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Understanding the perils of
prior review and restraint
Title
Understanding the perils of prior review and restraint
Description
This lesson asks the viewers to participate by providing the answers to several questions concerning prior review and restraint. Following each slide, the correct answer is provided as well as a description of the reasoning for the answer.
Objectives
• Students will learn the difference between prior review and restraint.
• Students will understand why prior review and restraint are not beneficial to any involved including students, teachers and administrators.
• Students will have understand the benefits of not having prior review.
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. |
Length
40 minutes
Materials / resources
CD2015 Prior Review pdf
Lesson step-by-step
Step 1: partner work — 2-5 minutes
Students should work in pairs to define the terms prior review and prior restraint. Teacher should ask several pairs to report their definitions.
Step 2: slideshow — 25 minutes
Teacher and students should work through the slideshow.
Step 3: debrief — 10-13 minutes
Students should review why prior review and restraint can negatively affect student media.
Differentiation
Teacher could ask students to research how an administrator reviewing content is not like the publisher or editor of media. Students could access resources and report back to the group.
Additional Resources
Prior review button on menu bar, JEA Scholastic Press Rights Committee
JEA Board Statement on Prior Review, JEA Scholastic Press Rights Committee
Building a Climate of Trust Can Ease Prior Review, JEA Scholastic Press Rights Committee
Seeking a Cure for the Hazelwood Blues: A call to Action, JEA Scholastic Press Rights Committee
Audio: Panic Button, JEA Scholastic Press Rights Committee, Press Rights Minute
Audio: Eliminating Prior Review, JEA Scholastic Press Rights Committee, Press Rights Minute
Read More
Limits to taking a stance
in front page design?
Title
What are the limits to showing support/opposition of timely events or issues in design elements on news pages?
Description
Was it OK for student newspaper to Rainbow Filter its Twitter profile pic?
Student journalists have always been taught standards of objectivity. The recent U.S. Supreme Court decision on same sex marriage led at least one publication, The Daily Evergreen of University of Washington, to make a statement in its nameplate.
How should scholastic media handle similar advocacy? What are the ethical and philosophical issues. Should student media show advocacy positions in news slots? Can students design ethical guidelines and procedures for staff manuals concerning the issues?
Where to draw the line on advocacy journalism?
Objectives
• Students will be able to examine controversial issues and reach reasoned decisions and exhibit critical thinking skills
• Students will be able to identify key points in controversial issues and effectively explain their decisions
• Students will be apply skills of critical thinking and ethical research to reach guidelines and procedures to guide their media to handle controversial issues.
Common Core State Standards
| CCSS.ELA-Literacy.RI.9-10.5 | Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). |
| CCSS.ELA-Literacy.RI.9-10.2 | Determine a central idea of a text and analyze 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.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.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. |
Length
150 minutes
Materials/resources
Lesson step-by-step
Day 1
Ask students what they know about the 2015 U. S. Supreme Court decision legalizing gay marriage, Obergefell v. Hodges.
In the discussion, the teacher or an appointed student should write student comments on the board.
Next, assign the reading, After Gay Marriage Ruling, Was It OK for Student Newspaper to Rainbow Filter Its Twitter Profile Pic? Direct students to follow the links and read the comments.
Students should read the article and related materials and prepare three questions about the reading for class discussion. They should also answer this question for the next day: Was It OK for Student Newspaper to Rainbow Filter Its Twitter Profile Pic?
Urge them to do additional research on their own to help provide support in preparing an answer to their question. They could search the terms journalistic objectivity, journalism ethics, advocacy journalism or follow any of the links in the reading. They can use these searches to add to their three questions.
Day 2 (would be Day 1 if using the Differentiation)
Discussion of the question and related issues can be in small groups or as a large group. Take steps to see that all participate. The question they would comes to consensus is: Would it be OK for student media to showcase a position in the design or presentation of its news format?
Student answers to the question might not be as important as looking at the process used and discussion toward reaching consensus on an answer. The philosophical question behind the exercise is Where to draw the line on advocacy journalism?
Take the time needed so all students have a chance to be heard and to ask questions in large group or smaller teams.
Once adequate time has been given to discussion, set the stage for decision making on Day 3, which will involve the group drafting ethical guidelines and staff manual procedures that would cover the question.
The product would be approved by the student media staff (if different from the class) and added to the staff manual.
Day 3
Either in a large group or in smaller groups, draft ethical guidelines and staff manual procedures on the question.
Access instructions and how to use the ethical guidelines-staff manual approaches and a model of what the concept would look like.
Discuss the drafts and reach consensus.
Differentiation
The activities can be carried out in large groups or small groups.
Read MoreCelebrating Constitution Day
Title
Celebrating Constitution Day at your school.
Description
Host a school-wide Constitution Day at school by combining the efforts of the social studies, English and journalism teachers.
Objectives
• Students will learn more about the Constitution
• Students will explore how the Constitution fits with their daily lives
• Students will revisit the rights guaranteed by the Amendments.
Common Core State Standards
| CCSS.ELA-Literacy.RH.9-10.4 | Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. |
| CCSS.ELA-Literacy.SL.9-10.1 | Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. |
| 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
One day
Materials / resources
Prior to the celebration:
Students should make banners that say Happy Constitution Day!” and hang them at entrances
Secure donations for prizes from local businesses.
Photocopy the card students will receive as they arrive
Submit the announcement to be read at the beginning of the day .
Have students create shirts, which read, “Happy Constitution Day!”
Get candy or other treats for students to pass out when people get the answer correct
Butcher paper
Crossword puzzle, “U.S. Constitution”
List of questions for students
Announcement:
Happy Constitution Day! We are celebrating Constitution Day today, Sept. 17 and we can’t wait for you to celebrate it with us. In addition to the quiz you received on your way into school today, you will be able to participate during lunch and in at least one of your classes. In addition, please look at the posters in the hall concerning how you could win a LOCAL BUSINESS gift card. You’ll also see several students with special T-shirts. If you answer their question correctly, you just might get a prize.
Photocopy the following:
Quiz for students entering school (delete answers prior to distribution)
Name _________________________
X hour teacher ________________
- In what year was the Constitution ratified? (1788)
- Name two of the signers of the Constitution. (many, see link)
- How many Amendments are in the Bill of Rights? (10)
- What is the subject of the first article of the Constitution? (Legislative branch)
- Name one right guaranteed in the First Amendment. (religion, speech, press, assembly, petition)
Rules: We will randomly select the winner. The first quiz selected with all correct answers wins a LOCAL BUSINESS gift card.
Back: Info about photo scavenger hunt (see below).
Text for posters/Photo Scavenger Hunt
“Want a free burrito?”
Find examples of the Constitution in action and you might just get one. When you find an example, take a photo, write a caption and post to Twitter or Instagram using #YOURSCHOOLIDHEREcd2015. If you don’t have either a Twitter or Instagram, email your entry to YOUR MEDIA EMAIL HERE. Entries must be submitted by (SET TIME IN AFTERNOON) today to be eligible for the drawing. Two winners will be chosen randomly from all the entrants.
During Constitution Day:
• When students arrive:
Media students should hand out the information with the quiz on one side and the photo scavenger hunt on the other side
• Students who are wearing Constitution Day shirts:
Prior to the beginning of the day, distribute the list of questions and answers. When students approach the media students wearing the shirts, they should ask them one of the questions on the list. If the student answers correctly, they get a prize.
Questions (and answers):
- What three words begin the Preamble? (We the people)
- What three branches of governmental powers are outlined in the Constitution? (Legislative, Executive, Judicial)
- How many Amendments are there to the Constitution? (27)
- What Amendment guarantees freedom of speech? (First)
- What Amendment guarantees freedom of press? (First)
- What Amendment guarantees freedom of assembly? (First)
- What Amendment guarantees freedom of religion? (First)
- What Amendment guarantees freedom of petition? (First)
- What Amendment protects against unreasonable search and seizure? (Fourth)
- What Amendment abolished slavery? (13)
- How old must you be to vote? (18)
- Do you have to be a natural-born citizen to vote? (no)
- What are the first 10 Amendments called? (Bill of Rights)
- Where was the first Constitutional Convention? (Philadelphia)
- Was the Equal Rights Amendment ratified? (no)
- What year was the Constitution ratified? 1788, 1888 or 1988 (1788)
- Did the Constitution go into effect before or after the French Revolution? (before)
- True or false: You have to be legally an adult for the Constitution or its Amendments to apply to you. (false)
• Lunch activities
- Hang five sheets labeled with each of the five freedoms guaranteed in the First Amendment. Ask students to write down one of their favorite things about Constitution. You could give candy or some other treat to encourage participation.
- Calligraphy station — Ask for a community volunteer to run it.
- Crossword puzzle — See resources
• English class activity options
Activity 1: Constitution content
Step 1 — 15 minutes
Teachers should ask students to get in groups of four. After this is done, project the following:
You find yourself stranded on an island with 15,000 people. The island has a semi-functioning society with most modern conveniences, but no way off. No electronic devices have coverage and there’s no 3D printer or boat manufacturer. A small group of four people have been tasked with creating a document to outline a basic government and the people’s rights. You have 10 minutes to do this. What would you include? Time starts now.
Step 2 — 5 minutes
Pass out copies of the Constitution. Ask students to highlight similarities in what they created and what was created years ago.
Step 3 — 5 minutes
Ask students to share their similarities and differences. Teacher (or another student) could make a list of these on the board.
Step 4 — 10 minutes
Ask students how the Constitution is still relevant today.
Activity 2:
What do all the Amendments mean?
Teacher preparation
Copy the Constitutional amendments and cut them into strips.
Also, have blank paper available for students
Step 1 — 5 minutes
Ask students to partner with another person in class. Then, ask students to randomly select one of the strips of paper.
Step 2 — 20 minutes
First, students should look up any work they don’t already know.
Then they should write the amendment using their own words.
Look up words you don’t know
Put the amendment in your own words
Provide an example
Make a poster (using the blank paper) the has the amendment in the students’ own words and example.
(Teacher could post these inside or outside the classroom.)
Step 3 — 10 minutes
Students should present their poster to the class.
Social Studies classes:
Pictionary
Prior to class:
Make a copy of the list below. Additionally, cut the clues into strips.
Step 1 — 5 minutes
Divide class into three teams. Each team sends one member to the front to draw a picture of the word or phrase. Each member of each team participates in turn. Drawers cannot speak, spell or use numbers. All three teams use the same word and act at the same time. The team to guess the word or phrase first wins one point.
The right to bear arms
Search warrant
Freedom of speech
The right to an attorney
Voting age of 18
All persons born in the US are citizens of the U.S.
Congress makes the laws
The President is the Commander-in-Chief
The President can veto a law.
The right to have witnesses testify for you in court.
The right to face your accuser and/or question witnesses against you.
The right to assemble peacefully
No cruel and unusual punishment
Slavery is forbidden.
The Constitution is the supreme law of the land.
The right to petition the government
The Supreme Court can decide if laws are constitutional (“judicial review”)
Freedom of the press.
The president appoints judges.
The Constitution can be amended.
States have some powers reserved for them.
Freedom of religion
The right to trial by jury
Government cannot discriminate based on race (“equal protection of the law”)
Each state has 2 senators.
The federal government makes money (the states cannot make money)
Read MoreShould news media neglect events or people?
Title
Should media ever not report events or personalities? What ethical issues are involved?
Description
The Huffington Post recently announced it would only report Donald Trump’s bid for the Republican nomination for president on the entertainment pages.
Historically, many would argue this decision runs counter to the journalistic concept of objectivity. Others argue journalism’s changing roles and thinking of what is news preclude “events” simply designed for attention, without substance.
Working on this question can lead to clarification of student media roles and concept of what is news and help students begin to develop ethical guidelines for news coverage
Objectives
• Students will be able to define possible roles for their student media
• Students will be able to define and practice definitions of news
• Students will apply concepts and decision making from the exercise and create ethical guidelines and procedures for skeptical knowing.
Common Core State Standards
| CCSS.ELA-Literacy.RI.9-10.5 | Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). |
| CCSS.ELA-Literacy.RI.9-10.2 | Determine a central idea of a text and analyze 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.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.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. |
Length
150 minutes
Materials / resources
Length
2 days
Lesson step-by-step
Day 1
Introduce students to the article (A Note About Our Coverage) from the Huffington Post on not reporting Donald Trump’s campaign for the Republican presidential nomination as political news.
Discuss the issues: objectivity, partisanship, bias, trust, public’s right to know. How do the students react to the Note About Our Coverage and to the idea of not reporting a person or event, and why.
Then share the other readings (That’s a bad idea, Confusion and Donald fires back) with the students and go through similar questions or issues.
To add another view, have students read and discuss link about “clerkism.” Discuss the question whether refusing to report everything someone says is a logical part of journalistic responsibility – or simply showing bias.
Differentiation
Students could do the readings outside class and spend Day 1 discussing the implications and ethics of the questions about “refusing to cover” and “clerkism.”
Day 2
Students will review the previous discussions and prepare to design ethical guidelines and staff manual procedures for their student media about reporting or not reporting events and people.
Access instructions and how to use the ethical guidelines-staff manual approaches and a model of what the concept would look like.
Students will finalize their thinking and share with others on student medial
Read MoreJoin us Aug. 31 to learn more about Constitution Day
Need Constitution Day celebration ideas? Join us Aug. 31 at 7 CDT as we highlight several ways to celebrate.
Here’s where it will take place: http://bit.ly/1fX9OHd
Members of JEA’s Scholastic Press Rights Committee will lead the session. So far, we have Lori Keekley, Jeff Kocur, Chris Waugaman and John Bowen.
That’s 7 p.m. CDT, Aug. 31, at http://bit.ly/1fX9OHd.
Read More