Our best dream: start from the beginning
An article in the Washington Times titled “Liberals’ worst nightmare: South Carolina schools move toward pro-gun curriculum,” caught our attention tonight.
SC Rep. Alan Clemmons’ proposal would allow, according to the Washington Times, “reasonable pro-gun expression by students.” The proposal would require instruction on the right to bare arms for at least three consecutive weeks in the school year.
We applaud a legislator farsighted enough to want students to be aware of the Constitution and to apply its tenets.
We just think he started the process one too late.
He should start with the First Amendment not the Second.
We can see the model now:
• From his proposal: essay contests and Second Amendment Day allowing “reasonable” Second Amendment expression in school without fear of punishment, The Washington Times reported.
• Our addition: essay contests and a First Amendment Day allowing “reasonable” free expression emphasizing student freedom of expression in and out of school for each school year.
• From his proposal: According to the Washington Times, Clemmons said, “I believe that all students in American should be taught civics and the importance of our constitutional freedoms.”
• Our addition: What he said. But start with the First.
The freedom to speak:
the John Wall Voices Act
by Faith Harron, sophomore
Century High School
Century Star newsmagazine
The Constitution of the United States guarantees all are created free and equal and endowed with the same rights.
When it comes to journalism, though, many high school and college students are not equal to their adult counterparts.
Some a few in North Dakota are trying to change that. With the backing of representatives Jessica Haak and Corey Mock, a bill was written by college students at the University of Jamestown and introduced it in the House this month.
The current bill, the John Wall New Voices Act, is something different. It would grant student journalists in high school (like me) as well as college limited First Amendment rights to publish school newspapers.
“The John Wall New Voices Act is a wonderful tool to ensure student journalists are provided the same freedoms that professional journalists are awarded thanks to our First Amendment,” said Corey Mock, assistant minority leader in the North Dakota House of Representatives. “Since I had been working on the bill with Rep. Haak since April of 2013, sponsoring the bill was the easiest decision I have made all session long.”
Censorship is akin to blunting a pen, or even writing in invisible ink. What purpose does the story serve if it never sees the light of day? This is sometimes the case when prior review is allowed.
This allows the censorship of “questionable content.”
But who is the judge of “questionable content?” Is it the authorities in the school? The journalism advisers? The students, who have been taught to judge between right and wrong?
Jeremy Murphy was a West Fargo teacher who was fired because there “was a difference in philosophy when it came to student journalism and how students decided content for the publications,” he said.
He was later rehired by the school district and continues to teach journalism with no prior review, and adds “there is probably a fear factor when it comes to a bill on student expression…some people might think it allows students free reign on what they can do.”
However, there are guidelines written into the bill for appropriate student speech. But there are other concerns about the bill.
[pullquote]Censorship and the chilling effect are hard to prove. We can show how…widespread this issue is nationally, and we hope that our legislators will know that we North Dakotans are not immune. – Steven Listopad, University of Jamestown[/pullquote]
“[A] threat to a bill like this is the ‘ain’t broke, don’t fix it’ principle,” said Steven Listopad, the teacher who helped his Jamestown students draft the bill. “Censorship and the chilling effect are hard to prove. We can show how…widespread this issue is nationally, and we hope that our legislators will know that we North Dakotans are not immune. We North Dakotans, just like any other human being, will choose more control over less in any given situation even though when it comes to your right to speak less control is exactly what we need.”
What started as a class project in COMM 412: Civics and Citizen Journalism at the University of Jamestown has become a bill…and possibly a law.
“The John Wall New Voices Act will be heard by the House Education committee this month and hopefully given a ‘do pass’ recommendation before it comes to a final vote on the House floor,” Mock said.
I’m just one high school journalist, and I can’t say I speak for all undergraduate nonfiction writers out there. But I would never consider writing something libelous or obscene. Knowing my peers, I don’t believe they would, either.
It’s a bill. It won’t solve the world’s hunger problems, and it won’t make everyone equal. It probably doesn’t matter to everyone in the world.
But it matters to me, and my peers, and maybe it can help someone share their story. At the very least, it’s a start.
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JEA-SPRC, SPLC condemn Neshaminy school district for
punishing newspaper editor, adviser
in ongoing fight over ‘Redskins’ name
FOR IMMEDIATE RELEASE
The Student Press Law Center and Journalism Education Association Scholastic Press Rights Commission condemned the actions of the Neshaminy School District in Pennsylvania Wednesday, following the District’s retaliatory and illegal actions calculated to punish thePlaywickian student newspaper, its editors and its adviser.
In response to an editorial board decision not to print the word “Redskins” because of its use as a racial slur, the administration handed down a decision this week to pull $1,200 of funding from the publication; to suspend its adviser, Tara Huber, for two days; and to suspend Editor-in-Chief Gillian McGoldrick from the newspaper until the end of September.
It has long been the law of this country that no government official can compel a student to speak or adopt words with which she disagrees. West Virginia State Board of Education v. Barnette, 319 U.S. 624 (1943). Imposing discipline for refusing to participate in the use of a racial slur is not only unconstitutional; it is un-American in the extreme.
These actions come at a time when a transparently illegal publications policy remains on the books at the District level, one that also purports to compel the use of certain words and attempts to hijack ownership of student work. These are, at their core, bullying tactics—forcing people to say words, then turn over their property.
Competent educators of good conscience would never resort to bullying tactics to perpetuate any ideology, let alone a racially offensive one.
We encourage the students to explore their legal options and urge the State of Pennsylvania to investigate whether the Neshaminy School Board members should be removed.
Contact:
Frank LoMonte, Executive Director, Student Press Law Center
703.807.1904 / director@splc.org
John Bowen, Director, JEA Scholastic Press Rights Commission
330.676.3666 / jabowen@kent.edu
The Playwickian v. Neshaminy School Board:
What is freedom of the student press
and how does a staff make and defend editorial decisions?
A lesson in freedom
The Playwickian vs. Neshaminy School Board – What is freedom of the student press and how does a staff make and defend editorial decisions?
by Cindi Hyatt
Description
This lesson is intended to promote discussion of what the First Amendment defines as free speech and press. Students need to recognize that the First Amendment is intended to protect but also intended to encourage “debate on public issues … [and should be] … uninhibited, robust, and wide-open.” according to Justice William Brennan’s opinion in New York Times Co. v. Sullivan (1964).
One of these debates currently in discussion concerns the battle between the Neshaminy School District and the student newspaper, The Playwickian, over the use of the word “Redskin.”
Students will read three primary documents, followed by discussion of key questions. After this lesson, students should have a deeper understanding of the First Amendment and the complexities of freedom of the press as it relates to student journalism. They should also be aware of how and why they make their own editorial decisions in their student run media.
Background expectations: Students should have a basic understanding of Tinker, Bethel, Morse (http://www.uscourts.gov/educational-resources/get-involved/constitution-activities/first-amendment/free-speech-school-conduct/facts-case-summary.aspx) and Hazelwood cases (http://www.uscourts.gov/educational-resources/get-informed/supreme-court/landmark-supreme-court-cases-about-students.aspx). Also a handout of the SPLC’s diagram: (http://www.splc.org/pdf/hazdiagram.pdf). Students should be familiar with the language of the First Amendment and the five freedoms (speech, religion, assembly, petition, press).
Key questions to consider:
• Did the principal and school board meet a standard of reasonableness when they chose to restrict school-sponsored expression?
• Can a government or authority force the students to take this position (compel speech)? In other words, should the school district be able to force the student editors to print a term they find offensive?
• Is the restriction of the term “Redskin” infringe upon the rights of other students’ First Amendment rights, preventing the free flow of discourse?
• How has the Playwickian editorial staff exercised its First Amendment rights as student press?
• How would your staff handle a similar situation?
• Would your staff adopt a policy against using the term redskin for the NFL team Washington Redskins? What would that policy look like? (For further reading on this, please click here.)
Objectives
• Students will read texts that address complex First Amendment issues
• Students will recognize that the First Amendment is open to interpretation
• Students will identify and discuss key points regarding free speech
• Students will recognize both points of view
• Students will discuss how they make editorial decisions
• Students will identify if their publication is protected under the Tinker standard.
• Students will determine if their publication is a public forum
• Students will consider drafting a public policy or an addition to an existing policy for publication that will help serve as protection if any future censorship issues arise with administration.
Common Core State Standards
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.9-10.8
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.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.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.
CCSS.ELA-Literacy.SL.11-12.1.d
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Length
135 minutes (three 45-minute lessons)
Days One and Two – Understanding the Neshaminy issue and its connection to the First Amendment’s freedom of the press.
Day Three – Reflecting upon student decision making process regarding freedom as student press and determining if their publication is a public forum.
Materials / resources
Article 1: Playwickian editorial explaining the decision to stop using the word “Redskin”
Article 2: Neshaminy officials could use some schooling
Article 3: Freedom of press belongs to school, not student editors
Lesson step-by-step
Day One
1. Introduction — 5 minutes
Teacher should post or project the First Amendment. Ask students to read through it. What does it mean?
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.
2. Brainstorm case review — 5 minutes
Ask students to help brainstorm a list of cases in which the First Amendment has been challenged. Write the cases on the board.
If students have not learned the cases, teacher should provide a brief overview of each.
Ask students how the First Amendment has been challenged in student journalism cases.
3. Large group discussion — 15 minutes
Class should discuss how the First Amendment has been challenged in each of these cases.
4. Reading — 10 minutes
Teacher should pass out the handout on the background of the Neshaminy case.
5. Reporting on reading — 10 minutes
Teacher should ask students to tell you what happened in the Neshaminy case.
Day 2
1. Review — 5 minutes
Ask students to debrief of the specifics of the Neshaminy case. Ask them what links can be made between this one and the cases discussed during the last class.
2. Reading — 15 minutes
Students should have three primary texts about the Neshaminy case. Ask them to make notes about what they think is important while reading. Tell them they will be working through questions when finished.
Pass out the following:
• The actual editorial published in The Playwickian October 2013
• An opinion piece by Karen Heller, Philadelphia Inquirer columnist (in favor of the students)
• An editorial from the Union Bulletin in Walla Walla Washington (supporting the administration)
5. Pair work — 15 minutes
Students should answer questions from the handout in pairs.
Handout on Playwickian editorial.
Handout on Inquirer column.
Handout on Walla Walla editorial.
6. Small group discussion — 10 minutes
Students pairs should join another pair to create groups of four. Then, the group should discuss the answers to the worksheet in small groups. Ask them to turn in one sheet per group of four.
Day 3
1. Review — 5 minutes
Teacher should pass out the sheets the students turned in during the last class. Ask students to rejoin the groups from the previous class and review their answers.
2. Link to student publications — 10 minutes
Students will determine which standard – Tinker or Hazelwood – applies to their publication. They may have to look up state school code to determine this.
3. Checklist evaluation — 10 minutes
In the group of four, students should fill out the checklist to help guide them in discussing how they make decisions as an editorial board and about their responsibilities to their school and community.
4. Debrief — 10 minutes
Teacher should ask students what they found and discuss.
5. Reflection — 5 minutes
Teacher should ask students to discuss how they can make ethical and responsible decisions as a staff regarding controversial or sensitive issues. What examples can each group find?
6. Action — 5 minutes
Teacher should ask students if their policy needs reframing. If so, how would they go about doing so? Students should consider publishing a public policy in their publication. Here is one from Conestoga High in Pennsylvania.
Differentiation
Students could further explore this topic by looking at the link between the Neshaminy situation and the Washington Post refusal to mention “Redskins” on its op ed pages
Is print dead? An ethics lesson
Is print dead?
by john Bowen
Description
Can students read the Constitution in its original form (cursive)? What could this mean for paper consumption? The JEA listserv recently had an extended discussion about whether print student media was dead, or at least in its death throes.
Students will examine the following questions:
• What are student opinions on the future of print media, especially newspapers?
• Why do they feel this way?
• What credible and reliable sources can they find – and explain – to support their views?
• How do their views affect how they look at their student media?
• How do they think their peers feel?
• What would they create as the ideal scholastic publication program at their school and why?
• How does the discussion make them feel about a career in journalism?
Objectives
• Students will create an argument whether print is dead.
• Students will hypothesize on the future of print journalism as we know it.
• Students will create posters on their belief and evaluate the posters of others.
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
• Print is dead? Not so fast
http://www.forbes.com/sites/thesba/2012/06/28/print-is-dead-not-so-fast/
•Who says print is dead?
http://www.theguardian.com/media/2012/jun/03/who-says-print-is-dead
•Newspapers dead within five years
http://www.laweekly.com/informer/2011/12/14/newspapers-dead-within-five-years-usc-predicts
•Hot industry? Warren Buffet is betting on newspapers
http://www.inc.com/francesca-fenzi/warren-buffett-on-newspapers.html
•Are newspapers dead yet?
http://www.onthemedia.org/story/132842-are-newspapers-dead-yet/transcript/
•The end of the printed newspaper
https://medium.com/@cshirky/last-call-c682f6471c70
•Do spinoffs spell death of US newspapers? No and here’s why
http://www.thewrap.com/do-print-spinoffs-spell-death-of-u-s-newspapers-no-and-heres-why/computers
Lesson step-by-step
Day 1
1. Introduction — 5 minutes
Hand out several copies of a printed copy of the Constitution (handwritten). Ask them to read the first 20 lines of a hard-copy of the document.
Now, ask them to find an online copy and repeat the reading and discussion process.
2. Link to content — 5 minutes
What does the exercise say to them about reading cursive and reading print materials? About what they learn in school based on print texts versus online materials. Is it harder to read the cursive writing because schools now downplay it and nothing like it exists online? Work on comparisons between learning from print sources and online ones. (Link here and here for two articles on the impact of reading print versus online material.)
Gradually move the discussion into the future of print, particularly newspapers, and how that could affect education and citizen involvement.
3. Research — 40 minutes
Assign students to find online articles discussing the future of newspapers and print journalism for Day 2. Some sources could include:
• Print is dead? Not so fast
http://www.forbes.com/sites/thesba/2012/06/28/print-is-dead-not-so-fast/
•Who says print is dead?
http://www.theguardian.com/media/2012/jun/03/who-says-print-is-dead
•Newspapers dead within five years
http://www.laweekly.com/informer/2011/12/14/newspapers-dead-within-five-years-usc-predicts
•Hot industry? Warren Buffet is betting on newspapers
http://www.inc.com/francesca-fenzi/warren-buffett-on-newspapers.html
•Are newspapers dead yet?
http://www.onthemedia.org/story/132842-are-newspapers-dead-yet/transcript/
•The end of the printed newspaper
https://medium.com/@cshirky/last-call-c682f6471c70
•Do spinoffs spell death of US newspapers? No and here’s why
http://www.thewrap.com/do-print-spinoffs-spell-death-of-u-s-newspapers-no-and-heres-why/omputers
Additionally, ask them to also consider these points raised in a recent JEA listserv discussion on the topic:
• Studies show students don’t read for news online and prefer hard copy
• Journalism is about information gathering and presentation skills, not about just knowing the tools
• Is print better suited for certain kinds of information than other platforms?
• What do their various communities want and need?
• Are scholastic media bound by the same revenue-driven guidelines as commercial media? Should they be?
• Is the discussion fact or anecdotal driven? Does it make a difference?
• It’s the process of informing, not the product that matters
• If print still works in some cases and ways, how can we invent it?
Use some of these points to find other online or print resources on the topic. Here is a rubric you can use for this exercise.
Day 2
1. Review — 5 minutes
Ask students to go around and state the two most interesting snippets of information they learned from the previous class.
2. Group discussion — 10 minutes
Discuss in groups of four or five what others are saying in the readings about the future of print journalism. Do the students agree? Compare their views and the view of others. Which are more credible and reliable? The most supported by fact or logic?
3. Poster creation — 15 minutes
Narrow the discussion to several reoccurring points, pro and con, in each group. Ask students to combine each group’s findings into a poster or projectable image for the class.
4. Statement creation — 10 minutes
Ask them to create “we agree” statements with each of the most common points and post them in the class. Students should post these around the room.
Day 3
Teacher preparation:
Hang the “we agree” posters as well as a blank sheet of paper next to each.
1. Review — 10 minutes
Ask students to walk around the room looking at the “we agree” posters. While reading the posters, students should comment and provide feedback on the blank paper next to the statement
2. Group review of feedback — 15 minutes
Students should look at feedback given. Does the feedback alter their position? Ask groups to discuss this.
3. Assignments — 25 minutes
Students could decide between the following options:
• Students could create a position statement of their own using the platform of their choice on what they feel the future of print to be and why.
• Students could plan what they want student media at their school to be in five to 10 years, supporting their views with sources and factual statements. They would show how each platform cited for the future would meet student and community needs.
• Students could create a survey instrument for their students and communities on the topic and reported a reported piece using the platform of their choice.
• Combination of any of the above as individuals, teams. Or, create another assignment based on the exercise.
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