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.
Sitemap for developing
Policy and Ethics in Student Media
Policy and Ethics Sitemap
Links from the boldfaced main sections below are intended to be sequential in nature but can also be used menu style. Pick one model from policies and as many as you need from the ethics/staff manual sections and you are on your way to building your own Foundations package. We think the policy section should come first since it sets the stage for all other areas, but that choice remains yours.
Introductory articles to policies
This section will outline the importance of our two types of policies, board-level and media-level and provide you with recommended language as well as comments on each of the five recommended levels. Other articles outline public forums and prior review.
—Front page to the project —Introductory article —Public forum overview —Prior review and restraint —Quick access to policy models —Creating a mission statement –Model for ethical guidelines
Introductory article link to ethics
This section will introduce how we visualize our concept, why we created it this way and our thoughts on updating ethics guidelines and staff manual. Please note that we believe in user additions to all these sections.
Establishing program Structure
We designed the ethics and staff manual sections into four main segments, from establishing the principles and ethical guidelines to evaluating them. This group of guidelines and procedures strives to establish basic principles and structure that work for all student media.
—School board and media policy —Publication level policy
—The role of student media —The role of the adviser
—Editor-staff relationships —Staff conduct
—Balance and objectivity —Academic dishonesty
—Ownership of student content —jeamodeleditpolicy
— Creating “Put Up” guidelines —Recognizing public spaces
—Understanding “no publication” guidelines —Publishing satire
Planning and gathering information
This group of guidelines stresses basic principles and process of information gathering across platforms. These represent more detailed approaches to carrying out daily journalistic functions.
—News judgment and news values —Prior review/prior restraint
—Controversial coverage —Diversity of sources
—Recording sources during interviews —Verification
—Allowing sources to see content before publication
—Email, texting and digital information gathering
—Unnamed sources —Treatment of minors
—Public records and meetings —Treatment of sources
Producing content
This group of ethics statements and staff manual procedures focuses more on the production of journalistic content, from print to social media and from reporting to advertising.
—Handling links —Guides for breaking news
—Providing content —Writing process
—Social media –Use of profanity
—Obituaries —Sponsored content
—Advertising —Visual reporting
— Producing video dubs — Handling user-generated content
Assessing and responding
We envision this section focusing on how students and advisers evaluate their content. We would also include specialized issues.
—Evaluating and critiquing content —Correcting errors
—Takedown requests — Letters to the editor/online comments
Requests for specific ethical/manual statements
This version of Policy and Ethical guidelines is a living, breathing document to which we welcome comments and suggestions. If you have experience with something we did not include, please use the comment section here to let us know what you would like us to add, or just to comment.
Resources
We intend for these resource lists bring additional support and perspective to each of the more specialized and directly related resources attached to each of the files above.
If there are resources you find useful, please use the comment section here to share your knowledge.
Read More
Check out our new Press Rights Minutes
JEA’s Scholastic Press Rights Committee just added 10 new Press Rights Minutes, bringing the total to 30 available for class and activity use.
Plans are to add more in the immediate future.
Content includes 60 second audio clips on ethics and legal issues, including new pieces on handling sponsored content, creating balance and objectivity, using unnamed sources, developing board media policies and covering death.
For a complete list of clips available, go here.
Clips are also be available each Monday by checking @jeapressrights.
Read MoreStevenson censorship shows issues of empowering student expression
By Randy Swikle
The censorship controversy at Adlai E. Stevenson High School in Lincolnshire, Ill., shows the challenges facing those who believe in cultivating free and responsible student news media in public schools.
That’s free as in student empowerment within the parameters set by the U.S. Supreme Court in Tinker v. Des Moines Board of Education.
That’s responsible as in commitment to journalism ethics and self-awareness that student journalists are custodians, not owners, of their news medium. They have an inherent obligation in decision-making to consider the values of the school community, the tenets of the school mission, the pedagogic concerns of school officials, and the best interests of readers/listeners/viewers.
The censorship of The Statesman, a national award-winning student newspaper, shows deficiencies that contribute to distrust, alienation, hostility and other attitudes that are counterproductive to a positive learning culture.
Among the deficiencies:
(1) Lack of understanding of scholastic press law. Stevenson administrators suggest that since the student newspaper is a curricular activity, school officials may arbitrarily regulate its content. In fact, because the paper functions as a public forum, officials are constrained to the U.S. Supreme Court’s Tinker parameters, which narrow reasons for justifiable administrator intervention. Administrators further justified censorship with the argument they were acting in loco parentis. In fact, in Morse v. Frederick, justices wrote, “When public school authorities regulate student speech, they act as agents of the State; they do not stand in the shoes of the students’ parents. It is dangerous fiction to pretend that parents simply delegate their authority—including their authority to determine what their children may say and hear—to public school authorities.” By forcing students to publish their “administratively revised” newspaper, by not allowing students to withhold their bylines and by refusing to allow a blank space or editorial protesting censorship, school authorities have put themselves in a precarious legal position.
(2) Determination to mandate rather than inspire ethics. Stevenson administrators censored a story containing admissions of two unnamed members of the National Honor Society who said they violated the Student Code of Conduct. The use of unnamed sources is an ethical decision that should be made by students, not forced upon them by administrators serving as government agents.
(3) Use of clout instead of collaboration. Censorship originating from a four-person, prior review panel, absent student input, is reactive rather than proactive oversight strategy that alienates learners and teaches obedience instead of responsibility.
(4) Slanted account of censorship issues. Official statements about the censorship controversy have been disseminated by the school’s public relations spokesperson and have been ambiguous, misleading, inaccurate and biased.
(5) Lack of accountability. By refusing to submit to questions in a public forum, school administrators and journalism advisers elude accountability for the censorship actions they have taken.
(6) More concern about “being right” than “doing right.” The professional news media, journalism educators, journalism organizations, parents and others have strongly protested the censorship by Stevenson administrators, yet there has been no evidence of conciliation on the part of administrators. The failure by administrators to effectively resolve the censorship controversy has put the student newspaper and journalism program in jeopardy, has compromised the welfare of learners and has raised serious questions about the culture of learning at Stevenson High School.
Finally, the way to cultivate a free and responsible student press is to engage in democratic education. To be authoritative but not authoritarian. To respect students as partners rather than mere subordinates. To achieve a PROPER BALANCE of structure and freedom.
Students win money, school board rejects it; Issues create story planning activity
by John Bowen, MJE
When Lynchburg, Virginia’s public school board rejected a $10,000 grant students had applied for and won — and the board had already approved — more than one group was upset.
An unnamed board member told news media board members have received death threats and hate mail because of their decision.
Students were upset because they say they had worked for hours on the grant designed to create safe spaces at schools.
Community members were upset because they objected to the type of group making the funds available and the way that group said the space had to be branded.
Other community members questioned who sponsored the funds because they supported students who needed that kind of assistance.
All this led to the board rejecting the grant and saying feedback was so negative.
And the best story idea for student news media staffs to focus on should be….?
That’s up to journalism students as they try to determine what are possible stories, from inverted pyramid to general feature to alternative story forms to Solution Journalism and Advocacy Journalism.
It all depends on what they see as potential facts and what sources they find that have some degree of relevance to their communities.