlight at least one piece of student work each month to help illustrate how students can make a difference through their coverage.
The first Making a Difference in 1988 showed how students reported the impact of the Hazelwood decision.
These are examples of student media that had an impact on the community or school where they were produced. They can be print, digital, video or audio.
On Constitution Day, we’ll release the link to the submission form and explain the process.
SPRC members will select student work that made a difference, post it on jeasprc.org and promote it on Facebook, Twitter and other social media. Let others see the work you have created. When you have something to contribute, please send it to us!
Wait, Wait. There’s more…
• Because two states, Illinois and Maryland, passed legislation over the summer and others are poised to do the same, the SPRC created a packet for helping communities of all kinds understand the importance of that legislation. The Student Free Expression Package will be released later in the week, but some of its main points are outlined below:
Contents for this package:
- Importance of state legislation: Although many educators and advocates think of the First Amendment (and the court decisions interpreting it) as the most important tool for interpreting student press rights, there is another equally important source of law: state statutes.
- Why protecting student free expression is important: Students and advisers in states with recent freedom of expression legislation may want to inform their communities of educational rationale for the legislation. Additionally, those states working to pass such legislation might want to use the same points to gain support
- Talking Points: With legislation giving students decision-making power over their student media comes questions about roles, purpose and standards. If the school cannot make content decisions who is responsible? What is the role of the adviser? Of students? If the adviser cannot control content, what guidelines will students follow and why?
- Tips for engaging communities: With new legislation, or attempts to pass it, comes the need for ways to engage those who would support it. The ways can run from concept to concrete and can be delivered in many approaches with details determined locally.
- Legislation terminology: A compilation of important terminology so everyone can better understand the language and issues surrounding student free expression language.
- What to do if school officials threaten censorship: Even though state legislation can provide protection, sometimes others do not understand that and need further education. Use a friendly and informative approach and help them understand. Here are some steps we recommend.
- Sample press release on state legislation: Another option for letting your various communities know about the benefits of free expression legislation is to create a press release to media, civic groups, school board and others.
- Resources on state legislation: Links to additional information and contacts
And, as a special bonus…
• An important part of JEA’s supports for free expression rights for student journalists is the First Amendment Press Freedom Award.
In its 17th year, the award recognizes high schools that actively support, teach and protect First Amendment rights and responsibilities of students and teachers. 
The recognition focuses on student-run media where students make all final decisions of content without prior review.
The award comes in two steps, with Round 1 due before Dec. 1. The entry form and entry information can be obtained here.
Read More