Be disaster aware, be prepared, take action
by Glenn Morehouse Olson
Throughout September, I find my classes cut short time and time again as the school works to squeeze in the required fire, lockdown and tornado drills. I’ve never really given it any thought. It’s an important part of preparing students in case of an emergency.
However, on Sept. 19 an email appeared in my in-box from the U.S. Department of Education, and it turns out, September is National Preparedness Month.
The headline read:
Be Disaster Aware, Take Action During National Preparedness Month
I have a number of friends and colleagues throughout the country who have faced their worst nightmares in these situations and who understand the importance of being prepared in time of great stress. Although nothing can truly prepare us for disaster, having a plan ahead of time helps.
“Safety and effective learning go hand in hand. So, although September is a very busy time of year for the education community, it’s also a good time for students, school staff, and families to make sure they are up-to-date in their knowledge of school emergency plans, policies and procedures,” the Homeroom Blog stated.
Just as our schools take time to prepare for physical disasters, September is also a good time for journalism teachers to make sure students are up-to-date in their knowledge of legal and ethical policies and procedures that can help prevent prior review and first amendment disasters from happening or, at least help them navigate the storm should disaster strike.
Read MoreLinking news literacy and scholastic journalism
by Megan Fromm
This weekend, JEA President Mark Newton, board member Stan Zoller and I all participated in the “Because News Matters” summit on news literacy in Chicago. Hosted by the McCormick Foundation, the Poynter Institute, and other partners, the summit was an opportunity to bring together key stakeholders interested in news literacy education.
As teachers, and as JEA board members, we wore some distinctive hats during the two-day summit. To begin, we wanted to represent the hundreds of high school journalism teachers who know that first-hand experience in media production is a tremendous way to teach important values of news literacy (assessing credible sources, fact-checking, and understanding bias). We also wanted to encourage those advocating for curricular and policy changes in our k-12 schools to recognize the unique role of scholastic media in developing engaged, critical thinkers.
While these issues admittedly go beyond how we teach law and ethics to our students, I want to share some ideas and themes that emerged:
First, a number of “best practice” demonstrations in teaching news literacy used BOTH news media content and social media content. This is a lesson we can take to heart with anything we teach—sometimes reaching students where they, whether we’re teaching libel, copyright, or ethical sources, means first using content that is highly relatable and relevant to them. For example, one teacher used a rap artist’s Twitter feed to help students begin to differentiate between news, opinion, and advertising content.
Second, participants at the summit recognized that what teachers really need (regardless of content) is twofold: time and resources. To that end, one of the next “projects” in the news literacy world will likely be continued compilation and promotion of materials and resources that you can use “off the shelf” with your students.
And finally, there was much debate regarding how news literacy fits in with other related literacies, including information, digital, and media literacy. To be frank, there was also significant conversation on whether journalism production and news literacy can (and/or should) be taught in tandem. Of course, as a former high school publications adviser, JEA news literacy curriculum leader and a board member, my answer was a resounding “YES!”
Is journalism and media production the only logical way to teach news literacy? No, but based on my eight-plus years of experience in the field, I believe it is the best way, and often the most engaging for our students. Incorporating news literacy in a journalism classroom takes concepts like “accuracy, fairness, bias, credibility, etc.,” and places them squarely in a project-based, student-led process. So much of what news literacy advocates is based on the basics of solid reporting, so why teach it in a bubble? Why not encourage our students to report while they fact-check, and then to publish information based on what they find? Why not teach our students the value of information in a democracy by also letting them see the effects of the printed word?
Given that a significant outcome for news literacy instruction is to implore students to engage in the democratic and civic process, creating published content is a natural fit. In doing so, students who are free to make creative and editorial decisions without administrative censorship will also learn the heavy responsibility that comes with exercising their First Amendment rights to freedom of expression.
To this end, news literacy and journalism education are the different sides of the same coin, and we can empower our students by letting them explore the role of journalism from all angles—both as producers and consumers.
Read MoreGoing online? Consider these points before you decide
by John Bowen
Scholastic journalism educators over the summer devoted a lot of time and discussion about whether print is dying and whether their programs should switch to digital first or digital only. Before advisers and students make a decision to move totally online, think about and discuss these points:
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.
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