Lesson: Should media re-air a broadcast
in which two people are killed?
Title
Should media re-air a broadcast in which two people are gunned down?
Description
Students will examine how to examine ethics of re-airing this broadcast using Poynter’s 10 questions to make good ethical choices.
Objectives
- Students will collaboratively work through questions to help them make a decision involving journalism ethics.
- Students will decide what they would do in relation to this real-world ethical dilemma.
- Students will note the difference in decisions between public officials and on-air reporters and camera operators.
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.WHST.9-10.1.b | Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. |
| CCSS.ELA-Literacy.WHST.9-10.9 | Draw evidence from informational texts to support analysis, reflection, and research. |
Length
40 minutes
Materials / resources
Ethical questions from Poynter Institute: Ask these 10 questions to make good ethical decisions
Access to JEA’s SPRC Foundations Package: Covering controversy
Lesson step-by-step
Before the lesson delivery:
Because of the sensitivity of the topic, the teacher should tell the students they will be discussing the rebroadcast of the reporter and cameraman who died. They will not be viewing the video, but will discuss the ethical considerations concerning its availability. (Note: Students who have experienced trauma may need to leave the room, some might need to pace. If your community has experienced trauma, it would be advisable to have a counselor ready if needed.)
Step 1 — initial question (5 minutes)
Teacher should ask students if they believe the broadcast of the reporter and cameraman who died should be rebroadcast? Why or why not?
You may even ask students if anyone would like to share that they watched the video and why. (This should be dependent on your class.)
Teacher should tell the students they will make the decision using 10 questions from the Poynter Institute.
Step 2 — small groups (15 minutes)
Separate students into groups. Project (or hand out if no projector is available) Poynter’s 10 questions. Ask each group to discuss and make notes on each of the questions.
Step 3 — decision (5 minutes)
Ask students to come to a consensus as to whether they would re-air the video.
Step 4 — large group debrief (10 minutes)
Ask groups to share their decision and rationale based on the 10 questions provided.
Step 5 — Another questions (5 minutes)
Have you ever seen footage of JFK’s assassination (or another high ranking official)? What are the differences in this instance and that of JFK’s?
(Answers will vary, but many will cite the newsworthiness of the president being assassinated versus a lesser public figure.)
Extension
Ask students (in their groups) to outline several approaches for covering controversial issues. They should use the Scholastic Press Rights Committee resource: Covering controversy as a starting point. Also, see this link. Teacher may want to start with slide 17 (the last slide) for Day 2 of this lesson.
Lesson by Lori Keekley
For more materials on this topic, go here.
Read MoreHandout: Foundations of journalism: Policy, procedure, guideline
Names:____________________________________________________________________
Topic: _____________________________________________________________________
Part 1:
- Legal Considerations:
- Ethical Considerations:
- Terms to define (include definitions):
- Precedent(s) if applicable:
- Proposed wording:
Part 2:
- Look at the wording of the procedure or guideline. Highlight any red flag words or phrases. Circle any unclear information. Box any other problems.
- Is this a procedure or guideline? (circle)
- Why?
Part 3:
- Compare what you’ve written with a sample policy addressing the same topic. Write the policy name here:
- What is similar?
- What is different?
- What changes should be made? Rewrite as needed.
Read More
Lessons in transparency, by George
by Stan Zoller, MJE
Unlike sports, journalism has no season.
While a football season may go three months, a journalism season goes nine. And then some.
So even as advisers get ready to distribute yearbooks or put out that last edition of the paper, their work, and that of their student journalists, is not over.
While they may not be producing anything for their media, the issues and trends in journalism continue to whirl about them.
While there are a litany of workshops for advisers to learn how to advise media and teach journalism, the never-ending sagas about the world of journalism provides timely and “real life” case studies for discussions about ethics in your journalism classroom.
Some of the more notable cases included Jayson Blair, Janet Cooke, Stephen Glass and of course Brian Williams. Their reputations for fabrications in their reporting are virtually legendary. But they are not the only ones.
While fabrications captivate media observers, journalism educators included, they are but one stain of disdain on the fabric of reputable journalism.
In addition to the expectations that journalists, whether student or professional, present accurate and honest reports, there is the expectation journalists are transparent in their reporting.
And why not? Reporters expect their sources, especially those in public positions such as city councils and school boards, to be transparent.
That’s not always the case.
Hello, George Stephanopoulos.
Stephanopoulos, who flew into the limelight during various stints with former President Bill Clinton, including press director of Clinton’s 1992 Campaign and White House Communications Director, is now chief political reporter at ABC News where he has appeared on Good Morning America and hosts the network’s Sunday show This Week.
Considering that background, you would expect Stephanopoulos to be transparent and accurate.
The keyword is expect.
But that has not been the case recently. Stephanopoulos came under fire for not, according to CNN, reporting he had made a $75,000 contribution to the Clinton Foundation. No big deal?
It is when you are covering Hilary Clinton’s campaign and were scheduled to moderate presidential debates in 2016.
What makes Stephanopoulos’ faux pau annoying is not that he did it, but the American news consumer continues to be put on edge by journalists, some of whom elevate to god-like status, in their reporting.
Trust in journalism begins not at the keyboard, but in the newsroom before an interview is conducted.
Student journalists need to not only understand, but practice transparency. It’s not unusual for student journalists to want to take an ‘easy way out’ on a story and maybe use sources or materials that give them path of least resistance. Interviewing friends or colleagues in a club, sport or organization are not unheard of. Policy and procedure manuals should include a statement regarding transparency and any conflict of interest.
Conversely, student journalists need to check and recheck their sources’ background so they know exactly where the source “is coming from.”
Taking an easy way out may seem like a great way to meet a deadline.
It’s not a good idea when it comes to developing and presenting trust in reporting.
Read More
The foundations of journalism:
policies, ethics and staff manuals
Mouse over the visual and click on numbers 1-4 for content.
Read MoreNew policy, ethics and staff manual elements posted
Just to give everyone a heads-up, the SPRC just published its Foundations of Journalism package to offer a new look at how editorial policies interact with ethical guidelines and staff manual procedures.