What happens when a journalist
gets it wrong?
by Jeff Kocur
Title
What happens when a journalist gets it wrong?
Description
Inaccurate reporting is not the same as fake news, but it can carry the same consequence. What are the forces at play that compel journalists to strive for accuracy? How do media organizations stay accountable for the work of their journalists? What happens when a journalist makes a mistake, and what happens when a media outlet loses the trust of its audience and/or advertisers.
Objectives
- Students will understand free market forces which drive media outlets to strive for accuracy.
- Students will become familiar with the consequences of inaccurate reporting.
- Students will research an incident of inaccurate reporting including the responses from the culpable media organization afterward.
Common Core State Standards
| 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.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.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.11-12.4 | Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
Length
50 minutes
Materials / resources
Story on CNN reporter resignations
Exit ticket (below)
Lesson step-by-step
- Read the attached article as a jump-in reading activity, and have students discuss the following question as a think-pair-share. (15 minutes)
After the information was deemed unreliable, what steps did CNN take to show they
were not purposefully peddling fake news?
- After a brief discussion, share that the CNN incident is not by any means the first time a
news organization has been exposed for stories that were inaccurate or blatantly untrue.
(30 minutes).
Ask the students if they know of any off the top of their heads?
Place your students in groups of four, and share the attached Disgraced journalists slideshow(see the slideshow below) with them. Each group will choose one journalist (make sure groups report out who they are researching to avoid duplicates) who ruined his or her career by reporting false, inaccurate, or poorly reported information.
Each group will have about 15 minutes to research and create, and about two minutes to report out.
- Final Steps/Assessment (5 minutes)
Exit ticket:
Ask the students to reflect on the following question before they leave the room:
What are three concrete steps a reputable media operation should take when they discover a published story has major errors in it?
Disgraced journalists slideshow
How the media frame the news
and what journalists should consider
by Maggie Cogar
Title
How the media frame the news and what journalists should consider
*The lesson plan “How people interpret the news and why it matters” is meant to be used before this lesson. It will help give students a background on news interpretation and processing before moving on to news framing and effects.
Description
Journalists are taught to be objective, so they don’t “frame” stories” … or do they? Whether consciously or unconsciously, research suggests time and time again that what the media decides to cover, and how they cover it, ultimately influences what people find important and how they interpret the news. So it’s important for journalists to consider their story angle, word choice and even interview questions to be sure they don’t rely on social stereotypes, which could potentially be inaccurate, to tell their stories.
Objectives
- Students will explain and discuss how the media frame content.
- Students will evaluate word choice and story angle in existing news stories.
- Students will apply these concepts to their own writing, by adjusting interview questions, story angle and word choice as needed.
- In the extension assignment, students will research a specific topic to see how the media frames it (i.e. female athletes, climate change, etc.).
Common Core State Standards
| CCSS.ELA-LITERACY.RI.11-12.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). |
| 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.W.11-12.7 | 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. |
Length
50 minutes
Materials / resources
Clip: Framing video clip
Slideshow: See How the media frame the news at the bottom of the lesson
Also see: Related lesson plan
Lesson step-by-step
Step 1 — Entrance Activity (5 minutes)
Show the following video clip from the tv show Scandal, that considers gender stereotypes in the news (refer back to previous lesson plan on news interpretation for the social construction of gender) … https://www.youtube.com/watch?v=N1oyIEgDWAQ
Step 2 — Lecture & Class Discussion (20 minutes)
Use the framing slideshow (with instructor notes) to discuss how the media frames the news. (see the bottom of the lesson)
Step 3 — Framing Activity (20 minutes)
Students will …
- Make four columns on a piece of paper and label them story angle, visuals, design and word choice
- Read this story and takes notes in each column with overall impressions in each category.
- Questions to consider:
- What is the main angle of the story? Is it biased? One sided?
- Do the visuals match the main angle of the story? Do the visuals enhance understanding of the story or distract from it?
- How does the overall design of the story frame it? I.e. what is main angle of the story as told by the design?
- Are there any words used in the story that could have loaded meaning or be interpreted the wrong way? Are there any words that may paint the picture in a more positive or negative light?
Step 4 — Exit Slip (5 minutes)
On a piece of paper respond:
Will what you learned today impact what you do as a journalist? How?
Extension
Have students research a specific group or issue to see how the media portrays it. Examples of research topics include …
- Gender (specifically they could look at female athletes, female politicians, parent roles, male models or athletes, etc.)
- Race (they can look at this in relation to many things like race & athletes, race & criminal coverage, etc.)
- Climate change
- Abortion
- Equal marriage
Further resources: Links to stories to analyze framing
http://www.dispatch.com/article/20160125/NEWS/301259783
How the media frame the news slideshow
Read MoreSolutions journalism in student publications
by Kristin Taylor
Title
Solutions journalism in student publications
Description
Critics accuse the news media of only reporting bad news, but journalists must investigate and report on problems. One alternative to reporting solely on the problem is to report on how people and communities are seeking to solve those problems. This form of investigative journalism is called “solutions journalism.” This lesson provides an introduction to solutions journalism and encourages student reporters to generate ideas about how they could use this approach in their own reporting.
Objectives
- Students will be able to define solutions-based journalism and analyze how it differs from traditional news coverage.
- Students will read examples of solution journalism and analyze how a solutions approach changed the article.
- Students will apply solutions-based thinking to a current topic they could report and create a reporting plan.
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.9-10.2 | Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. |
| 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.11-12.6 | Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. |
Length
60 minutes
Materials
Whiteboard and markers
Teacher computer and digital projector
Student computers, if available
solutionsjournalism.org video
“Bad news isn’t the whole story” episode of On The Media podcast
Lesson step-by-step
Step 1 — Warm up (5 minutes)
Ask, “What is the difference between journalism and advocacy? Given fears about being perceived as advocates rather than objective journalists, how can a reporter write a story about solutions to problems?” Students offer thoughts; teacher records ideas on the board. Say, “Today we are going to explore the concept of Solutions Journalism and think about how you might use this approach for one of your own stories.”
Step 2 — Video and think-pair-share (10 minutes)
Teacher plays two-minute video from solutionsjournalism.org introducing the concept of solutions journalism. In pairs, students summarize what they learned about the concept and come up with a definition for “solutions journalism.” Partners share their definitions with the class.
Step 3 — Class discussion (10 minutes)
As a follow-up, the teacher asks questions to make sure they understand these key ideas:
- The video does not suggest that ALL journalism should focus on solutions, but rather suggests there should be a mix. Why is that so important?
- Why would it be important to look at solutions that aren’t working alongside those that are?
- How is this kind of journalism different from straight advocacy?
Step 4 — Partner activity (25 minutes)
Students meet back up with their partners and go to solutionsjournalism.org. Together, they select two stories to read from “The Best Solutions Journalism of 2016.” (If students do not have access to computers, the teacher can pick out two stories ahead of time and print them out for the class.) Partners should discuss these stories and why the Solutions Journalism Network selected them. They should consider how each story would have been different if it didn’t have a solutions focus.
Step 5 — Assessment (10 minutes)
Groups will share final thoughts and takeaways from these articles and then brainstorm at least three potential problems at school or in our local community. As a class, look at each problem and discuss how students could investigate that problem from a solutions journalism mindset.
Extension
Students can listen to the 11-minute podcast episode of On the Media called “Bad News Isn’t the Whole Story,” an interview with one of the cofounders of the SJN. The class would discuss how Rosenberg responds to journalists who fear being labeled advocates if they practice solutions journalism.
Read MoreDeveloping guidelines for the use of
sponsored content in your student media
by John Bowen
Title
Developing guidelines for the possible use of sponsored content (or native ads) in your student media
Description –– second in the sponsored news sequence
Because of the rapid spread of sponsored content or native advertising, it is possible your students will have to decide whether to use them in their student media. Faced with that decision, what arguments would students raise and what decisions would they make – and why?
Objectives
- Students will review their plusses and minuses discussion about use of native ads and sponsored content, focusing on the strongest arguments.
- Students will develop ethical guidelines about the use of native ads and sponsored content in your student media.
- Students will evaluate their work, the goal being to reach agreement on guidelines for each for inclusion in their staff manual.
Common Core State Standards
| 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. |
| CCSS.ELA-LITERACY.SL.11-12.2 | Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
| CCSS.ELA-LITERACY.SL.11-12.4 | Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
| CCSS.ELA-LITERACY.CCRA.W.8 | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. |
Length
50 minutes
Materials / resources
Blackboard or whiteboard
Teacher laptop and digital projector
Internet access
Model SPRC ethical guidelines for sponsored content/native ads
Ethical guidelines template
Lesson step-by-step
Step 1 — Warm-up (5 minutes)
The teacher will summarize the discussions on native ads and sponsored content and introduce the concept of students in small groups developing ethical guidelines for the use of native ads and sponsored content in their student media.
Step 2 — Small group work (25 minutes)
The teacher will ask students to form small groups of three or four depending on class enrollment. Half the groups will focus on ethical guidelines for native ads and half on ethical guidelines for sponsored content.
The teacher will distribute links to the ethical guideline models from the SPRC and the ethical guidelines template for student use as required.
Students will create drafts of ethical guidelines to be shared with other teams so they can select items for final statements for their staff manual.
Step 3 — Whole group instruction (20 minutes)
Student groups will share their work with other teams who did the same assignment. At the end of the discussion period student teams will synthesize their work into one final native ads ethical guideline and one final sponsored content ethical guideline for inclusion in student media staff manuals.
Assessment
Since this basically planning work in teams, no individual grades need be given at this point. The teacher might choose to evaluate student work by assigning an opinion statement due the next class. This statement would share with student media audiences why student journalists felt this statement was needed and the issues it addresses.
Extension
Student groups might add one more step in the approval process by digitally sharing final drafts with those handling the other topic for comment and later resolution.
Read MorePropaganda
by Michael Johnson
Title
Propaganda
Description
In this lesson, students explore propaganda techniques, and discuss how they are the targets of advertisers and politicians. Students will understand and identify how propaganda techniques are used to influence them into doing, feeling and believing a message that may or may not be of benefit to them. Students will create their own propaganda message using one (or more) of 11 known propaganda techniques. The key is to help students begin an awareness of, and the ability to identify, how their outlook on life is related to the messages they see. This lesson takes one 60-minute class period to complete.
Objectives
- Students will be able to identify what propaganda is and how is it used.
- Students will be able to explain the various propaganda techniques and how they affect the dissemination of information.
- Students will be able to interpret propaganda and spin to make an informed decision.
Common Core State Standards
| 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.9-10.6 | Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. |
| 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. |
Length
50 minutes
Materials / resources
Blackboard or whiteboard
Teacher laptop and digital projector
Internet access
Images of propaganda
Judging Propaganda worksheet
Lesson step-by-step
Step 1 — Warm-up (5 minutes)
Instructor will write the word propaganda on the board and ask students, as a class, what this word means to them. What do they think when they heard the word? Prompt students to think about the definition, examples, situations in which it is used, and why it would be used in a situation.
After the discussion, students should understand that propaganda refers to a type of message aimed at influencing opinions and/or the behavior of people. Propaganda may provide only partial information or be deliberately misleading. Propaganda techniques are often found on television and radio, as well as magazines and newspapers.
Step 2 — Samples of propaganda (5 minutes)
Show or distribute the attached examples of propaganda and discuss with students:
- What technique is being used?
- What do you think the purpose of this image is?
- Is this propaganda? Why or why not? If yes, which pieces of information regarding the subject of the image are not addressed?
- What might we learn about society based on the pieces of propaganda?
- Is propaganda only limited to foreign governments with communistic or dictatorial regimes? Has the United States ever generated propaganda?
Step 3 — Assessing prior knowledge (5 minutes)
Ask students what types of propaganda techniques they can name. After a short discussion, introduce (or review) the following 11 techniques of propaganda:
- Emotional appeal (i.e. fear): Appealing to the emotions of an audience. For example, when a propagandist warns members of her audience that disaster will result if they do not follow a particular course of action, they are using fear appeal.
- Glittering generalities: Words of praise for a product or person; use of nice words such as “goodness” or “patriotism.”
- Testimonials: Famous people or figures who will appear trustworthy speak to the audience in promotion of a product or idea.
- Bandwagon: The basic theme of the bandwagon appeal is that “everyone else is doing it, and so should you.”
- Plain-folks: By using the plain-folks technique, speakers attempt to convince their audience that they, and their ideas, are “of the people.”
- Scientific approach: Using scientific jargon (i.e. numbers, statistics, data, etc.) to convince your audience.
- Snob appeal: Giving the impression that people of wealth and prestige are on board.
- Card stacking: Only presenting one side of the issue/situation.
- Transfer: Transfer is a device by which the propagandist carries over the authority, sanction, and prestige of something we respect and revere to something he would have us accept.
- Name-calling: The linking of a person or idea to a negative symbol in hopes the audience will reject the person or the idea on the basis of the negative symbol, instead of looking at the available evidence.
- Euphemisms: An attempt to pacify the audience to make an unpleasant reality more palatable. This is accomplished by using words that are bland and euphemistic.
Step 4 — Small group work and discussion (5 minutes)
Place students into small groups and hand out the attached Kids Voting worksheet, “Judging Propaganda.” Have students complete the sheet in their groups then go over the answers as a class:
- B 6. H
- E 7. C
- A 8. F
- D 9. G
- J 10. I
Discuss:
- Why should we examine advertisements, campaigns, and various media forms in general for propaganda? Is propaganda a negative tactic in your opinion? Explain.
- Out of the types of propaganda from the worksheet, which do you think is most effective and why? Which do you think may be used to disguise truth the easiest?
Part 2 of lesson: Utilize a Propaganda Technique to Create an Advertisement
Step 5 — Identification of technique (15 minutes)
Next, assign each group one of the propaganda techniques from the handout. Then, tell the groups to complete the following assignment:
- You have been assigned a particular propaganda technique. As a group, create an ad to present to class using this propaganda technique. You may create an ad for a newspaper or a poster.
- The purpose of the ad is to recruit votes for Steve Williams, who is running for your state’s Senate.
- You may be creative in the content you provide about Williams, but it must be presented in a way that utilizes your propaganda technique.
- Be prepared to present your ad to the remainder of class in 15 minutes.
- Instructor note: If using this activity during an election time, assign students a real political figure for whom to create an ad. Students would then need to research facts about that figure and his/her political values and agenda so that their ad is realistic to the candidate while still utilizing the assigned propaganda technique.
Step 6 — Student presentations (15 minutes)
Once students are finished, have them present their ad to the remainder of class without sharing the propaganda technique they were assigned. After each presentation, instruct the rest of class to identify which technique the group utilized. Discuss:
- How did the ads for Williams differ?
- Of all the ads you heard/saw today from classmates, which ad would make you most want to vote for Williams and why?
- When politicians are campaigning during elections, in what ways do they utilize the techniques that you just used in your own ads? How do these propaganda techniques affect the election process?
Step 7 — Assessment
For homework, instruct students to bring in an example of propaganda. Students should examine magazines, the Internet, or watch TV and scan for examples then summarize the ad example on notebook paper, classify the type of propaganda used in the ad, and evaluate its effectiveness. Ask students to bring in copies of the ads if possible.
Assessment
Exceeds Expectations – Student performance far exceeds minimal level of performance.
Meets Expectations – Criterion is met at a minimal level.
Revisit – Criterion not met. Student responses are weak or unfocused to be acceptable.
| Exceeds expectations | Meets expectations | Revisit | |
| Student understands and knows the 11 propaganda techniques. | |||
| Student created a propaganda message that fits into one (or more) of the 11 techniques. | |||
| Student presented their assigned propaganda technique to the class. | |||
| Student located a current example of propaganda. |
Resources
Judging Propaganda
Listed below are the names of propaganda techniques, followed by specific examples. Match the name of the technique to the example by placing the letter in the box.
a. Emotional appeal f. Scientific approach
b. Glittering generalities g. Snob appeal
C.Testimonials h. Card stacking.
d. Bandwagon i. Transfer
e. Plain folks j. Name calling
- These are vague, nice-sounding descriptions of things: “Have a lawn that makes you proud.” “Get the biggest bang for your buck.” “… stronger, brighter.”
- This appeals to your sense of home and family: “Lemonade, just like grandma used to make.” “The hearth-baked goodness of whole grain bread.” “It’s as American as apple pie.”
- This is a direct line to your fear, anger, pity, or sense of humor: “Don’t be bullied into paying more taxes that you already do.” “If you know the feeling of a dead battery on a lonely road, then buy …”
- Since many people want to do what everyone else is doing, you are urged to get onboard and join the crowd: “Be like Mike.” “Keep up with the Jones and make your home the best it can be.” “Join the younger generation and vote for …”
- One blame problems on a group, person or idea: “Our downfall began with the other party.” “I inherited the budget deficit from my predecessor.”
- One only presents one side and hides the other. One only presents what is favorable or what is unfavorable, whatever serves the cause.
- These refer to people who are either unnamed, unknown or famous who have something positive to say about the product, issue or candidate. Everyone is made to sound like an expert: “Most experienced mothers depend upon …” “These movie stars are voting for …”
- Tests, statistics and pseudo-scientific jargon are used to be convincing: “Four out of five dentists use …” “Research shows …” “The polls show our candidate ahead.”
- These give the impression that people of elegance, wealth, good taste and intelligence will buy the product or vote for the issue or candidate” “When only the very best will do, buy …” “People of status will vote for …”
- One groups things for a stronger effect. The following combinations of traits do not necessarily go together: “Young and joyous,” “think and juicy,” “old and wise.”
Examples of Propaganda
Works Cited and Resources
ChangingMinds.org. (2017, May 21). Name-calling. Retrieved May 21, 2017, from ChangingMinds.org: http://changingminds.org/techniques/propaganda/name_calling.htm
NC Civic Education Consortium. (2017, May 21). Propaganda and Spin. Retrieved from StudyLib: http://studylib.net/doc/8877067/spin—database-of-k
Child Abuse. 2012. Photograph. Child Health Foundation. Child Health Foundation, 9 Mar. 2012. Web. 21 May 2017. <http://adsoftheworld.com/sites/default/files/images/childhealthscream.jpg
Perkins, Matthew. “Food and Society.”: Subway Sunday: Eat Fresh? Blogger, 16 May 2014. Web. 21 May 2017. <http://foodandsocietyathanover.blogspot.kr/2014/05/subway-sunday-eat-fresh.html>
Proactive. Digital Image. Propaganda Project 16 May 2014. Web. 21 May 2017. <http://propagandaproject2013.weebly.com/commercial.html>
Williams, Morgan. Digital image. WordPress.com. N.p., 9 Apr. 2013. Web. 21 May 2017. <http://morganjlw.wordpress.com/2013/04/09/arguments-get-on-the-bandwagon-american-wwii-propaganda/>
Beneker, Gerrit A. Digital image. Library of Congress., 1918. Web. 21 May 2017. <http://www.loc.gov/pictures/resource/cph.3g09651/>.
Burger King. (2013). Big taste. Less fat. [Advertisement]. Retrieved from <http://propagandafoodcomms9.weebly.com/card-stacking.html>
Under Armor. (2013). The advantage is undeniable. [Advertisement]. Retrieved from <http://www.keywordsuggests.com/F2V2*C6Doj5eueL0gE2wu24qFAerMHUz%7C3dG0YXV4ts/>
Corona. (2014). Find your beach. [Advertisement]. Retrieved from <https://s-media-cache-ak0.pinimg.com/originals/97/ac/5b/97ac5b722fa2ae88c5fb738b6b1bb7b1.jpghttp://www.keywordsuggests.com/F2V2*C6Doj5eueL0gE2wu24qFAerMHUz%7C3dG0YXV4ts/>
Hopps, Harry R. “Destroy This Mad Brute.” Digital Desk., 1917. Web. 21 May 2017. <http://www.digitaldesk.org/projects/secondary/propaganda/destroy_brute.html>
The Concensus Project. (2011). Climate change is real. [Advertisement]. Retrieved from <http://theconsensusproject.com/#sharePagehttp://www.keywordsuggests.com/F2V2*C6Doj5eueL0gE2wu24qFAerMHUz%7C3dG0YXV4ts/>
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