Just This Once: FSW lesson 2
The American Library Association’s Intellectual Freedom Committee released “The Speaker … A Film About Freedom” in 1977. The film, in its original form, comes with a discussion guide. Today, the website for it has the discussion guide and links to coverage about the film and other pertinent articles. Controversial in 1977, the film today hits at many current issues surrounding free speech. Note the date, 1977. Clothing and style reflect that timeframe. It might take students a while to get beyond that and into the First Amendment issues.
Title
“Just this once”
Description
Based on a 1977 film by the American Library Association, The Speaker, on whether a school and its community should allow a speaker to talk on controversial issues. The key question is, essentially, “What is the harm in just this once in preventing a person from speaking an idea.”
Objectives
- Students will analyze the questions raised in the film.
- Students will discuss the issues raised in the film.
- Students will develop a position based on what they find.
- Students will formulate possible alternative solutions to the film’s outcome.
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.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.9-10.5 | 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). |
Length
120 minutes
Materials / resources
Internet access for the film’s background: http://www.ala.org/news/press-releases/2014/05/ala-members-discuss-controversial-film-speaker-annual-conference
The Speaker: https://www.youtube.com/watch?v=ojFYx52X-Ys
Lesson step-by-step
Step 1 — introduction (10 minutes)
The teacher should present background to the film from the ALA site and raise the essential question for the activity: “What is the harm in just this once in preventing a person from speaking an idea.” Stress should be placed on the concept of free expression, especially in context with Free Speech Week. The teacher might also have to discuss the difference in clothing and fashion.
Step 2 — Show the film (43 minutes)
Option 1: Show the film in its entirety without stopping for explanation. Students would have to take notes and jot down questions they have.
Option 2: Stop the film at student questions or at teacher-chosen key points for discussion/explanation. This, of course would lengthen the presentation time into Day 2.
Step 3:— Processing the film’s information (7 minutes) (Homework assignment)
Ask students to examine their notes and list key points made for and against the speaker, and to be ready to discuss the issues and to plan for alternatives.
Step 4 — Day 2 Discussion (25 minutes)
Students will discuss the issues of the film, working toward a conclusion of whether the speaker should speak.
Option 1: Small group discussion with each group reaching a decision which would have to be resolved in class.
Option 2: Large group discussion with possible resolutions posted on whiteboard for decisions.
Step 5 — Alternatives and solutions (25 minutes)
With their possible solutions of the whiteboard, have students work in small groups to examine alternatives. Is it an either-or dilemma? Are alternatives possible and would they help accommodate all positions? What types of ethical problem solving is possible? Have the small groups work toward explaining their decision in terms of ethics.
Step 6 — Final discussion (10 minutes)
What surprised you the most? What was the best alternative or solution? How as a journalist should you apply the issues involved?
Assign each student to prepare a 50 word or less statement in the form of a poster of why his or her decision of “just this once” is the ethical stance to take. Statement due the next class.
Step 7 — Assessment
Credit given to student responses in the 50-word statement. Post them in the classroom for continued discussion and possible use in class/staff ethical guidelines.
Differentiation
The teacher might have students watch the video at home and take notes there, shortening the lessons by one day.
Extension
The class could spend an additional day making the issues current by replacing the speaker with a politician/issues from the 2016 presidential election.
Read MoreFree Speech Week lesson:
What does the First Amendment protect
Lesson:
What does the First Amendment protect?
Description:
This lesson takes a look at the freedoms the First Amendment to the Constitution protects and explores what these mean to students.
Objectives:
- Students will understand more about their rights.
- Students will see how the First Amendment applies to them.
- Students will learn the First Amendment.
Common Core State Standards:
| CCSS.ELA-Literacy.RI.9-10.9 | Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. |
| CCSS.ELA-Literacy.RI.11-12.8 | Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). |
Length 50 – 60 minutes
Materials
- Copies of the First Amendment for each student
- First Amendment: 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.
- White board and markers
Introduction (10 minutes)
When students enter the class, ask them to take out a sheet of paper and write down the five freedoms guaranteed by the First Amendment to the Constitution. When they are finished, share with them the answers: region, speech, press, assembly, petition. Discuss briefly what each of these mean.
Small Groups (15 – 20 minutes)
Break into five groups (or, depending on the size of the class, 10 groups with two groups doing each freedom) and assign each group a freedom. Ask each group to list all the ways that freedom impacts their lives. (answers will vary, but should include such things as how free speech would affect students wearing political t-shirts, free press would impact students making content decisions in student media, students wanting to make a change in school policy, etc.)
Report out (10 – 15 minutes)
Have someone from each group list his or her group’s answer on the white board. As each freedom is posted, ask others in the class to add any other ways that freedom comes into play in their lives.
Exit slips (10 minutes)
Ask students to choose one of the five freedoms they think impacts them the most and write why it’s important to them.
Extension
Challenge students to memorize the First Amendment and recite it to the class in the future. Have prizes (candy, hand-made badge, etc.) to award when they successfully repeat the 45 words of this important document.
Read MorePrepare for Free Speech Week,
Oct. 17-23
Free Speech Week (FSW) runs Oct. 17-23, and JEA’s Scholastic Press Rights Committee (SPRC) urges you to honor this cornerstone of democracy by participating either through activities shared by Free Speech Week, ones the SPRC developed or by ones your and your students created.
Free Speech Week (FSW) is a yearly event to raise public awareness of the importance of free speech in our democracy – and to celebrate that freedom. As freedom of speech is a right all Americans share, this non-partisan, non-ideological event is intended to be a unifying celebration.
JEA is a partnering organization.
To prepare for FSW, we urge all student media programs to check out the following FSW links now::
- Examine the resources available at http://www.freespeechweek.org/celebration-ideas-5/
- Link to and display the FSW badge on your digital media; download the FSW logo
- Consider the organization’s lesson plans as listed here
- Consider becoming a partnering organization through your school or student media. See the FSW for details
- Plan to help your communities know more about what free speech isand how they can extend its benefits
Additionally, as FSW draws closer, we will share SPRC original or extended activities based on those listed on the FSW site through the listserv and/or on our website at jeasprc.org
Check out the site, plan your celebration activities and honor the free speech that makes this country special.
Showcase principles of Constitution Day,
apply for this year’s FAPFA Awards
Constitution Day focused student journalists on power of free expression for scholastic media.
Your students can continue to recognize the importance of First Amendment practices and policies – and be recognized for it – by applying for this year’s FAPFA award.
This First Amendment Press Freedom Award recognizes high schools that actively support, teach and protect First Amendment rights and responsibilities of students and teachers. The recognition focuses on student-run media where students make all final decisions of content without prior review.
Roughly, here’s a sample of what the judging committee looks for in determining FAPFA recipients:
- No prior review or restraint by school faculty for all student media.
- Student staffers make all final decisions of content for all student media.
- Establish policies at all student media and school system levels or both as public forums for student expression.
- Remove Internet filters for student journalism use
- Students, advisers and administrators agree on First Amendment practices, philosophy and application across platforms.
As in previous years, schools compete for the title by first answering questionnaires submitted by an adviser and at least one editor. Those who advance to the next level will be asked to provide responses from the principal and all media advisers and student editors, indicating their support of the First Amendment. In addition, semifinalists submitted samples of their school and media online or printed policies that show student media applying their freedoms.
Schools recognized as meeting FAPFA criteria will be honored at the opening ceremony of the JEA/NSPA Spring National High School Journalism Convention in Seattle.
First round applications are due annually by Dec. 1. Downloadable applications for 2017 will be available on the JEA website in the fall.
Save this link and apply now. Even if your school received the recognition, you must re-apply yearly.
Meet the challenges raised by Constitution Day. Apply to be a FAPFA-recognized school.
This is the 17th year for the award.
Read MoreThe importance of student free expression
and widespread information on legislation
As journalism teachers, we know our students learn more when they make publication choices. Prior review or restraint does not teach students to produce higher quality journalism.
As journalism teachers, we know the only way to teach students to take responsibility for their decisions is to give them the responsibility to make those decisions freely.
As journalism teachers we also know democracy depends on student understanding all voices have a right to be heard, knowing they have a voice in their school and community and keeping both informed.
[pullquote]As journalism teachers, we know the only way to teach students to take responsibility for their decisions is to give them the responsibility to make those decisions freely.[/pullquote]
“America needs ‘informed communities,’ places where the information ecology meets people’s personal and civic information needs,” reported a 2009 Knight Commission on the Information Needs of Communities in a Democracy, “They need information to participate fully in our system of self-government, to stand up and be heard. Driving this vision are the critical democratic values of openness, inclusion, participation, empowerment, and the common pursuit of truth and the public interest,” the Informing Communities: Sustaining Democracy in the Digital Age report indicated.
Recent passage of New Voices legislation in Illinois and Maryland and steps to pass similar bills in numerous states point to the importance of student free expression. Attempts also point to a need for students to engage their communities so all know about the importance of such legislation.
[pullquote]Whether advisers and students live in a state where legislation has passed or in a state where legislation is an active project, the accompanying materials can be used to strengthen the understanding of legislation, deepen the resolve for passage or reinforce communities’ understanding and thus support for student free expression.[/pullquote]
Whether advisers and students live in a state where legislation has passed or in a state where legislation is an active project, they can use the materials in this package to strengthen the understanding of legislation, deepen the resolve for passage or reinforce communities’ understanding and thus support for student free expression.
Sometimes, despite legislation and all the best intentions, censorship and other limitations of guaranteed rights occurs. The accompanying resources are also designed to help student journalists, their advisers and administrators provide answers about the importance and benefits of student freedom expression.
Resources can help provide additional background on student free expression and approaches to information your communities need to know about the importance of such freedom, including passage of free expression legislation.
- Contents of this package:
- Importance of state legislation: Although many educators and advocates think of the First Amendment (and the court decisions interpreting it) as the most important tool for interpreting student press rights, there is another equally important source of law: state statutes.
- Why protecting student free expression is important: Students and advisers in states with recent freedom of expression legislation may want to inform their communities of educational rationale for the legislation. Additionally, those states working to pass such legislation might want to use the same points to gain support
- Talking Points: With legislation giving students decision-making power over their student media comes questions about roles, purpose and standards. If the school cannot make content decisions who is responsible? What is the role of the adviser? Of students? If the adviser cannot control content, what guidelines will students follow and why?
- Breakdown of Illinois HB5902: Showing what the bill’s language means.
- Tips for engaging communities: With new legislation, or attempts to pass it, comes the need for ways to engage those who would support it. The ways can run from concept to concrete and can be delivered in many approaches with details determined locally.
- Legislation terminology: A compilation of important terminology so everyone can better understand the language and issues surrounding student free expression language.
- What to do if school officials threaten censorship: Even though state legislation can provide protection, sometimes others do not understand that and need further education. Use a friendly and informative approach and help them understand. Here are some steps we recommend.
- Sample press release on state legislation: Another option for letting your various communities know about the benefits of free expression legislation is to create a press release to media, civic groups, school board and others.
- Resources on state legislation: Links to additional information and contacts.
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Read More