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BD 089'266-

. IUT2ORTITLEpiSTiTUTION

PUB DATENOTE

AVAILABLE FROM

EDES gam.DESCRIPTORS

ABSTRACT:

DOCUHENT RESUEE

CS 200 836

'Evans, Donald J.; And OthersThe Teacher and the Newspaper; A -Guide to Its Use.American Newspaper Publishers Association Foundation,Washington, D.C.:Jun 6674p.i Published by the Flint Jouinal, ?lint,Hichigan* d .

American Newspaper-Publishers Association Foundation*Dulles international Air.vort,,P. O. Box 17407,Washington, D.C. 20041.(S1.50)

BP-$0:75 HC-S3.15.PLUS POSTAGE*English Instruction; Grade 7; Grade 8; G.Tade 9;Grade 10; *Instructioual.Aids; *NeispaperinfReadingHabits; Readimgr.interests; *Secpndary Education;Teaching Guides; *Unit 'Plan

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,Designed to help the secondary'SChoolLteicher,particilarly at ihe.junlor high school liviel*.-tkis:booklet OtefentSways in which-the daily newspaper can be put to use in the classroom.The first part of the booklet discusses vays'in'ithiCU the:teacher CAA.become better acquainted with the'general:reading habits of .thestudentSAincluded area readingAulstionnaire and an interestOventary test). The second section'asks..(1)..:How important is: it'read:a nawqpaper?-(2) What do people_read-in:newspapers?3Y.Hcii doyour-parents read the newspaper?'and (4) How should

Aead.the

newspaper? The third. and largest section discusses the newspapek As- a,teaching aid for specific courses* as'a.means of interesting slOxlearners, evaluate mass media* as an aidto developing- readinghabits, as a source of writing'examples, and as a.liiang'textbcok. .-Newspaper.units for grades ? -10 are also provided. The bookletconcludes with a section on the bulletin boarde,scrapbook, verticalfile, and the use of the library. Appendixes providean outline foralocal workshop; a survey'of leading newspapers; a list ofsuspensions; mergers, changes* and'new dailies .in 1960;-a list of thenewspapers with:the largest circulatiOns; and a selectedbibliography-. (HOD)

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TIE TEACHER AND TM NEWSPAPER

A Gui de:tc Its Dlite

DONALD J. EVANS t.M.A. Political Science

McKinley Community ,Lunior High tchoOlFlint Public Schools

141N

THOMAS J HERRONM.A. English `

Itorthern.conaminity High SchoolFl.int, Public. Schools

.JESSE G. MOORE,.

M.A. tocia.1 studiesLongfellow Coaranunity Junior High School

Published byThe Flint Journal'

Flint,. Michigan

1eeping textbooks up-to-date always has been a problem. Not onlyin the area of history, where this fact probably is most obvious,but-in almost every other Subject, a book is outdated when itilee.ves, the press.

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In today's World, in..fwhich events move at an increasingly rapidrate; the problem becomes even more' acute.

That is why the decision of the Flint Public -Schools' to Ocperimentwith use of the newspaper,in the -classroom is' viewed as an excitiug --

venture by.bdthedifeetors-'arie-rj.'uses outlined in this booklet indicates that the daily newspaPer can .4

serve many functionsin helping keep classroom study.up-to-de-i.e..'

In addition, the hope is that pupils will develop sound newspaperreading habits. that will Stay with them throtighout life. Following

-.current, events is not only a disirable pastime,',but a necessity in

this Space-Age world.

The Flint' Journal compliments the, authors of this guide and

.Flint schools 'on this forward step in meeting modern-educatio.n needs.

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Ralph _Curry, EditorThe Flint Journal .

C' r ,Tss.

ACKNOW:EDIKENTS

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)21ifivolget-is tie result ,of the eforts of 'many. individ;a24:.The authinmfespecially., Ifrish. to thank, The Flint Spurnar'for ,

opportjasity toiattelad "The 'Newspaper in-t.he Clssaroom":--Yorksbopsat S2tude university and the University of Iova. wheie: Many -ideas were gathered; 'atsd for the opportunity to'vrite .

teacheris'i-urde.. We should also like to thank the Paint. PublicScbtiols staff end the :Board of Education 'for their fOrir.ardoutlookr'Prank-6;;Maiicherter,-Hithianities7contbltanti-fbr:hisguidance; Sanford,Rtttlins goNin.ley Ilunior High,for his hell') with the experimental newsiiaper prograth, ,and ,

finally' the classroom- teachers for; their helpful:criticisms .

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'11w.cpu sTARtER,'

Student InventoriesStudentl4terests.

Student Oilentation.

READIO k NEWSPAPER .

TEACH:DM: 17LTH NEVISiMPERS

11:12e Newspaper itt3 a Teaching Aid In Specific CoursesThe Newspaper as a Teaching Aid Through Examples

TeTabOok,The Newspaper -as -a Teaching 'Aid. to Evaluate Mais Media '-The Newspaper as .5- Teach.tng.'Aid for Slew Le,arnersl!lie Newspaper as a Teaching Aid to Develop Reading HabitsA-gewSpaper Unit for peyenth:Grade .

A Newspaper Unit' for Eighth' GradeA Newspaper Unit for. Ninth Grade.l'A,NewspaPer -Unit for, Tenth Grade

USING OTHER IDEAS

APPMDTATSe

A Local- WorkshoPLeading Newspapers

- - Suspensions, Mergers, Changes, ,and New Dailiei-- Newspapers Ath Largest Circulations-- Selected Bibliography

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DUCTION

Assumptions

The purpose of this booklet fig to help the secondary schoolteacher, .

atthejunior high school level, wholiesiresto use the daily.newspaper,in the classroom. Teachers who haveused the newspaper foryears willfind many of their ideas' in this booklet,.while teacherswho have never used newspapers will discoversome- suggestions forbeginning. Emphasis is upon punier high:learning.activities, althoughit is hoped that senior high teachqrs will Mast least a pOrtion ofthe idea's...usable at their.leva... -The-material is arranged so that--the.teachercan use.n.eWspupers frequently'or ingrequently. -Like.Otherbooklets of this types this is. only ad:aid, not's. panacea.

Newspapers in the c lassroom ahould be studied-within.the broad contextof mass commUnications: Most:Students.havetoolittle understanding'of the.role,of mass cOMMunications in their liveS. The influende ofmagazines, radio, newspapers,,television, and printed materials uponchildren and-adult#'is-ohly'veguely.imagined bt the average citizen.If possible, thecstudylof the newspaper should take place alongside,'the other mass media.

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In this technological ageof.mass production,dmabuidincematerial is available to:the teacher.' There are.ciassroom magazines,,pamphlets from insurance campanies, embassy handouts, and government,publications, to mention only -a minute portion.' Printed material-comeBby the ton. It is a challenge to use just a part of it. Each

s. piece Of printed matter Must have some practicalhvaluecto-the4eacher.sand the student before invited into the Classroam...The daily

1 newspaper can serve as well as any other, tool in the classroom provided

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it-is used'ilpnly for the purposes to which it, is best suited.. 1 : ..

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:.paily newsppperb are for the general public, They are. ff,..commerciallenture. Since they are not constructed forclaseroom use,tIk'Y have limitations. A little reflection wily reveal tfie.most'' .obvious of iqse'limitations. Nowever,ethe purpose of thug book31t.is not towesent the classroom limitations of the daily Fewspape but-to presentosOme of the ways_ in which the' daily newspaper can.be7put: togood use in the. classroom. . . -.

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This booklet is based upon `Several assumptions about teachers. One id. .

that teachers read the newspaper. NOothdr- media can communicate in \the fashion that a newspaper does. Newspapers provide the great major;ty. .

of our. daily neon. Without reading some newspaper each day,-a teacheris uninformed, and may' be misinformed. .True; some.newspaioers,infdrm .\

more than others, but.thie-in no way dots aw4,vith.the necessity Of\...reading a local newspaper every day, wherever local may ,be... g

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Teachers who read newspapers7will consciously or UnconscipUsly teachthe value of newspaper reading to their students. Some.--teaifiewhoare anxious abolat teaching effectively will use those techniques in theclan room that will interest their students. For this reason, even those.teachers who' are not newspaper readers, 4 small number to be surd,'will..perhaps be interested in this booklet.

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Some teachers who have the newspaPer kabii ma find .this booklet iop.elementary for their use. Most teachers have iiiientive minds. .Thosewho see some value in developing-the newspaper reading habit.vill alsodevelop -their awn techniques,of teaching with the newspaper. -Therefore°,the.tee.hniques included here' are those which appear to, be of the"greatest value to teachers. Not all of .them have been tested by th e

- authors. Many of theit have been.

_Newspapers are to be read. Any other use is secondary: Likewise, -

'those techniques, ideas; and activities which dO not bear upon thiscentral point are secondary. -A math teaCher may use the batting-average ofa baseball player to teach some mathematics./ concept, butthe teacher. who uses the newspaper for this purpose-will strike out:The newspaper should not be p. gimmick- in"the classroom, put a tool oflearning. 1,2e effort of. using the newspaper totigure batting averages'misses themark. , No matter how newspapers; are used in the classro62a,,_reiding.S..he7ris of .,primarximportance. Therefore, only those methodswhich emphasize newspaper 'reading are'constdered'.

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Problems.

Administrative Problems. A teacher who does decide to*u.se the newspaper'Should be aware of some. of the problems invoived, These .probl 'elis lie

in. three broad al'eas. of

,be

the first can be called administrative.Some administrators' may be -indifferent to --the use-'of-'-the .newspaper inthe schoolrooia. Leek oft knowledge or acquaidtance with- the benefits ofits ,use has more likely. than not broUghttabout this irldifferenee:. ..Other

adminiftrators See -the use...of the newspaper as a...step toward revising'the curriculum. This -need not be the case-: Some helpfUl Suggestionsfor Avoiding this point are to 1:le found_ in this booklet.. Lack og *fullersa standard operating' drawback for 'most new programs, may prevent or )

edelay the entrande of the newspaper into classrooms.:. Resourcefulteachers ,and -forward-looking newspapers tan laelp to -solve: this 'problem:Nevertheless, there -are real idministrative 'questions to be'anniered inafew school distriets. :The selection of., a newspapr. for -schoOf Vse in :-an area where more than one newspaber operates has troubled' some` educators..

Staff Problems. The second area includes the values, personalities, and.prejudices of teachers whia), often.preveq the newpaper,from being used asa tool'bf instruction. Some teachers,- who otherwise might use. , the news-Papir, fear adverse criticism'fran coLleigUes. This criticism caur, .ofcourse, have a basis in almost. anything, but the teacher who -uses the -

newspaper 1i:tithed/best Possible way will soon silence' the critics. Theteacher-who invents a way to use the newspaper 'just tobe using it Willbe. criticised; as any teacher-who forgets -that newspapers are to be'read: -

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A feeling of inadequacy, derived from lack of aledge about methods ansources.. of aid, prevent some teachers from wing the newspaper. in theclassroom. ;7bio b6oklit is a partial answer to iff problem. ManYteachers .believe that the proper study. of the ne paper belongs just in-the 'social Studies. Perhaps this is true, especially if by study is

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meant detailed study. NewspaPers b.re socia3.-Institutions,' and lie# such, fnd a logical place in the social. studies. Yet, as a general

,rule, .newspapera can be studied in those-subject matter areas whichemphasize' reading skills .

:45A few' tea.chers beliee that. the study of the newsps.per,shouldbe*limited to certain groups of students." significant-role sof themass media' in our society, the need of 'all cis4zenS to be int6rmegl;and the practical necessity of knovi4 what a newspaper Contains,all are targumenth against-limiting' study, to: just` certaingroups.

The fear Of arousing adverse .rea.ctioxis'and getting involved in con-. issues 'can be 111- limit:ing- factor. Teachers inAo shave usr..-44

newspapers..berm :hot: found this problem- a; serious one . Discretionshoild .be =practiced: The teacher who wishes to vitality tohis teaching yill,find that the newspaper prOmotes.diacussion andcaasi2enta. SinCe teachers are encouraged ',to present both sides of ..controversial .issues, the problem Of. controversial issues throughnewspapers appears to 'be alliost' groundless :

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More serious and realistic problems-ivy, to' be found once the. teacIfer,.decides to 'user newspapers. -There is, always-the problem of:the newspaper.?omes into tie clasproom, ,some-thing- else must ',441veThis *omething.may be atoiarge as.a current events newspaper.orZassmall .as , the questions at the 'end .of the chapter in the ,textbOOk.There is little' time, bitt there. are many Ish makes sense to'..useonly those- aids - .which accOmplish the goals etfectiliely "and- ixless time.. ;The hewspflper is one aid. .D.4pending upon- the classroimi'situation,- it may be the best one..

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Difficulty in obtaining the required number and variety of newspapersis another prOblem. Of course, most students can bring newspapers fromhome. SOIZ4 newspapers are available at a bUlk rate. Others can be.1mArch§ned at a reduced rate. Some can be ebte.inpcl,ftee On_a trial

. basis.. Subscriptions will. bring irarie7. --Whether -to-use--.a-morningor an evening daily causes Annie concern. Of course, whfxr tyiere' is no'choice, this problem is 'absent. Both morning- end-evening 'editionishave, their adVautaged. The morning newspaper .brings news to the class-room often before the -teacher lias hti.d the oppoitunity pis findingplace, for it in the lesson. 'Afternoon and evening editions offer lesstimely news, since the newspapers will nOt be in class Api14l the nextday, but they also give the-adveintage of- allowing the teacher timework the news into the lesson. In addition, theistudent's reading*

habits . outside of class can be measUred in part by the commenIs ih .4efollowing day's discussion'before the newspapers are disfri'buted,.studied, or discussed.

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4 . ..Mechanical problems. "Aim do.I.begin?" This question is. asked by each.

.. .teacher who decides to' study. the newapaper for the first time. Experienced.teachers will have worked out a comfortable point of departure.. Someways to begin.are suggested in the body of this booklet.

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Once the inexperienced teacher decides to use newspapers-l mechanicalproblems may arise.,. Hai are the papers to bd distributed? Row should

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e they be collctecil? Haw do you dispose of them? ,Bach, situation is

different, but some suggeationi are offered.

One newspaper ors several' newspapers in the classroom do not present

,these problems. However, whennewspapers are available 'te each member

''of the classi the problems'of.dietribution;tollection, and disposal

need, to^be solved, Deliverit'of the newspapers to' the .building should

'be.'in a. convenient and appointed place:. Jazilitors, custodians, or. 'buiading engineerswhichever yon,haven-can then deliver-them to the -

._:roca.....iloys can do this equally. 83 When the.reis only.one bundleof newsptgperss. the library might serve as a tkonvenient dist,ribution,

: - "" point: Newspaper :units undertaken in the 'librai7 make such an. arrange-.

meat -an added convenience. ^

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Once, the 'newspapers are .in the room, students Can obtain theek atdoor or receive-them at a time convenient' for the teacher.. As artteacher knows, the beginning of the period is not always ;the best timeto piss out reading material. When editions are large andhave many'sections, it is sometimes convenient to pass out only a specific sectionor sections.. Unless the newspapers are folded neatly together again

after class use, w:they become difficult to handle d are untidy. Like-,

.wise, the room shoUld be cleared of newspapers about every other day tokeep the room neat. the -important point' is to develop a reeular'srybem..

Once out of the room discarded newspapers become somebody else's problem. ..As 'any. houseitife knows, old news apere are ulky and their storage sod*-

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times presents a.problem.,.A rary stor area is needed.. Too °many

'newspapers can create a fire has . But the di.sposal of nevispaPers need,

not frighten away potential user . An arrangement with Goodwill Industries.

N.. or 'the Salvation Army to. pick ih m up on .a.reguler has.1-s oen. solve this,. , ,problem./t. . ,

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These afe,sonie of the administrative, staffs and mechanical. problems. -..., ..

Recognition of them before tieing 'classroom. quantities will be helpful.

,. Teacher Motivated Apiroach. Whatever the quantity of newsimspers, tetkcliers',

will approach thevstudy of newspapers in three general' ways.' first is

teacher motivated. Units are constructed by the teacher.. Illustrationsand ideas arise from classroom discuseion. NewsPapers are used to meet.

sp?citic classrOoth aituattons. Teachers whouse newspapea fo7 zIo morethan-,bulletinl boards employ this approach It is time honored. It is

*.# effective.. 4.

New aper Service. Approach. The newspaper service, apprdach..is another waSr.'

,to, study, the newspaper. Teachers..in' large 'metropolitan: areas. find. this a

4orprenie t 'plan 7M-trot:ill subscription such- newspapers as the'''Nev-.- York

Tithes, t Herald: Tribune, the titiore Sun; ' arid the dleVeland."Plain-

Dealer, specific services -are a lablee There are kits, tests, units of

study, and booklets .available_ fo use 'by _studerit's and teachers . These.

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services are Under the-direction of the educations i departsents/ofthese big ;city; rapers

,.._ iGraded Program Airproach. The third plan. _might be called sthe graded' program approach. Thisacheme involves overall'planning within the

schoorby social studies ors-English-departments", or through curriculumservices. It is based on the 'premise that the newspaper 1r:ding habit

___.. is developed, by'reading/and stadi4g _the ,newepaper at ,-several_gradelevels. Shi43 type .of program is sugiested in the "chiipter about read-ing

No matter Whak. is followed. the authors hope that the use. ornewspaper: iii the .classroom; aided by this booklets will have the

outemers

N.that the teacher will . accomplish his classroodl.objective..

Second, that his students will be more loiowledgeable abOut mass media,especially the newspaper.*

Third, that these students will be helped to aCquire the newspaper'reading it; , , ', ,

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Fourth, .that teachers-vililuee, the newspaper as a timely suppleientto olassrocke instruktionk: .1

_ Fifth, that better 'conmemity vill emerge peAause its citizens arebetter informed. \"

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SiiLth, that better newspape

3.

,NEWSPAPER'S MAJOR 'PAM' IN =OS SRO lit IN SURVEY AT ABI. IMES**

New Ydrk, (4/- Newripitiers play =Anti:mate part 1.2L:the petal:ma livesof people at all'social levels. This was one of the findings reported`in a survey.conducted by the Vures* of Acivertising of the American News-.paper Publisher( Association ins daily newspapers' readingThe shrvey'fowiii' a sense ofparticipation:beyond the ieading of news.-.Readers p out items. They save, some -clippings. They visit the" news-.paper. They telephone" it They 'Write letters( th it.,,

-The study showpd that One- or more newspapers' ere reed every weekday-in 86.4. percent of the 54:millioh.hoUsehciads in continentelvUnitedStates. The -newspaper reaches evel'i segmeaThrthe American- public.Ith highest 'conceitration-is with the';higher-incomel better-edu6ated,'

.-pore influential people. In,reporting the part the newspapers play IAthe readers' lives, the survey, produced these findings: ...That 53 peventof the readers have clipped -some item other then..allvertising In the lastthree mbhths; 27 percent still have. the clipiiiigs; 18 have sent the clip-.%

, 'ping to scerb.ody, else; 28 percent have clipped advertisements;. 15 perceriprecall blijg..t.he produtt. 'Also, thiit 43 percent have visited fheirnewspaper' office 'or plant; 45 pereeni:hove afivitr-Va.c1ments; 23 per cent hale'Arritten or telephoned newspaper for information;

sand .8'. perCent have written letters to the editor. .

The Bureau of Advertising, with the American.Assoadiation-of Newspaper. 'Representatives aa.co-host, .presented the 'find,ings, at a meeting -or .900business, advert/10s% .and press executives at the Waldorf-Astori4iHote4today., Tice survey was financed by six major, Canadian newsprint =mesa-turers,00mprising the tewsprini.Informtition.Comittee. The bureau, called-

A the study the moat "co*rehensive ever niade ofithe reading public. It .

said the project invdlved 4,826Inerkoleva with individuals 15 years atage or older, representing.-2,449 hougehaldsjin 622 sailing areas.

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Other findings of the survey: Of the 54,

illioihouseholds, 80.4 percent,..buy anal .read' at least one paper, on an average .weekday aiad another 6 ..percent read .one or more, Eighty percent "of.the nationIsadatt: &tea .72

. percent of its 13 million individuals between the ages of 15 "lad '20..readnewsparon any given weeXday. _Seventy-one. percent of the time the

newspeiper reaches° the reader by regular home..deliver.by e newspaper. bOyustua.14; and .by 25 percent of the cases, -the newspaper pis boughtat -a store; a news4and- or a- self -

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regular pattern of home delivei7," Said Dr: Leo Bogart, the.buresu'svice president for marketing;. "provides' the, basic -context for the socialrole of newspapers as a family 'medium." "Tiro- thirds of the people have a.habitual time Tor .reading' the newspaper,' the survey round. takeSplalce-St every time 'of the .day.. however, the\newspaper Is. not normally ..

read at a single sitting.- The typical reader 1?icks.up and loOks- into his-paper 2.4 times each weekpla*.' It said newspape\r reading. is about 48 high'in the suburbs as.-it is in the metropolitan areasi, where it ranges from.89 93 percent. "The pgople -were asked ',to, describe," the bureau renbrted,"how they would feel if.they had to, get along-without television and with-out newspapers'. The response, would feel quite lost

byit,' yes .

selected' by 49 perceht in. the case of newspapers, and by 29 percent in thecase of television,' ,* Flint Journal, November, 1961.

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4,

Gettink StartedSTUDFITT INVENTORIES

"Dy the time the child domesto school; he doesnot come as a tabula rasa to be vritten'upon as-the cuxriculum directs. He comes with a systemOf interests, which determine-in a very largemeasure what hewill see and hear, what he will.remember and forget,.what he will think.and say,and whathe.will do gladly and what Ile will doonly under duress.!'l

it is .perhaps a truism tb state that the teacher must know his..students; the subject matter, and hiself in order to teacheffeively. "To know thyself" is the p(-4at.of departure. forso much that we dot The more yo4 know about the press, thebetter you can teach dbout,newspapers. .Likevise the ;better"you-know-your students- and-their-reading-babits-the-greateryour chances of successfully teaching the use oethe'newspaper,to these same students.- There is 'no substitute for knowledgein the 'classroom.. -

. .

-The following methods are suggested as ways of getting to,knowyour students. They may not,be as delightful as Anna's.approsphin ms:JungEal when 'she sang."GettinitO Know.You,"bUt:it ishoped that. through these:devices you. can becomebetter acq4intedwith the general reading habits of your pupilel'Of course, thesemethods Should be modified to fit your own school situation.

.

..

1,Getzels, Jacob W. "'The Nature of'Raading Interests: PsychologicalAspects:" Developing Permanent interest '-in Repding. -Helen M.

',Robinson- ed. Supplementary Educational Monographs, No.'84..ChIcago: The University of Chicago Press December-1956

A_p..6.

c

A questionnaire!of the atudents* reading habits may yield valuable

-informftion about the class. This questionnaire can also be used

to. evaluate your teaching. If so,.it should be given at both the

beginning andthe end of your unit on thelmewspiper..

READING QUESTIONNAIRE

to you.like,to read?

How many newspapers do you read?

How many bobksdo-you read,in a school year?

k. To what newspapers .does your family subscribe?

5. How often do you go to the library?

./ ,

6. From what douTce do you obtain Most of your information dboUt

cUrrenUevents2

LL Newspapers. TV .''Lectures -

Magazines . Radio .(church, school)

Conversation Other,pnintedmatter- .

Eatimate.how many .books you have at hone...

8. Which Maga*ines'do your family subscribe; to and/or buy regulatly?

.

9. AMong the bOoks that you' read) ao you-readpaperbadks?

1

10, Eo.you're'aa well?

In order to avoid having students give the answer which he thinks'

the teacher may be looking fot, reword the questions the second time

',they are asked..4

A school survey, conductedby-the clads0.will stir.interest in the.

newspapv. and also provide the teacher and.studentewith Insights.

into th'eteadinilabits of the atudent'body.,The results of this

..type of survey.mayAe used .to orient the students to newspaper study.

Three. questions, are needed: 7More'may_be askedibut should be limited

toz'workable number. Questions. should also be limited to thOse that

could be answered, only by adingthe'newspaper.-, .",

sEHOOL SURVEY

1. Who is Ann ;.anders {columnist)

2. Who is Charlie-Brawn? (pmic)3.. Who 4; Doug Mintline? .(sports editor)

-A..generarknowledge test of cUrrent'affairs dill reveal theextent to which students need to be better informed. Ideasfor theie questIonacancome from newspapers coverinethe

.. previous week or the previous three months. Avoid - trickyquestions or those requiring a'detalled knowledge of current.events .

CURRENT AFFAIRS TEST

. Who is the President of the United States?2. Who is mayor offFlint? s'3. Name the-current news story tbat interests you mop4.-- What team won the American League pennant last ear?5. What part of the world do you think is .the bi est trouble

spat right now?6. Where will the next World's Fair be held?'7. What was yesterdaY's banner headline a t?8. Who is the governor, of NIchiganf9 What was the latest space probe?

10. The letters NATO stand for what organization?

If written answers about newspapers'are not Aedired, the teacher.may find it convenientto*sk students what they think of the'daily newspaper. :Usualiyo3tudents will give their opinions if,questions are properly.phrased. Such questions as the followingcan be used to get started

A

,OPINIOWWESTIONS. 1 .

Da you think your ngwspaTer has more.columns of news or/aavertiseMeni?.

Is your newspaper attractive?What would you like'to see ia yoUr newspaper?

Reading FlOcOrd

Shbuld youdedire more specific infoimation tbut reading habits,you -may want to record the types of,-article read by, the classfor the first several. days that they read th newspaper pi class..After'three to.five minutes of free readini,,,:sak the class towrite down thelieaaings and page numbers of:the'first threearticles in the order that they are'read.: After cataloging the -

results,: you will probably find that the class has a wide rangeof reading interests, but that generalizations abouttheir...interebtsban be made.

A NEWSPAPER QUIZ

Instructions:: To determine students' knowledge or, the-newspaper,have them take this newspaper quiz, Students.should placea. letter (F -Frequently:Read,-0 .Occasionally Read, N Ne140e'Pead),ln the'blank space opposite the item found-in theirloCal:newspaper. .

. .... .4 ..... - - - -

Hall\igan tteen-age-columnist)Advertik4ementaidiaOleY)Ray Tucker (news analyst)Front PageWilliam Kulses. (Lansing correspondent)SportsFlint SparksWeather ForecastWorda, Wit; WisdomRadio and TV ListingsAll Over Town .

.Captaia Easy.(cOmic)Paul 1411tich (Washington correspondent)Vital Staiistics .

Classified'Ads

.01

10

Another method, for finding out about interests in to give, aninterest - inventory test. A committee can be formed to tabulatethe results and give the information to the clads.

INTEREST INviiToRr TEST

1. Do you read a newspaper?Almost every dayOccasionallyBarely .

Row, long do you spend in:readBbur°

What part of the newspaper, do you turn.to first?SportsWomen's pageEditoriilInternational-NeviNational NewsState NewsLocal NewsWant AdsOther (name)

What do you enjOy most about newspapers?

00

4.

/

=omit IngEttsts

"The content of newspaper and mumplvineais-like a s

ladder from the comic strip and the picture, forthe beginning reader,, to the article about devalua-tion of the pound, for'the educated, Older reader.The patterns of ,interest change with,pdhool.grades....The general pattern is away from the comic book andtoward more important information. The peak of comic-took reading seems to'appear'in Grade VI and to'decline throUgh junior and seniorhigh school. Thepeak of comic -strip reading occurefram.age ten tonineteen years. with almost a linear decline to 'agesixty and older. The. change is quite large; itranges from 74 percent readingAhe comics at agesten-to nineteen to 24percent at sixty years andolder."

After finding out something about your students' reading habits,\_you are irepared to take. the next step. Interept.them in the news-\paper. While prior contacts with the newspaper largely determine.whether they are or are not interested, any further change intheir-interests is-determined by-four factors./

\ First, those students whO, can read well will bAnterested in the`newspaper. They are able' to take advantage' of any part of thedeVspaper simply.because'they. are able to read. mos of it.. Poorreaders are limited in their enjoyment of a newspaper as theyare of other types of.literature. If students can be'helped todevelop their 'reading skills, they will be more interested instudying about this mass medium. , °

Next, individual reading interests vary according -to the subjectmatter,, and students will be interested inC.reixling the newspaperif some of these interests are satisfied. To have a class Of boys

*who are interested in baseball, and to begin a study of the news-,paper about the time baseball season.opens.without allowing theseboys to satisfy their inteiests by reading the sports pages, is,asking for failure. Time spent each day: in free reading.satisfiea.many of these interests. Permitting students to read the newapaperas much as 15 minutes per day at the start of the newspaper unitwill stidulate interest as/you-move into the.unit. The pedagogicaltechnique of going froth a'known interest ,to new knowledge.is appli-cable here.

Three, student interest in the reading and studying of the newspaper,will be in direct ratio to-the type of newspaper "available to theclass. An interesting, newspaper will interest students. Goodpictures, well written articles, and clean words all add up tointeresting reading. Ea412 edition of the newspaper contains as

2.. Swanson; Charle E. "Procedures and Effects of the Printed-, Media," Mass Media and Education, Nelson B. Henry, ed.1

Part :I. Chicago: The National Society for the Study oEducation; 1954, p. 156.

0

,....

12

many words as a. textbook; each edition must, meet the claisroom,standards of a textbook, if it is. to be used in class. Also, thereading level of 'the newspaper must be appropriate. The New YorkMirror used in United States history class of senior honor studentswould be as out of place as the New York Times in a remedial readinggroup. However, this value meor conflict with- others;-such as :the-

importance of reading the ;local paper,' in which case a priority sinterof values mast be established and a decisioit made whether. to use thelocal newspaper orito use sit even though the reading level might notbe appropriate. DO the advantages out-weigh the disadvantages?

Fourth, as-irit.h any subject, teacher interest will often determinestudent interest. The teacherwho is energetic and motivated willreach most of his class. Yet, enthusiasm cannot take the place ofknowledge and t.he teacher who has stadied--theriass-dia--will wider-the scope of student interest and knOwledge. --Emerson has 'said -.that"nothing great was ever accomplished without ent.husiasm.n. Likewisewith good teaching.

Specifically, Iih. techniques can be employed to stimals.te interest?Here are soine'P9ssibiiities.

Teachers may appeal to the studentts desire for the u.nusual,. different;and the new. Indeed, newspapers are construsted around this human..desire.

1. Read old newspapers. The Nev 'York Times,. and other 'papers, oftenrun off new -copies of historical editions. Thee trast withtoday's newspapers is both educational.and amus '

2. Display uhusual headlines on a bulletin board. :-Thesem4r be of the"man bites dog" variety or of a more serious nature. Placing 'tifo--weeks , of banner headlines in secrience on, the bulletin-board willdraw some .s.ttention.

3: Examine foreign or out-or-state newspapers.'Ask,,your students for example of the ':new."

5. Hang the newspaper by secti6Os on the will. A half. .dozen clips, ona 'wire will -hold five' secticIns. The fact that the newspape'r hasnever been hung on the classroom wall begore new. wad at leastone student will make inquiry. Q a

6. 'Another 'way 'to arouses interest is 14 appealing to the student'sdesire to solve-a problem. Prepare questions baded day'snewspaper and hiave students-search for the answers.

7. Bulletin board quizzes, in which newspaper articles and. picturesate used, are often effective interest arousers. =

Also, teachers' may ,appeal to -other pers nality,desires and 'needs i

1. The young student's desire for,a.dven, ure ca be satisfied by a,s,tour of the newspaper plant. , :i.

. ,2. NeWspaper stories that appeal to particular students may be. readaloud. Usually these will .dwell, on the ucktutuai...', 1--

3., DiscUssion of sure-fire topics, such as the teen column' or-AntLanders, are good points of departure. Cau.tion: like fire, the -.

discussion can get out of .control end depart from't.he plumed lesson.

-Group activiti s with the-newspaper will meet thesocial needs .

of some. student

',..Maus, the teacher must know his students who come to class withiarying backgrounds' of knowledge about newspapersand.interest inthem. After satisfying the students'..interest,- you are ready to

:deveipp-the unit, either as'prepireebyyourself'oivith-the-class.011enting the.stinlents-to the newspaper night be the next step in,theunit.

. . .

STUrENT ORIENTATION

Even though daily newspapers are probably quite common to the-

average junior or senior -Mgh-school.student, few will wally be.awareof their format, contents, and.the methods of news iwriting.This lack of newapaperknowledge is notlunique with the youngergeneration' alone, but-iSalSostated with many adult, readers, evensome who are quite'velledacated.. Be this as it may, staximum valuefrom a newspaper can be obtainedonlyWten its readers are familiarFrith sad understand thii7-e-orementiOned-itemW:77thla-EnOWIedge.71s-basttaught before.studenis really get.intO.the use of newspapers intheir classes. Since learne4 newspapers,14111 be much More,enjoyable'and valuableto them, and one of the goals of newspaper use in the.classroom --the ,development of .intelligent adult nexspePer-readeri---will be partially realized. A

No two newspapers'are exactly the same, but all share' a format and.method of news writing which is quite standard throughout the newspaper industry; Each student willhave to hecome familiar with his --own particular paper and have a.gerieral knowledge about all others.

.The following information is for no.aPedific newspaper bUt, withchanges to fit the particular paper. being used,-can be adapted:, tovirtually any newspaperIn the United States.

The rront Page .

A newspaper's front page is its show,ane and, in' the opinion of, the'editoirs, contains the mostdmportant.:newa of the day. Students. ,-

should be taught early .by comparing different papersthat no twonewspapers will haye exactly the.same news stories on the front page.-.Ute editorsplisimily'ina joint decision, willdetermine what news.they ,feel should rate, the front page, by considering the loCai ,

Situation, the prominence of.the people., /asces;*.and events involved)and the time news ds received-.

. . ,

4 The masthead of, a newspaper is located ailthe top of the front paged

and gives such inforiation.:as; : nama; -date, place. of publicationi .. .

\ number of pages sad sections, edition, price, slogano1 total years ofublication,, and'- perhaps a brief weather summaryormehtion of an

.important news article.

.,I .,

4.-

-._

Newspapers try to.arrange news sections and features in'approximately,the same place each day; but since this is not always possible,readers. need to be able to 7 orate the section or feature they wantwithout having to leaf completely thtough.the paper. An index ortable ofcontents ls the method by which most newspapers help theirreaders locate what they. want quickly. This guide is usually foundnear the bottom of-the front page and has its information listedalphabetically . .

4., t

1,. .. .

--Frost pmec, news is-arranged according-to the editors' ideas of itsimportance and the time at which it is received. The major newsetory is found in'thelastcolumn to the right--columneight. The .. -v.

second most imPortant story is found at the extreme leftuhandTsideof the page-lcolumnone. An attempt is also made to group similararticles according to the field in.which they lie.

. .

Newspapers differ in their methods of.handling frolit pageiirtiCles,Same of them start and complete their major articles on the front page;others start them there but finish them on succeeding pages. In both

.

cases, at'.ention is quite often called to the location of relatedr. ..

stones.

It would be virtually-inpoisible to make sense. out of a.newspaper ifit were not for the-aid of headlines...Headlinesserve as titles andprovide brief sumMariesifornews articles. A headline is generally'of two parts--the.Main headline and the "deckewhich are below themain headline and provide additional information.. Students should be..taught that valuable as headlines.are, a.mastery.of:.the news cOl.neyerbe obtained by mere.headlinereading. Headline: information is sketchy'at best and does not always give a balanced picture of the,news whichfollows: This can be pointed out by. having the4tudenta read anarticle (examples of which will appear in almost any paper) which con-tains information that was not even hinted at iv the'headlinds.

A._

.

Top reporters like to'receive.credit for their stories.: This is donb,by having the name'of a story's writer.called a bylinelappear at thetop of the story. A date line is anotherileans of identifying a story.It tells the place, sometimes the time of:origin, and the reporting newsagency of a non-local story.

.Newa writing is of a specialized type, different from any other. Ae

weli written news story presents the news in the form of an invertedpyramid--the substande of the story being in the first several pare-graphs, with the news bedoming less.important or more detailed as thestory progresses. Th6 first few sentences'axe called the lead and ,

contain the most important parts of the story, 'llsually.that.infOrmationon which the headlines were based.. ;Knowledge of pews writing is very'important, especially for,those who have only a limited time fornews-Paper reading and yet want to keep up on'the mai.n.points of ,the news.

15

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N.

Other News Pages

Although the front page is-i_he show page of the paper and containsthe. mast important news, It certainly cannot and does not contain.all of the important news of-the day. _Other pages and:sectionscontain local dews and news stories-that are not.considered important

enough by the:editors to warrant the front page:- If'oomparisonof s-newspaperVere made, some stories on the. insi one:,

paper wouldippear on the front pagesof-another, and vice versa.1

What has been said about the-grouping of-relatecEnOS stories heanr-,,

lines,: bylines,..date lines, and the-inyerted pyramid.style of news.writing is just as true for thelother-*ews pages as it is for the

,front.pagI and, therefore, will not be `repeated

The Editorial Page

In: a goodnewspaper,.n4Vs articles are supposed to be as factuallywritten and as unbiased as is hi my possible. Ihia,is not true'

with the editorial page, which exists for the purpose of preselitag.

opinions. 4

The editors,of the paper present.their opiniOns on'varymis.,Sulijects.

'.These editorials are usually. not sl.gnedand'represent the thinking Of:-

the editors as a body. ,Editorials are not written in.the invertedpyramid form of news stories, but follow the more conventional form,

of informal essay writing.

The editorial page is not limited to the presenpation of the editors'

views, but is also available to express opinions of the reades-of.tha.

nevapaper. Readers.are encouraged to send in their views,on Virtually

--Lany topic, some.stipulations being that their articles be signed,-

(although the signature does_not have to appear in the paper), kept '

within amaximum word Unit, and shod proper- taste, -

Most newspapers present the views of one or more nationally syndicated

columnistson their editorial page. The-views of the columnist-maror

may not agree,with those of the newspaper. Quite-Often.the-writinis

,of .two Columnists with conflicting philOophies or. ideas frill appear,so that the. readers may be presented both sides of important issues. ,

A political cartoon usually appears on the'editorial page. .,Large news;','

..papers have their. own:cartoonists; smaller papersusually:subkribe to/

a synthcated service. Students should be'taught'toUnderstand and

ilterpret political cartoons.

Although the editorial pagels primarily...for the presentation of opinions,

'it may also contain other informations' Entertainment featUres,:such as

4okes, humorous dIblUmniata:riddIes; non=political cartoons,..and.eertain

:short features are typically found on the editorial page.

4*

The Retts Section.fo, I - . .

The sports section, because ..of popular interest,. occupies, a- veryimportant place in a newspaper; in fact, it might be -consi,derect apaper vi;th.in -a paper. 'As such, it has its own editor, editorials,featilre coliznists and reporters. News articles on sports ,are,written in the "usual inverted pyramid style of news writing.

",

Feature Pages or Sections.- -The name newspaper *plies rA;divOted to news,but a 'good newspaper.' alsoquite al:Tew :of Which:. are Concerned iiiths'entertairszaeht.:-:::::3c..--4s- features ,

devoted' to entertainment are.; comics, radio, MA '77 page,,,'' theater, gu desgpuLsles, ,bridge: coluasn stavel ages,

fiction; stor:ies1,=.1ipbbY clubs, and ,otherS .4.141eAumbertdepend upon'7,the size of the ",'paper and- aMOtint: of aread er, ate

NOn-enterfainient, or. news featuiea soy1.211140

'iiage ; market ; statistics,section, .ag4Cnitural.SeatiOn;. hone 8' .

religious;,PageSi-g5hool section; and Othi-.

011-, 7 -

The degree to . which the entertainment andrnoncentextainment features_will appeal to :Students will quite largely depend upon heWiadiyiduel

- students.' Howeier;;the entei-tainment, featiirai; eapeciallys. Often, a good:motivating factor for 'student uee:_of.'the/nevapcipei.,,..;

Photographs Charts, Diagrlams 2.. and Maps

btudents should be shown the value of, piptures eklartS diligrams andmaps in their use cif the daily newspaper .- These aids can -aiake newspaper )

1

reading more interesting,' and enlightening.

.Advertising, .. .

Newspaper advertising .serves a twofold purpbse ; It is, first, of all,a major source of revenue for newspapers:. and secondly, it provides avaluable public service. Lo al- and national advertisements are carried-

- in daily newspapers. 'These, as a rule, amear- on any Page of the news-paper, although.usUally not on the. fiist page and rarely on the editoriiilpage. . ..,.k I %

. .

The- most popular :type of advertisement used ty the. average. , individual is.the clasiified ed, Classified "adVertisements. are; found iris a separatesecion of the paper, usually. near the back, ail& are, available to thegeneral public at a nominal rate.

Flint Boy Third

In Regional MeetPlaces in OptimistOratorical Contest

Gerald It. Lyons Jr., a ninthgrader at Longfellow JuniorSchaal. placed third in apratocical contest Saturday spon-sored by bptimist Internationalin Great Falls, Mont. .

Gerald. 13. of 113 Mazy St.qualified for, the regional compe-tition by winning a statewide con-test lield at the Hold Duran MayII as part of the 21st convention ofMichigan Optimists Clubs.

Gerald. the son of Police In-ipector and Mrs. Gerald R. Li-ons. was sponsored by the Break-fast Optimist Club of Flint.r

o

Ihow fhe classthat local stories are of-Interest and linportance to

44,the community. .

OTHERNEWSti

ARTICLES

July 4 Set1

For AlgerianIndependence

PAWS awn Algeria. likethe Ihitedltates, will declare itsindependence on the fourth ofJuly, Preach governmentisourceslaid Saturday.

On Wadaesdat. era e tlyyears after the American declare-Hon of independence, the ,Alger-On novena:Intl official journalis expected to 'publish PresidentCharles de Girdle's proclamitionof the results of today's independ-axe referendum.

Expected is a lopeided vide forindependence. Ana De Gaulle'sproclamation will officially end1t2 years of French rule. "

The results will be announced=earn Monday. -Oa

evening, the sources add.French High Com. Christian Fainduet es expected to call on Abder-ralterane Fares, president of Simixed Algerian Provisional Exec-etive, and hand over control tohim.

International News: Have theclass find international newsarticles which reveal customsin other lends.

Driver DucksAs Pole GoesThrough 02rAn ekderly motorist escaped in-

jury- loday when a utility-newpony pole. being carried on atrailer, stashed through his wind-shield and out the rear window.

The driver of the automobilewas Alfred Ginnewald. V. of MOS. Gale Rd.The 43-foot.gclif and another

smaller pole were on 'a Consigns-ers Power Co. truck being drivenby Waller E. Novak, 5427N. Geissee Ed.

.The mishap oecurredafter it -a.m. on S. SaginawRoad at E. Decamp Street.

The truck was being .turnedtight from seenew onto DeCampwhen, the e struck the

oleP-Gnmewald told sheriff's den

ties be' did not - notice the polesuntil it was too Isle to atop. 'Khan,when be saw he could not stop,he (haired down, he said.

.

Accident Reoort:'Have theclass, check the lead 'sen-tences of .4he accident re-ports for itrutture and con-tent.

Odds Over Ends

Toilet Tug-of-War Strains SnakePASADENA, Calif. (AP)Col- Titswonh, a graduate student at It took an how and a half for

lege student Mike Krieger wanted California Institute of Technology the toe factions to learn theyto help a friend's 'make work up when -Krieger is an undergradu were at odds over the ends.an appetitie, so he put the 7-foot ate, happened to look into his The men then broke the plumb-anaconda in a bathtub of warm bathroom, unaware of the drama ins and retrieved the snake, bywater in his apartment. next door. The snakes head had now -. perhaps- with an appetite

As frequently happens when appeared In his plumbing. but certainly with little-stentad:someone is in the tub, the phone SW unaware of dual interest, for .further such adventures.rang. each man bent to the task of say- . The Humane Society balk ass-Krieger. 20. returned to find the int the snake.' Mike and two toffy.

anaconda - -which crushes its friendsnot wanting neight.es to Krieger explained that theprey like the boa constrictor know of their pettugged at the warm waterer the tub helped thedisappearing down the toilet. He tail. Bob enlisted two fire depart- snake a cold-blooded tropicalvat hod its tail and started sent imits. several policemen animal raise its body temper!az and a Humane Society worker in attire and thus feel more inter-

In the next apartment. Bob a' try to coax the snake out. ested in eating.

Human Interest Articles: Ask the class to point out thedistinguishing mark of a human interest story.

. 19

, *****"Sror ASKING Fos STALINGRAD STORMS.

TH'Esx Is No Srawacean."

Political Cartoon: Have the----class interpret the message

of different, ediaorial car-+004:

.

U. 'Democracy' .

Acting. Sit:rotary General Thant and Ansbas.o dor Stevenson. ars both against changing thevoting system which given the smallest memberof the U. N. the same vote in the General At?sembly as the greatest The United States, theSoviets, the Indians, have ISIX00.1111 voting powerthan Iceland, whose population is nude 200.000:INs.ntany of us this *sense a mistake. But Mr.Thant and Mr. Stevenson have one point on theirside. This Is that the voting Arystent in the U. N.

Charterend at the Isrelent lime----amethUatof the Charter is politically impossible.

We must face the fact that the U. N. will nitbe re-formed in'anY major way until the boldwar is over. It is certainly not yet a,demooricA

srbut it is as democratic circtimataiices a themoment will allow. Its great kola= are: first,bow to pay its accumulated and expected bills;second, how to use U.N. forces to keep the peaceas they are doing in Gaza.and ai they have beentrying bid° for so many months in the Congo;.third, to improve procedures and to blab" theAssembly ehWWII' deliberative body.

Mr. Stevenson -pointedly abeams that the°United Platioas is a community of tolerance,and a community of .tolerance Ira terrible fru- .tration to the totalitarian Ask long Ss thisla twits w cif W 'attest ta14 rib rerfe.fr t.0machinery,

Editorial N. Y. Times: Have the clasi comp reeditorials of different newspapers.

r.

Sperilding"'WARS UP TAXPAYERS! Do6,

b this stints period of ourgates financial stet= let-Lianas voted to raise their ownsalaries .last orbs. Tbeigov.erno gate /kW arra avlbar,ittGener veum1: secretary -of

ina same; also the auditor

Craljustite of 'the supremeand 'state treason'.

"curt IMO. Legidaters PASphis $25t added to Itheir, UPSnrOnse anotods. The votershod no voice in this. What hasbecame of the govabanent of thePewter.

State esprottlinres are. Tian-least There Is no ,concern for -thos. who Atrustrie 11

60' hart consdenei theywould be . convinced if Anstrolled through the bargainBores and see these people Uring to find sboes'far their dill-drat and :lathing a,pries they

=afford. Thei include gotPoPulation,

lite big spenders. ill' b,big expansion idea exists In our

-ettr- and federal govbrernents -'Ibex vote for eters, Woe

that takos tax money. It is theduty of every 'American dtkento the the *Ur of _Madillspending. England and othercountries ire towering ly:es andcurtailing expenses. Why eastwe? .

Let in hope nt lids lime ofseason of the Risen .1..; brist asJesus has asked:, ''Feed MySever

6 1.2

.. '** 41,Letter torahs Editor: Nevithe students cheek- thh ac-curacy of , the stalinvontsmade in letters to.the editor.

Lo

Poem Offer;ct f or Crificcd Father

ortied Poy: Reassured9,

DEAR_MN LANDERS: I am Accord-big to my lather.. .. And then got stuck with inc...

NI ear .eild and love my Per* Thz* never yell, or lose theirones verA intiii. I hoPe,t1rY lave Ards, ,me but I am not 'awe. Some. Or fight, or be a bother.times they act "Other children,". Father. .*like Os do andsometimes they

.act-'Uke theydon't,_:-.1-11ave somecousins and myfather thinksthey are angels.Especially mycousin Gregory At,'Landeiwho hi One year "older than I am. 'Whenever Ido something that isn't Teffecimy father says lie bets Gregorywould not do-that. .

I want my folks to like ruebecause I have to live here foranother. 11 yeari 'At least. Ca41.you print, some advice.for melike you do for bider people somy, father will like me better?I sure do thank, you. =Charles

ar Charles: I'll bet ,:yourfather wouldn'tirade you for all,the Gregorys in the world. He

b

Just ks Gregory Is so greatbeca he sees him when be'son h est behaviori,v..

Here' is a peem.I hope youwill tear it out of the paper'and hand it to your dad. Theperson who wrote it calls her.

lays,Speak when the are spoken

to,They answer, "please* and

"thank,you"The way I'm supposed to do.

Pm sorry for Any father,

'.He knows uch lotely'Just as us can .be,

childr n,

Zoa.

Fathers are large pie*,Who frequently declareThat "other children" eat

. their meals end tit `straight in a chair.

"Other children" wash theirhands

Entertainment Feature: cois.cuss with students why ecolumnist like AnnLanders is

...widely read.

American LeagueW L Pct. GB

Chicago-. 5 2 .714 --Los Angeles 4 2 .667 thNew York 3 2 .600. 1Oeveland c3 2 .600 1

Detroit ..3 2 .600 1

Baltimore 3 3 .500 11,4

Washington .....: 2 3 .400 2Kansas Oty 5 1.375 21,4

Boston 2 4 ..333Minnesota _ 2 5 .286 3

Baseball Standings: Have thestudents locate other dailyreports and charts given inthe hewspaper such as thestock market quotations andthe kelevision listings. ,

They SoulOftke, PastSurvives

o

"STORIES FROM MOD-,ERN RUSSIA." editid by C;,^P. Snow and Pamela Hark.ford Johnson (St. Martin'sPress, $4.95).

This enllection firmlydispels the fear that Sovietrule Las meant the end ofthe great literary traditionof Rv.ssfa.

True, the party is mention.ed in each of these seventales, but with no mareemphasis than limy Americanwriter would mention countymum; so - and so if andwhen necessary to his story.

WhUe the Consmunlstty is an, Al-pervading factof life In modern Soviet- so-ciety, these stories show that 'thuesa=ple and the glorious

soul Of 19th Centuryliterature remain unchanged,

in the great tradition,the emphasis isn't on plotor polished style. Recordingthe inner realities of life and,men is what` these writersstrive for the capture, onpaper, of, the soul. ,

Outstanding is "One Man'sLife", a magnificiently movingtale of World War 11 toldwith utter simplicity. Thisone is by Mikhail Rholnkhov,

,author of "And Quiet Flows,the 1510'

VIVIAN MARTIN

. FEATURES

T

Book Review Petroilt FreePress: Ask students to ex-plain.the purpose of a review"of a book or rnovie.

The- 0,121i Viss *eared' 12y-the Pole on S.'-SiginaW Bead Dainalii---p Street Today

Photo: Ask students to bring in newspaper photos that tell stories.

SOAP VS. SYNTHETIC''.r rem Cairns', km of Segel ea *dm* Ditmeab)

TOTAL.

r.

9 .1 I

1947 10 '13 y 14 19 Idsvalsr. STATEITICSWhile Amerkans have maintained afairly _steady tate, in their total use of leap and 'you'll:titdebageate since World War 11 (about 77 Pounds Pee Pere=annually), the separate use of each has shown a scissoiliketrend. Use of synthetic detergent reeve sharply' frompound` per capita in 1947 to q mead 20 pounds in 1959 and.-has rezecdned ea this plateau. On the other hand, duringthe same period soap consumption dropped from 24 pounds

to only 7. Data from 17.11. Agriculture Department.

Graph: Ask studelits to interpret' graphs found in thenpwspaper.

tru ovir anik A IL A is epripir 4,

GRPHS

4tEVO1.T AREAHap locates 'Puerto Cabello- acrid basein Venezuela where a marine garrison has -revolted, gov-erment ikfutvis- .-SettLyfty.,;Alsolocated Carapanoii whose' by marines

guiddy oglapeed a month age; (0p Wirephoto Map)' " ' ... "

Map: Have studints find and ute Ai map in the newspaper.

22

EmpkrrnaniDate Bele. Saiespeepiew.

WI SOW' low aa ameba gm owgala stag tot a rain awing

(WI OFFUlt2.101131CTED Sandegs.

OPFORTUTUFf tar advameessoL

IL GROUP' lims4. VAGIMOLSClizat:L 44.14 allawasoL

FOR Warden pima

su 114311

Want Ad: Have studentswrite a went ed or answerone.

-ADVERTISING -

4

Theater Ad: Have the class make a list of the possibleentertainment ectivities listed in one day's newspaper,

GenuineFormica

DiscoetteuedPATTERNS

SQ. PT.

29`imMamMILILO

NationarAdvartised

DuPont

Lutite ...1-1-m...,---___IiPOT PitoitglolsEll'm , .A.M.TilAnsp 1

'1111""' AltY014 54 -Inch : DUPONTPlastic alma moms D LUX

WALL! I

PAINTit S lf WALL 0 RUSS

EN EL-TILE Price for TWO Cover

Remotion wain I416Pie; toe

11:71.4114 Room 441._195 4.916 00141.eum Pres.

MONDAY& FRIDAYRITES 'TIL

6x6 INLAID TILE NOW ONLY 4c

19.2: 'WALLPAPERS. GUARANTEED WASHABLE

Moo for 10x12 Room t(0 ROLLS S1DEWALL4 ROLLS OE11.1110

15 YARDS BORDER

NEW SHIPMENTFirst clucdity

aEA...

ARVONPlea* 1211

Texture Pesttrita 1st 2e12 Una

ASPHALT 1 ea

MotsrestlfitedTILE

"WOOS Midas

$945Lama 141111asod Gin

4 Onds. Textureiressimmm9°4 r -

Fax, RASE

RUG.......

imemememmoms11 It. sod 12 II.

VINYLFELTBASEhefty km:.

15C___s9.

YD.

FOGELSONGER'Sunr.I.7 -6408 N. Saginaw St. IllearItuth)

II DEUVEM"Il Open Daily 84 * Ham. & Fri. 0 P.M.SU 9 -7071. :11- Charge-CY-Matic . * SU 9-7261

Shopping News: Have students checks the. pdvertisemenfsin one day's newspaper and mak. a shopping

23

4

NOT ALL OF THE NEWS- THAT'S FIT IS PRINTED

Two famous women died last monih;a few days apart.

(i;31y.Post was famous as an etiquette authority. Melanie Klein wasfamous for her research in childhood problems.

Mrs. Post received fat columni of obituary comment; Dr..Klein_receiveda few lines at most. ,YetiNwithiii. 25 years, Mrs'. Post's 'name be. as

much a faded souvenir of the past as "Dorothy Dix{' while Dr. Klein's.reputation will increase to gigantic stature all over:the world:

The neWspapers tell us that they do not."make" news; they merely report, 'it. F.

0

"Everyboily knew whO Emily Post was," they say; "and hardly anyone heardof Melanie Klein. SO naturally we are forced, to give Mrs. Post much'more prominence when she dies."

I find-tis a shallow and unconvincing argUment, although I have been adutiful newspaperman all my grown life. ,

A neapaper is a-Powerful-instrument of mass education, as well as a merepurveyor of new events: Is it not part of the legitimate functions of a

. newspaper to bring the profoundand revolutionary work of Mrs. Klein to i

the attention of its readers? :,The radical critics of American journalism accuse the neyspapers of"slanting "' their news stories in favor of the policies ,they advocate..This charge is largely malicious nonsense. .

The rea, sins ofnewspapers are those of omission, rather than those of (,commission. ' '.. _

.

I,11

,

In what they pririt, the newspapers (on the whole) make a determined effbrtto be fair, accurate and as complete as space allows. But in what they donot print--because "it larks news value"--they fail to meet, their obliga-tions as organs of enlightenment, ands become merely instruments of entertaiament. ,

-.

The editors themselves know this;. in their more meditative moments.1

. . ..

each year, in annual meeting, the nation's managing editors vote themselvesa kick in the pants Or:the "most overplayed story" of the year- -whichusually

concerns Marilyn Monroe. or Eddie, Fisher,,, or some other immortal'piece of rubbish. . :

A'genuine,critieism of the American press is that it too slavishly follows.publia_tastes and fads and vulgarities. i'

Jefferson thought that democratic education-.-ot_which the press is an-r.

important part -- should raise all mentoAlid level of the, true aristocrat,

But too often the mass media of communication seem engaged'in a resignedeffort to reduce all-men to the: level of lowest., .7 a )

MrsPost wouldn't like that.

Harris, Sydney J., Detroit Free Press

24

minA-siliTine, Lielimenonor!Roams% a IIIMIrliniliataw

"Most high schodl. and college students read"one or morenewspapers'regularly, spending from ten minutes to over

hour's.time.each day in this activity.-The averagetime spent by studentsreadingthe newspaper is from .

fifteen to ,thirty minutes a.day: The three favoritesections, in'o'rder,,are the comics,%the Sports page,and the front'page. Picture sections are'aiWayppopular. Many high school azid some 4ollege studentsprefer the tabloids,'

."When-atudents Were.asked.if they believed. what'..read the newspaper,:in some achools aaiany as 90,.percentatated that they o-ahadnpecial,method.Of read °

a^ 4u cm. 4a2.43 eVerythlw?on ernlre their.ecialinterests andAlancing at:headlin

_ere

o principal plans used. 'A few read st every-ing thoroughly."3

Importance of Reading.thc Nowritaper

Do'your:.students read the. newspaper? In part I7:!!"0etting:Started,".

-there was a-ieadingquestiOnhaireand ah'..interestinventorytest,The:.andwers.to.these will.give you some insight. into the'liewspaper,

.. . _

reading habits,of yoUr.atudents.: The:results7Mightbe./Writteh.onthe boarder given.-to the studentawin a-dit0e4NpuMMary.i The:-students-could. then see graphicallY how:therrateindividuallYand as a group in newspaper reading.

I

With this presentation, the following qUestions might be asked.'and,discussed:

How important is it to read a newspaper?What do.people read in newspapers':HOW deyour parents read themewspopeis?:

. ,

1, How Important Is It to Rea.aNeWspaper?

- .Most people read neWspapers. Approximately 60,000;000coties ofnewspapersare pUrchased every day in the Uhited,Stateb, .in. our

nation, todaythere are over'1,700 daily and 10000 weekly newspaperspublished. .The'Flint-Journal is delivered to 98 percentlofthe homeswithin 25 miles'of Flint. -Ctviously, the.demand,for newspapersindicates.that they are very important to the vast maorityof,people

Why are, newspapers so.a.mgUttant to pesource of current and detailed information.: They,take their readerson' tours. of little known and.forgotten pIacealike Goa or Nepal.

3 Smith,-,Relen K... "A Survey .of Current ReadIng:Interests inGradesTen Through Fourteen," Developing Permanent Interest in.Reading,

p.66.

r.

Tbey ve people a Inowledge.of the happenings and problems in their41.nation and throughout the i'ocrld.; Aewspapers,takereaders on round-.the-world trips,every day, permitting them to visit with other people

inall walks of life, and helping them to understand ,current economic

political, and socia9, changes. Newspapers 'inform readers'what their

President is tieing and.where he is. They pUbliCite the laws beirig

enacted in Congress. 'A newspaper is.important:because it serves as

an:informative kaleidoscope of world events.'.°

Newspagers.inrorm-pedple about their own community. 'People are

interested in their own locality. They arevpleased to'read about thefamiliar-7people, places; and events that are known ta.them. The hOme."

,town newspaper serves this important fUnction-ofreporting about the .

local -nrea. A newspaper Nts important; becanee it serves Ae.function:of, bringing the community o its readers,.

,

A neWspaper offers,many other interest areas to it$ readers Advertit

ing informs readers:of.products and servicestEst,aAOpiniontarticles on the editorial pageOffer viefpointa to be consi-dered in forming opinions. Informative articles present facts andgeneral knowledge that can be used ifs our daily lives: Entertainment

.

features s-offer opportunitiesfor relaxation after, a trying day:A newn-paper is important, then, because of the many services it makes availableevery aay...

'41

2. What Do People Read in Newspapers?'

People-read those articles'in the newspaper that are important to theme

Specifically, this importance can be stated in three ways:

People read the'newspaper*for general'information.People read the newspaper to cultivate interests.People read the. newspaper for a definite purl:lose.

First, people read the newspaper for general information. Most Teople

are curious as to'what is going on in the world around them. Further0C-,7-

they are interested and concerned about.other people end evehts. It

is the newspaper that helps satisfy this curiosity, this interest; and

this concern. Second, the-newspaper helps to" cultivate interests.-Individuals read the newspaper to develop new interests: Perpons,whoare provincial in their outlook and experience can find in the nelispaper

the door to many new worlds. The newspaPer takes one to provinces,cities, and precincts that one might otherwise never visit. Newspaper

articles offer'many suggestions for new hobbies and information to,

expand established interests. Third,. sone people read, newspapers for

a specifid,,purpose. The sports fanAfishei,to fpllow his.,ficvorite team.

The financier reads the' newspaper to -try to understand-the market trend

and to get the latest stock quotations The-houseyife reads the. women's

page .V3 learn of new recipes or household hints.'... So tt goespadPeople reid'the newspaper for many. rctasons.

Avid newspaper fans, however, read the newspaper for all,three, of these

reasons. The newspaper is an'-important part of:_the daily routine. With-

out,it, a person seems ontroftouch with the wOrld. It helps to keepOne in contact with people, places, and events around him.-

Since the interests find backgroundof many students ere limited, it 7

is important for the teacher to cultivate and foster.at many interestsas possible in these students. The newspaper provides this' oppor-tunity. The newspapei offers a wealth of material.. Its Most.impor-taut function is to present the news.' This is the one area, inparticular, that aoncerns.mbst readers. This is the one area:that .

should be taught in the classroom.'` If a student realizes that'iniprmed citizens assure a Continued'and strong democracy, he maybe motivated to read news article's pertaining to governmental policYand decision: If a student realizes that newspaper reading 'enables'Mist° converse with people aboUt events that are happening nty,perhaps.this will stimulate him t9 broaden his newspaper reading:If a student understands that' newspapers give-background-information,reasors.why a probleth exiats,-and'information as to what is bein&doneabout it, this may help him:to be more selective in his newspaper'rAgasadiruy.

How Do. Students'' Parents Read the Newspaper?,'

After the students ar)1 aware of some of the reasons why people readthe newspaper, itwould be worthwhile to ask them to Observe theirparents or some other adults reading the newspaper.. From this first-:hand experience, they can see what their parents read and what methodis folloWed: This would:offer 8...good opportunity for diScussion.What do people read.first in the newspaper? What part of the paperdo they doncentrdte on? How much time do they'spend reading the flowspaper? What portion of their,time is spent on news ?: How muchemphasis,is given to cthir parts of the paper? -to did and mother-read different sections-of the newspaper ?. What parts.of the paper doother*mbers of the family read? - Are newspaper articles discussedin the home? .These are some of the questions that. can' be asked.Certain' students might/..repOrt their observations to tne,ciass. -(Mherstudents might give a dramatic presentation-by imitating the way.dadand mother reads the newspaper. The class might write a short paper .discussing newspaper reading in:the-home. In this way, not only canthe importance of newspaper'reading be emlihsOized, but techniques innewspaper reading ean be observed and studen# can compare their waysqf t4ading'with those, of other6..

A, Plan for Newspaper Reading',

Interest is the best plan for newspaper reading. It has beenmentionedthat people read' newspapers for general information, to cultivateinterests, and for specific purposes. Each pUrpose suggests a diffdrent,

1.plan. sThe. person who reads for a specific purpose will turn to,hisareas of interest first. The one who reads:for general' inkormationmay read the paper__ cursorily. The individual' Who seek8 to culSivate--an interest,mayskim rather,rapidly.oVer articles: until,untihe finds some --'thing that strikes his fancy..-Of'course, there. is.the methodical.reader. This individual follows a specific Procedure habitually, day'after day. Betmight read.the.front page first and then'foliow imporntantAnternatiOnal, national, state, and-local Stories found-throughout

-the newspaper. Next, he might read. the editoriai7page and then look

at the Sports, advertisements, and comics. It is.important toremember that the netbodftond follows is not important. What isimpoitant is that one reads the newspaper.

Two points, however,. should be remembered. 'First, 'the/ averagenewspaper reader will have to te Selective.' He will not have timeto read all of the.editorial page or all news articles. Headlines

help-the reader to be selective. They ,assist a person in finding.those'articles.that are of interest' to him, The index also helpsthe reader to be selectiye. Most daily newspapers have in index(a, brief detailed alphapetical key with page references to areas`-

of interest). If the reader has some regular feature he is parti-'cularly interestedlinl'the`index gives the page aad sectiol: vhere

it can be found. /Though most newspapers are consistent in -theirfOrmat, the size of the newspaper varies from day to day'. An indexunder sucb..circumstances is an invaluable aid.

The;Se4en categories .

/, .

.:To assist/the student in reading news article's, it might be pointedout that/most news articles fall into. seven groups. These'groups_are determined by what the-news'emphasizes,..If.a student has knot",ledge or the:seven news areas, it:will help himto bring order.tohis reading. The epicenter of thbilewa:article may be as follows:

.

1. Name-Is the significance ofthe article Centered on'a,--persOnalityl:

2. Fight--Does the story imply that some principle .or ideal.s worth/, . arguing about?...._

3. .Beat-...Did the Story'come from an area (city-hall), that Is regularly

covered by reporters? .

,

1+. Surprise - -Is the story of value because of a surprise element, suchas a man biting a-dog? , .

. ..

5. Respectable Crusade - -Does the article.center,on some worthwhile.heed in the community, state,:or nation?

6. ,Loca.17-Is the article importantbecaUse it happened in this-

7.-communityV -7. Entertainment--IS the article of human interest?

The Three.:. S's

Speed readingi Scanning ,Slowing down

,

Newspaper articles are written in a way.tp.help one read quickly.After the headline's, which introduce-the &wry, thd' opening sentences

give the reader the important informatiop'of the news article.' They

tisually-answer-Lthe4iestions-whor-whati-wherel-when,-andr-why. This

enables the reader to accelerate his reading Speed.' If one does-notread 'newspaper articles rapidly, then'probably his method is wrong. If

one diScovers he readsRword by word; he should:train himself to read byphrases. Asa help, one fhould read at a pointalightly into each line,

so,as not iobegin.in the margin. Flnaliy, to Speed one's reading, aperson needs consciously to read at'a faster pre. By timing Oneself.,

periodically and consciously increasing speed, a person Can and willread- faster.

Scanning the newspaper is another time saver. A person cannot readeverything in the iewspaper. Nevappper stbries are written with helines which enable the .reader to spot stories of interest to him.scanning, the reader can be selective and choose at random,the artiwhich he wishes to read.

Though speed reading and'scanning very important in order to coverthe newspaper thoronghly, there times when a particular article isof special interest. When you f d such an article, slow dawn, andread it as carefully as you wish. To -paraphrase Sir Francis .Bacon:

"ff... newspaper articles are to he 4"2+41.4- others to ba, -7 -swallowed, and some few to be chewed and digested; thatis, some are to be read only in parts,, others to bf: readbut not curiously, and some few to be read wholly,: andwith diligence and attention."

Studying.and Interpreting Pictures, Charts and Maps

Often newarapers help to make a story clearer to,lits readers by haypicturei, 'Charts, or.meps accompanying the story. Pictured make' thestoory come ,alive, for one can see the person or event to the two-dimensional photograph. The picture visualizes 'f.e story for, thereader erred helps him to understana it "One picture ite'vorth athousand words" is very true in this case.. Likewise, maps of con-tinents, countiies, . or areas point out specifically where an event,takes place. We may know the general location of Christmas Island,.Sverdlo'vsk, or thePersian Gulf, but.an accompanying map will moreclearly indicate' the location of the story. Charts ancl graphspointedly indicate pertinent informati.)n and statistics which mustbe understood Ito follow the .gist of the story. Always remember',.. then,.

remind students, to sorutinite a picture, to survey a maP, and toanalyze a graph when they'are included with a Story. These are printed '

to aid us. .

JuMpilig to Conclusions

Remember that news articles are often out of context.. They'do notalways, provide background infovio,ation 'nor is this always their function.Also, iii anyreading you need to realize that there may be soi* Color-ing of facts. Oftentimes this isdone unconsciously because all of usare inflviced by experience, backiround, attitude, or associates...,Reporterd constantly strive to be objective, but there are 'times 'when,the reader. sfiould question some part of the stoxy he is reading. Itmight be the point of view of an eye4itness, the quotation-of a personinterviewed, the opinion of a news analyst, or the emphasis given thestory by the, newspaper.

41.

. .

In reading try to identify and define the problem if there is one.o

IS'nore information needed. then the story supplies?: After you haveobtained additionallinformation, attempt-to evaluate allYof the data:-What' are the pros and cons? In spite of one's prejudizei,vbst validconclusions can bedrawn?.EOSsiblythe issue is one in which either..of two opinions is equally valid.. If this.te tie case, viat viewwill the reader hold?

These are steps in critical, thinking. They maybesummarized by tbe ruler Read--define probleia=-questiea facts- -read-= evaluate data--draw a conclusion. 4

Hal inn 1.:4fsie

-: °o

In addition to the above,steps in critical thinking; a reader needsto be. aware, of fallacies whigh might confuse him.::Sometimes.illOgicai.'conclUsiona are drawn simply because of the reader's ignoranceormisapprehension Of facts. -HoweVer, false conclusions might'te drawnbecause of errors, of argumentation. Arguments-Are.based on words or.ideas which appear to be true. However, thoughtfUl considerationmight indicate that the words 'or ideas.are misleading and bear onlya resemblance'to truth. To detect these, it istnecessary to under-stand the. vatious kinds of fallacies.Which might be employed: (Refer43t1 "To Evaluate Mass Media" section.) !:

r

.Being Alert for Sandational Newspapers.1

. ".

Though most of us ordinarily read our hometown newspaper, occasionallywe visit another community and must be temporarily content, with isnewspaper. If .this 'happens; the reader should beware of the sensationalnewspaper ....-the one that emphasizes the unusual andthe lurid as a daily

uoliCy. Large headlines like:e

r _

AX MURDERER CONVICTEDe.

are-an indication that the newspaper iagiOreAnterested. in appealingto the hatier.emotrons in readersthan in attempting toAnform-them.,Such newspapers are.rare, Responsible newspapermen shun this. kind ofappeal. We should do likewise. It is themark'of a discriminatingreader. 0.

Handling the Newspaper

'Demonstrate a simple method of folding a newspaRer..^ A standard,..,newspaper can be easily foldedoverticgily down the middle andthen

folded to the half page desireCI This 49 for-the Many who needto conserve.space when reading. ..I.f.your students have ample!spacef,alarge.size desk ortablo before them,,-they need only openthe:paper toAts full.widthoto read their favorite columnist," comic stripe or a.n,aWs

story. ..!*.

30

,

It Is Helpful for. A Reader to Know These Neirspaper Terms

AP -- Ai abbreviiition for Associated Press.

Banner headline -- Abeadline in large letters -running acrossthe page. --

.

By-line

. .

Date. line I

rA line at the head of an article. telling bywhom it its written. '

Aline at the beginning'of a story'givingplace and sometimes date of the story.-

Editorial page AdPacialpage in the'newsp4er-inAr-hich.tne.editors.writea'column4iving their personal-.Opinions.' Wthis page_bneoftenfinds thearticles.. of syndicated columnists and letters

. to the editor. from newspaper.readers.. . . ,

News article .A timely account of a hapPeiingofinter4st.to a large number of readers'.

Feature.ttery...-. -A story printed more forentertainment or- bedkground information than for-its,nevs;

=MR

A

Headline

Index --

value.

, An explanatory title over a newspaper article.

A brief alphabetical lilting with page numbersindicating where items maybe found in a news-paper.

. "Jump" stories -- Btories'continded from th'front,page.or "Break - dyers"'

Lead -- (Pronounced "lead ") The first few sentencesat the begiAning'of a story which present acapsule summaryof the story.

UPI -- An abreviation of United Press International.

Wirephoto A-trade name used by the Associated Press forits system of transmitting pbotographs.bywite.

THE COLUMNIST AS TEACHER AND ISTORIAN

The cixtra&ntators. especially'one who writes about internationalpolitics, is: able to point up the significance of current events,even themost fleeting, only by reporting the event in connectionwith the whole background. In its turn such an interpretationimplies a philosophy 'of history with a ;dual obligation: a con-cept of the relationship between sovereign 'states, and a view c:ifthe funclmental pioblems.poseil, in our time, by the nature ofthese states emet the redivision of power. Philosopher of historyby necessity, the commentator becomes Inevitably a teachei., Beis forced to explain to* his compatriots the kind of world inwhich they will have to 'live, what they will have to in order-to help their country survive, prosper, and grosiv.

Aron, Raymond, "The Columnist as Tea Cher and Historian" as citedin Welter Lippmsnn and Ilia Times by Marquis Childs and JamesReston (eds.).. (New York: Harcourt, Brace and Company, 1959).(pp. 33.4-n5) r

.

s.

t

teaciling with. Newspapers

KEWSPAPER AcTEACH1NG Alp IN SPECIFIC COURSES

The content-area teacher.plays a dual role in extendingreading interest. First, he gets his. pupils interestedin reading. thie7-prepared.to read material on the parti-cular subject. Second; be uses the content area to givedepth and breadth to the original reading interesi°sothat growth.of readinginterest.m4 be thought of as".a spiral in pattern."

-. ,.

Because of tette prominence of newspapers among the mass media, it .

''. ia.very important that students :be taught how to understand and,read them effectively,. These undexstandings; as described inpriviouirchapters, can readily be taught through classroom unitsdevoted entirely to a study of newspapers. BUt are newspapers ofany'fhYther.use in the.classroomT Me answer--acqordlpg to theopinion of the authors and other teacheis-who have used them--is -

slivery 7nthusiostic yes. .

. .

Newspapers can be used slag integral part of the courses, of studyfor specific classes,, such as' English and social studies, or 1they can.be used in virtually any:other course as a source Of llustrativeto

enlighten and enrich the tops undeZ)

material with which estudy.It is possible ,to use the newspaperoas a living text ook or to basethe contents of a couive primarily upon the newspaper. Newspapers,are. also valUable as anemia -of evaluating.the mass pedia, aiding

. slow learners, and developing gobd reading habits.

The newspaper' should never be used in the classroom merely for thesake of using it. Classroom time'is much too predioUs to be squanderedon anything--no matterlhow important in itself-that will not contri-bute to the, aims of the course being taught. The newspaper, however;lends itself especially well to the tea Bing of two subject areas,.social studies and us,coiSh.

=

The suggestions for, the use of newspaperi in specific courses aredesigned to show teachers possibilities and ideas, rathei than toprovide detailed lesson plans. .Good'teanhers are imaginative, re,sourcefla people who will find ways to fit newspapers Into theirclasses, if convinced that they will prove helpful.

ki Letion, Mildred C. "The Role of the Content Areas in_Extending_Reading Interests," Ibid., p. 141..

r.

."Social Studies

The teaching of hurreitt events and should be a part of...every sodial studies course. Since newspapers are the most, current-fors of ei91-the printed mass media; they,should logically serve vasthe major source of news for' current events study. in social.studieselasses.

Mateerial being studied 2d1xAl studies. clasies be keptatito date as possible. The of the daily newspaper,' conjunctionwith the toficbeing studied will reveal a source for acquiring someof the latest information available on ;virtually any.tOpic. This isanother valuable reason for using the daily newslisper in ell socialstudies,classes. -

Teachers may wonder if time can be spared for the reading of neva-papers in their social studies classes every day. Or they may qhestion .

the expense of having a neirspaper available for each. student in th.eir,

classes. In both cases,, daily ncwspaper: reading in the clastiroOm,would be ideal, if.possible,:birt if not, other %workable solutionscan be arranged. ..

3."

One method could be to assiign each' = tudent the task of 'keeping up on' the latest Current events and deyel .nts in thefield being .studiedIII

by, readinethe newspaper at home.. This, of course, could be possibleonly if most of the students had newspapers in :their homes. If ;most

few who did not coilld still finfill the assignment by read-4g the newspaper' in the school ,library. In this way, the 'worthwhile

7-advantages of-,daily newspaper reading could be available without the ,

opt 'of, classrooms' time or money.

/ American History

If history of, anx'kind is to be made 'interesting and worthwhile tostudents, a relationship' betren the:, past and "present must be show.h.

# Although history does not always repeat itself, at 'least, there areenough, lessons to be learned from the past to prove valuable-it-Lisaunderstanding of the present. Here are a few ideas &airing how news--papers can aid -in teaching of, American History. ",

The teacher. might 'draw direct paralleld between historical'and current _events - -with the historical information being-derived from textbookii.and historical writings, and the current 'events from the daiii newspaper.

One such parallel could involve a comparison, of the problems and ,grov.?"ing Pains of a young United States with thoie of the newlyoindeperidentnations of tods,y.- ''Through newspaper accounts'," students, could redognizethe intense desire Of new nations to achieve 'a prominent place in-world-affaira; and see how these desires are often' rese.nted'br scoffed-,at by the olde`i- and More powerful nations of be World. It could alsobe shown- that a struggle for power among -the-mtijor.nations; (U.S. and y

UsgR) can _influence -their attitudes towards the nev'haticeis end, also if,the speed with which they give them diplomatic 'recognition; Such,observations of ,the current situation should her') students lo understand

1.Y

better. why some of major powers treated the' new United States' 4with such. disdain' awhile; and also why Frande--because. of its..power7struggle with Great Britain-,sins friendly to 'the United States:"

. r.

As the ThS,,constitution'is.being studied,' parallelaCould be drawn..between the way the, Constitution was designed' to function and how itactually functions- oday:- Current Suprene. C6urt.deCisione can showhow theConstitution. is-being interpreted, and0.1n somecases,changed by virtue-of-these interpretapqns.

The separation-of powers and the principle of checks and balancescan be illustrated -by,.newspaper 'articles which. describe the currentactivities of the President, Congress, and S'ipreme Court, -These.same articles should alsohelp to illustrate the duties and respons L'b&lities of Vie three branches of the United States government.

Examples of ways in which The Bill of Mightaprotects.the freedoma ofUhlted:States citizens.can be found in virtually any issue of adaily newspaper. (See Eight GradeUnitof-,Study).

The daily newspaper is. also valuable ea an aid in summarizing specific=periods of AmericlAistory. The political., economic, 'and socialevents of the pert a under study could be compared with the sameconditions' of the present day.. To use this techniqueeffectively,students would have:tb.he informed in Plenty of time so that duringther daily neyspaper reading, they could keep a record of theinformation needed.

't,Tetextbook in American history can be completely up, tO date, regardlessof the recency of its copyright.'because of,this,dnformation Oncertain topics,can be brought up,to date only byAising:te'daily news,.paper along with the text.- Select several-textbooksto shoy how thelast chapter is outdated..

The study of,labor and manageMent relations will.become-current.onIyby discovering the latest development in-that field,. and struggles ofearlier times will be'better understood when compared-with"the presentsituation.

From daily- newspaper reading, lint of-labor -management .tetms.could-Oe----=-A-6reloped. Articles containing such terms. as 6rightto.;,worie laws,

secondary boycotts, un On shops, closed shOps, open'shoPai juriadictiOnal.strikes, etc.co b clipped andQused,for references.and:examples.

Latest developments, on the tariff question canalso..beaearned from'reading the daily newspaper.1 The historic concepts of a.high...protectivetariff policy will be better understood when viewedfrOm today's. .

situation in Which some Unitid Statesindustrievare.facing problemsbrought aboutl*7.increasineforeign co etitioneasons for' pastchanges in tariff policies can -be comp d Idthwcurrent demands for...

tariff revision.

, ) .

A third topic which,wil2 require Current information to become.completeis- that of mechanizOionor automatioh4Historytexts can trace.

of

t

35

oevelopments up to the present time, but a knowledge of the imiediatejsituation can only be learned from current publications, a field inwhich the daily newspaper is the most up to date. Padt results ofmechanization can be compared with the knownresults and implications

m. of automation ,(a word-c.-f recent origin) .

The newspaper can also bring the-study-of the development of Americanbusiness,4.to date.;' As the growth. of business, is studied, studentsshould be kept on the alert for daily newspaper stories regarding anti-

-trust suits, regUlation of business by the 'Federal Trade Commission,',Federal Commnnications'Commission, Securities and Exchange Commission,eta-Newspaper stories can provide real-life- --les of the why andthe wherefore of regulartory agencies.

Besides the ideas .already mentioned f r using the newspap t in anAmerican history course, there are Many, others-which could be used,six .of Which appear below.

1 -Keep a careful record of the. news for a specified perid of time,and then decide which news would probably appear in the historytexts of the future

2.- Post reviews of historical books in a prominent placel, and later'file' for future reference.

LoOk for biographical articles on leaders in American history.

. Encourage students to watch for significant:stateMentzof impor-tant United"Statesgovernmentofficial6 whidh they think, mightbeebnie famous as policy or quotations in years to dome._

._

Compare theunificationofthe United States with movements toward`unification of presentdaY Europe.

. Lookl.or historical trends, such 'as:a. World leadership of the United States.

b.; -Decline of agricultural labor"force.c. Growth of ,cities.d. CoMPlexitY.of present-day CUlture.

World History.

11is was true in American history; students in world bistory must also seethe relationships between the pastand the present -- relationships whichcan be Shown through.the Study. of the daily newspaper. -,

/Techniques in both courses will be similar, except that in 'world historythe:emphasis will. be on nations of,the:world rather than, the..United

. States. Each student should be required tekeep.informed on thecurrent news aboUt the nations or civilizations being studied.

In additibn to knowledge'of current events about specific countries,students should Also become aware of worldwide trends'and problems.

. ... _ .

Vhi!vawareness Maylbe'brbught about by a\, long (semeeter or year)assignmentin.whiclt students Would'be required to-obtain current

f :'

information about one or more pertinent topics, several of which. appear below.

1. The Development of New Nations and States.

Problems Brought about by Rapidly Increasing Population.

3. The Growing ImpOrtande.of Science addiTechnalogY.

4. Eger- Present Conflict in the World

5.- the Decline of Imperialism

Civics or'GoVerument

. .

The daily newspaperi.s.an indispensablezid4n:theteaching of acivics:'or government course ' What getter "way is; -sere (snort of..actual experiences `or field tripi);tO Illuttrate the. dailyof community organizations thantoiise theHnewstbout thOse:Organizetiong appearing-in,,a-goodllocat newspaper? Vbe-wo4ings of all:phases of.goverumentaocal, state, and national --wig also;,beiliustratid in such a -way as to help students tee.thatgovernmentita real, everyday, important factor in their-iives..: Inso4lluitratingiteachers should imprest'upon students thatthey4illsoon tecoMe voters.;of city, county, state, -and nation; and that they cannot forMgent judgzents.on how.. to vote effectiVely unless they, take the'AroUble,to becoMe informed!

Comparative Governments 1

Citizent of the United States should not only understandAhe principleq'and workings of own government;.but should also have:a knoi4e4geof other important governmental systmnsln-the world. One whicivstande:

:.out in the minds of most people. at the pretenttime:ii,the:ardhenemyof all' free. systems of government--commitnism. Bowever,'even amongfree systms of governMent, there are many differences, suthat thecontrasts between the government of the United States and the:cabinet .form of governinent !which exists in Fngland and other countries.

Daily newspaper reading will enable students in a comparative gOvernmentsprogram to follow the day -by -day workings of governments in major .-.

countries all over the world. By so doing, students will be able tosee what each system of government ie like in actualityrether thansimply learning about its theory. or principles from textbooks. Note-books or,clippings could be kept, and comparisonsmade fromelehe infor-mation thus obtained. 'Background knowledge on the e-fOrms o governmenti.either from books or the teacher--would be necessary along With thenewsleper.material.

In the introduction to this chapter, it was_ stated that the'nnewspapercan be adapted quite readily into the English cUrriculumOspeciallyas an aid in the teaching of writing skills. Since a newspaper isy

:t primarily composed-of-the Written word, which' must be as clear andreadable as possible, examples of good writing can be /found in itin spite of the preasures to meet newspaper deadlined. Herein liesone of the chief advantages in the use of, the newspaper for teach-.ing writing skillsit is an example of many typ'd of writing, bothgood and bad. Also, before an individual begin to write effectiVely,he must have ideas and'f ts. A daily newspap can serve as .asource of these writing n cessities.

Once again, never use a newspaper in the teaching of writing simplyfor the sake of using it/ If it is felt/that-the ne*ipapezviivnotbe a valuable aid in th:e(teadhing of thia not usei,t:Hoyrveri because it 11(readily available .anamiliar to students, -;and does serve as an/example of all types of writing6 as well asviding ideas and faits, the dailSrlaeVapaper should proveto:beJextremely valuable/in the teaching/of writing Akins:

Some suggestions/follow for using the, newspaper in the teachini:ofwriting :Skills.' These are olc04, ideas, which each teacher can adaptto his particular sitUation.:

Writing Skills

1. Students can be shown examples of goo writing in the newspaperand then be asked to imitate them. should be kept in mindthat newspaper writing is mostly joUrnalistic in style--a styleoften different from,other types of writing.

Students can be asked to write editorials in which theya particular pointjof.view'in a convincing manner/

An informal essay could be basedpolitical. cartoon.

present

on the meaning derivecLfram'a

A news story might be used to teachwriting.

Any news event can be usedand precise writing.

to,teach

exactness and directness in

summarAing--paraphrasing

.

6. The editorial page or-supplementary sections of the newspaper canbe used to teach outlining.

Students.mightbe given the.assignment of writkag-Captions1 ,'fornews pictures.

Critical writing can be learned from book reviews, drama anCriticisms, or a critical editorial.

ertising material might be written.

038

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.Vocabularitevelopment

Although every subject will have own particular vocabulary_:which must be learned, the teaching of general VecabularYdevelop-inent'is most cammonl doneln Ehgliah' courses. Daily newspaperreading can serve as an important source oflrocabulary,enrichment.A few techniques-for using-the daily-newspaper in vocabulary' ..--'development are as follows:

-1. Be alert for and keepe'record of unfamiliar Words which are'.found through newspaper reading, ,

Try to determine the meaning of the.Words from the context.b. A dictionary definition maybe needed,ifthe,cOntext method-

is not successful or ifgreater,accuTscris-dasired.. ,

A specialized-Vbcabularymaybe.acquired by, reading specificsettieds,of the'paper such as sports, financialweather'reperts,-and certain advertisements.

3. Bete-the connotative power of words by comparing aim:harrowsstories in different papers. . °

4. Analyze the words, used in advertisements for influencing thereader.

Skim sports stories to find words or phrases .that add vividnessto the writing.

6. Find synonyms or antonyths to uSe in place of selected words 'ina story..'

Speech,-

Effective publiC,speakers must have something worthwhile Ly-isay, andmust also have knowledge and'facts tokback up their statements.' Awide range of reading is one of the bestvart to become well informedon many subjects'. Any individual who prides himselfon being well .

,read and informed will certainlybe a daily newspaper reader;. Speechstudents should be shown how daily-newspaper reading can help them in'their search for speaking ideas'and inforMation. Some suggested topics,based upon daily newipapers, are listed below.

Current speeches of famous, world figures could be analyzed forcontent.

2. Speeches, debates, round table discussions, e c. could be-centeredaround current news topics.

'Students could clip news items fromthe paper and present thembefore the class ae..if they were radio.or 7V newscasters.

4. Short talks coultihe given on newspaper topics such as..various'sections of the paper, importance of,a paper, part played byadvertising, ,etc

39'0.

Dramatize a job interview or Sale of a used Car with informationObtained from the classified ads.

EXAMPLES

"The. newspaper has the appeal of dealing with things now and heie5

Newspapers offer a great. deal of current Information on any'subject.Teachers who are looking for vaysfotcreating interest In theirsubject may suggest that their students bring newspaper items related'to the subject. This techniqueAs incidental to the teaching of thesubject, but.it often stimulates students to be aware that.the subjectthey are studyinE(Is'a real part. of the world about them. Thoughthere art,en amazing number Of.artielea available, the teacher or thestudefit will not necessarily find,a suitable article every day or,'every week. Teachers can collect newspaper=articles apropos to theirclass over a period. of time and create attractive bulletin boarddisplays. Students can collect newspaper clippings for notebooks.'Though the newspaper can be used profitably in all subjects, somesubject areas are more freqUently,gived'space in the newspaper..Look for newspaper:articlesin the following subject areas.

1. Science--often there are articles of recent research and develop-,went. ,

Business Education-classes can use the financial page and adver-_-tisements for supplemental asdignments:

Homemaking classes-7a wealth ofmaterialon fashions, furnishings,and food is found in newspapeYs.

II. Driver Educatich--safety cane dramatized by news stories andpictures dealing with accidents and with safety records ofcitizensin e. community.

'Lan age classesr-storied will dhew what is haPpeningin'landswhere t e.- language is spoken/

. Public Speaking-rnewspaper items can bit used for talks on currentevents and special subjects.

7. Physical EducatiOn--feature articles can be found and columns deal-ing with'health and physical fitness.

.Physiol9gy--news dealing' with health and coluMns by physicians offerhelp in. the, practical application of this subject.' .

5 Stendland,. Per G./ "Lie Classroom and the Newspaper," "Mass Mediaand .Education. lson B. Henry (ed.), Part II. 'Chicago: The.National Society For The Study'of Education, 1954, p. 226. 41).-

40

9. 45.hop.Classes--articles and. advertising on bp* ownerShip,bdilding, and repairing can stimulate'interept.

"1,

:10.411a-thematics-71Maay news articles and:features call for thepractical.' application of 'principles and problems.studied in.class . ,

11.. Mimic, Art, Speedh, and Drama--these classes4can read reviewsand learn of related cultural activities in the community.

Teachers and students in any s eject area will find informationapplicable to the subject. Ex les orgood citienship, health0lad safety, which canTbe used in the homeroom or guidance period,are readily availdble in the newspaper. Heedless to say, the cartoonor humorous anecdote found in the newspaper can offer neededComicrelief .

Our students can never experience the world directlyj...the world 'comesto the student chiefly through words. The daily communicator of suchwords to the community on the other dide of the. window is th?.newsaper.TO*.use the phra'se''the iiving,textbook' may be triIel,still tiait isthe_only textbook that many, of ua have as adults."

The term, a "living textbook," has often been used to describe thedaily uewspaper. One lilt has paraphrased ahother by asiinggthe question,"What dityou-feed a living textbOok?"'- The aaswer if one were expected,would probdbly bethe news. However, the term "living textbook" has'.been used by social studies textbook writers and teadhers formany years.,By "living" is meant that the information carried by newspapers is asup-to-date as is possible, and that st'udents who read'newspapers arereading live history, civics, economics, or whatever the.socia/ studiessubject happens to be.

That the aver American newspapei: is a "textbook!' cannot be denied,at least if it measured by the number of y6rds, for each newspaperhas as many words as the average size textbdok. By this logic, thetelephone directory could be called .a textbook which, of course, it is,certainly not. A textbook is constrndted,for use in the, classroom.Newspapers are not. However, this fact =does not lessen their importance.Even the telephone directory can be used in certain classraom situations.As the industrial arts teacher's slogan states, "A tool for everything,and everything in its place." The newspaper is a tool of learning. Ithas its place. But how large a place is it as a living textbook?

Certain classes lend themselves to the use of the newspaper as the.basictextbook. Civics, economics, problems of'democraCy, andlmodern history.classeagare found in this. categorY Teachers-selectiag a textbook for

. these classes have always faced this one basic prdblem. A textbook or

the Iextbook is never.sufficient. One textbook can never meet theneeds of all the students.in a particular Emphasis, therefore,

is placed went. variety...of te: .: materials to meet a variety ofneeds. -Yet, the fact that one boat is not sufficient does notin any way diminish the import: ce of a basic-text. There must be acommon reader, a source from. ch.most studenB gather a. great

'deal of information for disc sion, claps activities and the likeThe fact that.the newspaper does not meet th4 needs ofiall students,therefore, should not deter teachers from using'it as a basic text--book wharever and vhenever.it can do the job. In certain classes acarefully selected newspaper can be used as the main source. of Juror-

,

nation.

A few, asses have used weekly magazines, such as Time, Newsweek, andU.B. News and World Report,:' as basic texts. 'Other classes have usedjust the !News of the Weekin Review" from,the Sunday editions of:the.-Nev. York lilies.- ilether using the newspaper as the chief 'source ofinformation in the classroom'Is successful or not, will depend Uponthe teacher, the ability of his students, the quality of the newspaper;and the availability, of other sources. ,

:

.Should a teacher desire to use the newspaper as a common reader, hewill have to develop his:own approach.and techniques. A few suggestions,

are offered.

1. Use only that.p rtion of the newspaper which will accomp]lsh yourobjective.

2. Make use of'per pnalities in "..ne'news. Most junior high schoolstudents have-an interest in biographies.

II...

A few newspapert supply-only limited background for news events.This can be amplified. through library restarch.

\'. Semester notebooks with clippings about continuing problems and

events are often useful to students'as tpey' attempt to make.senseout of the many news sketches.thatpass before them each 'day.

NEWSPAPER AS KTEACHING -AID TO EVALUATE MASS MEDIA

"A dynamic interrelationdhip exists between the various media of mass.communication, each stimulatfing the other. "7

gnother objective, the'evaluation of mass media, can be accomplishedthe aid of, a newspaper. Obviouslyl-the newspaper is onlyone

medium of mass communication. While the following methods apply tothe newspaper,.methods of studying radio; television, movies_and othei.

`mass media will have to be found'in other materials. .

7 Wickens, Alice R. "A Survey of. Current Reading Interests in

Graaes.Selienahroligh Nine," Developing Permanent Interest in.Reading, Op. Cit.1,p.:°62

a starter, the lecture'-outline-discussion techniqueused. Theihabit of.simple,note taking can be practiced.What are the functions of,the press in a dehocraticsociety? -.1). The newspaper informs the pizblic.:

The newspaper - influences -public opinion.3) The newspaper supports the economy: ',4) The newspaper interprets the.news.5) The newspaper entertains the public.6) The newspaper channels free speech.

b. Hol well does the local nevsPePer carry out these functions?Answers to 'part a above 'will: probably have included individualuses of nevepapers. 7, -

'c. 'what uses do individuals make of newspapers?,1),,For informationabout.and interpretation-ofl)dblic affairs.2) As a to011Ordeily:liying:(radio,ads;:fshionsi std.) . ---3) ForrespiWirelaxation):4 For social' prestige (appearance of being informed)..5) -Fo social contact' cheek behavioragainst human interest.

stories).'6) For reading itself (satisfaction withaut:reird7) For security (need to.know).8) For ritual.(organizingactivities).7,

.d. How many'of,,these uses do you.employ?* Other 'questions such as this might be asked':'

e. Whatearelthe sources of news stories?1) "It is reportecte:., ." ,

2) "Recent visitors reporty,.."3) "Official spokesman said'. . "4) "Official:announcement. . ."

5), "Eyewitness account. ..." .

'6)- "Uslially reliablettource. .

8"Informed sources.. .

"High government official. :9) "Atoutist stated:,10) "It was rumored.11) "Palicc estimated.. 4." c

.

12) "Isaw. .7:"f. What are the characteristics' pf your -local newspaper?

1) Its history2), e ressed policies3) Its st f*

.4) Its,plan5) Its circ ationFind out why, some daily newspapers have died in the last:years.' Discuss the si&nificinde of.the:deciine of sOme\ news,papers and the growth of others:

15

.

Berelson, Bernard 'Missing the. Newspaper' Means;'

Communications Research,-1948-49,; P.F. Lazarsfeld,andStanton-(eds.),' as. cited in Daniel Katz et al.,* Public 1.

Opinion and Propaganda, New York: The Dryden Press, 37951-41,'pi). ,263-271-

-

. ,Governments make news. How much do they make?, Much more than/ can ever be used by newspapers. How much of this news is published,,. in a newspaper?

/ a. Determine from a typical day'a ediiion (or a week's) of news- ,papers'ttle amount of news from government sources. (Tnis typeof activity lends itself to group work.)-

. I) National \'2) State , , '

,

. 3) Municipal : .

4)r School Boaz*,O CountY '

4

b. Evaluate the Presidential Press Conference.- If possible,watch, it,on television. Then read the neVSpaperaccount.

.4.

.

#3-

4'

1) What is its purpose? : \'2) How have different presidents used. it?3) Could it be improved? . 1

4) Why does'the President require'a pre a socretarY?c. Government agereies and businesses have pablic relations men

who put out news releases. The policies of\these organizations .vary. An example ofithe type of regulation which the armedforces uses to release what they considerneV is to be foundinlimy Regulation 360 -5, Public. InforAtion neral Policies,June 21, 1956. If possible, obtain classroom opies of-this or

* similar regulations for study.

Here,are some suggested activities for evaluating several aspects ofJournalism. . /

a. Collect and identify.propaganda teOniques. With the demise ofpersonal, journalism; this type of aotivity.by newspapers hasdeclined, at least in time of-peace:. :Yet, it can be beneficialto study simultaneously all themass media and propaganda.Remember, there is good propaganda and bad propaganda... Also,much propaganda found in a newspaper is nod originated by thenewspaper, but comes from ple news source.1). Name calling --"foreigners," "pinks," "revolutionary;"'

"double-crosser"2) Glittering. generality--"democracy," "motherhood," "civilita-

tion," "Republicans are conservatives: Democrats arespenders".

3) Transfer-an' attempt to carry over what is.acceptable aboutsomething to something less acceptable. "Soft musid--spend money".

4) Testimonial--"The President said. . .," "My doctor sap. . :,"

"My teacher said. . ." .

5) Plain folks -- "Howdy, neighbors. It's a real pleasure tohave a ehanee to talk to ypu,folks," .

6) Card stacking--Playing up one'side of the story by (a). selectiveomission, (b) partial quotation,..-Or (c) distortion of facts..

7) .Bandwagon-"Everybody's doing it. Why.,not you?"8) Ides7-deliberate untruths.9) Snob appeal-.-"exclusive creations.".

10) Censorship--Russian press withholding information from Russianpeople ("nuclear testing," "Pasternak")

11) Hero type--Newspaper portrayal of political candidate as,ideal'person.

44'

12) ieniific slant--Use of formulhs-and'scientific terms.impress reader. -

.

43) iuse.of emotlional apyeals--faces of suffering children.14) 70verst pmlification--tbe attempt to take-a,complex subject

and compress it into a simple statement. ("The atom. is aminiature solar system.") :

''S

15 -Pe alert for other.propaganda:tethhiques.ilect and compare the advertising of-two or more newspapers.

) How much space s given to advertising campared with solidnews? :- -,r - '.

2) VhAt type of\advertising predominates?3) To whom is it directed?4) How much: is national? Local?C611ect editorial c%rtoons and discuss them.

,e

As students /reed new paperal they should ,thinlr. clearly, ReadEdgar tele Chapter 70 nTou're the Judge of.Newspapers,"Rau TdReadia Nevspape. Tote activities it the ,end of theChapter.7/ s

/

N k / .. .

1 ' 0.: .

. 'Common readings dbout the pres and mass media help students toderive coalmoz:zialoseledge for discussion and, evaluation. Teacherscan augment this list from their own experiences.a. Compare/editorials. A classroom'set of six editorials, Freedom

., of Expression:. The Press,1° is suitable for iluniogAhigh use.b. Paperbacks provide variety, of common readings at low cost.

Titles/currently beg published are libted below.1 Psckardt Venee. Hidden Persuaders, Pocket Books, Inc.,_150.2 Wright, 'Charles R. Mass Communication, Randbm Rouse, 950.3 Hamm, Victor M.Taste and the Audio-Viaual Arts.

ilwaukee: Marquette U4versity Press, 1960.,-500.4) Shayon, Robert 1.-.. Television: The tWeam and the Reali

Milwaukee:. Marquette UtiversLty press, .1 505) Orwell, George. 984. New Apiericin Library.of WorldL.;literature, IncInc.,954.) 600s6) Itiebling, Abbott J., The Press, Ballantine Books, 750.7) 'Schsleben, 'A. Your Future in Journalism, Popular Library,

1 Ir-^ tIa". .., . r .

f1

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e

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9 Dale, Pdgar. Haw To Read a Newspaper. New York: Scott, Foresman-%& Co. 1941. .

10 Committee on Citizenship Edutation, Metropaitan SchALStudy.Council, Teachers College, Columbia University, 19604

NEWSPAPER AS A TEAMING AID' FOR SLOW LEARNERS

"But, even so, 'it is recognized that he (-the slow learner)cannot profit from the usual geography, history, and scienceof the-elementary sc.hool, or .the social studies, mathematics,and science of the secondary school, but that, he must tetematerials 'which' carry him -directly to a consideration ofthe Major 'problems of 4 iving.1111

The slog learners are those who, for one or many reasons, are limitedin intellectual ability and capacity. Soinetires these students aregrouped ilia special education section; at other times', they 'arefound in a heterogeneous group. The !experienced-teacher recognizesthese students 'Auld realizes. they, will be there alwaYe: Sometimesshah a teacher "wonders what eau be e to help these boys and girlsin, their. adult 'life to. cane

For these ;students, the 'newspaper ismost Important. It. may be the'only'reading material :they win. have contact viiNi'aiter.theyschool. Indeed, the newspaper may well be the only.'organized material

.they Will ever read.

A unit of.. two-to-six weeks in "Reading the Newspaper", could .easily .bedeveloped by enterprising teachers for' these, students. Such..a unit

_

would be very practical and might be "the very motivation the slowlearner needs to Acquire .the habit of newspaper reading.

.. The neinspaper is familiar to the slow leaner. He sees it in,the home, /

6n news stake, and occasionally. glances at it himself,'for needed /information. It is something known' to the slow learner and it is some-thing that is apt to be accepted by him. ./

°

Much of the material In this booklet could be adapted by the' teacherPon use with Bitch groups or individuals. It is suggested the teacherfollow a- program similar to the following:

- . 7Firstl the teacher might ask the slow learner what he kparisiabout thenewspaper., Since most have had some contact with it,- muchfigeteralinformation will/be volunteered.

Second, the teacher might suggest that each student brizg the newsPaPer from home each day for a stated time. Though: soMe will, forget;them will be enough copied that can be shared. The /teacher mightthen explain' the various parts and purposes of a ne spaper.

Third, activities can be begun.' Each area of th newspa.per (headlines;local, state, national, and 'international news;/editorial.'pake: .columnists; featuresit etc.). can be .studied. For. example, one day theindex might. be explained.' Then each student Could look up tile items

/.

11 Mullen, Prances-A., "The Slow Learner'/' `Improving Reading in AllCurricLue Areas. William SA Gray, (ed). Supplementary Educe-tional kanZ,Lographs, No. 76. Chicago: ,The .iversi.ty of Chic.ago?seas, November, 1952, p. ,

46I

in the index, or the teacher could question Itim'on the 'idieivabcratsof the comics, the radio schedule, or the sports page.

1

News.stories could be studied. for-content. The slow learner couldbe asked to select a story (preferable his favorite story) andanswer such questions as, What is the story about?. Who are the -

people in the story? Where did the story happen? When did 1.t' happen?.

, . , ....

It is important to note that frith-ti ciassOf slow learners, a class'-set of newspapers may be impractical. It may cause confusion to give.,many directions to the slaw -learners and frustrate ., them by presentingso much reading material t one time. I:x.8=h a situation, the ..teacher could use one new e.per. .studentsvould be workingalone or..in groups on a.p j ect or-less -theteacher could toaround the class to. grotip of two -or three and explain .specific parts.of the 4,4-",°r.i, isift011-ftrolms-the useo.f.the indowcould be explained more simp4. Speelfic,tfeaturea.could. be Painted',out. The format of the editorial page might be. sham. In t.ltis.:waY,individualized instruction would more.clearly brpig the meaning ofthe newspaper to the .slow learner.

r.

The newspaper,, then, can be studieevery ikimply and with great detailby the slow learner. It is 4.to the teacher to set the 'pace andguid;. Of all materials04.tbe newspaper is most practical end hasthe greateat possibility of .carrying over into adult life.

NEWSPAPER AS A TEACHING AID TO DEVELOP READING HABITS

= ,"Much off' the present newspaper

Ireading assigned by 'the school.

is unconsequential, often consisting, in scanning headlines -to. find an article on some partiCular topicwhich can be cut out

and taken to class. Undoubtedly, bitter'reaultli could be.prordjxced -with better planning; and the school shoUld undertake.boimprOve its Job of uildi.ng newspaper -reading habits."12

o r goal of the teachet =7 be tohelp the atudent develop -the habitof reading the newspaper. . You. may ask, "Areal t teachers developrngthis habit when they use the newspaper in specific courses, for illustra-tion, or to aid the slow learner?. These steps do not insure ,the reed-

it. Habit is developed.by repetition ancrnot by occasional, use..

The school can help- to develop the newspaper readihg habit by providingunits. of newspaper study at different grade levels. This is the gradedprogram approach. However, even progTessive use in school do-es notinsure that the reading outcome will be habitual. The school programhas only a part in deyeloping the .ritua3. of newspaper .reading. Thehome is atilt the chief influence upon the ;chile The school works.with the attitudes developed, in the home. Some are changed. Others

12- Gilberto Arthth.. W. "What Steps Have Proved Effective in Stlating and Aiding SChools to Secure Adequate and AppropriateReading Materials in Various. Curriculum. Areas ?'" Ibid., p. 234.

cS 47

are _altered. Tne habits of he viii- largely determihe whether'sstudent- will read newspapers aftar:he leaves junior or senior highschool.

Only by puryosefully using newspapers at all levels of ,secondaryinstruction is there hope that most students will be able to under-stand and evaluate what they haveread:

1:3r.a3s3les* of suggested units o study at various grade levels arepresented below. Theyare meant to-be suggestive only: They includethe uss of materials avai3.ablt to the Flint Public 'Schools, -Which, of-

courses can be adapted to 'other classroom situations. Many of .t1:4"r- -

ideas in, the. folloying units are to be found In'prellous sections of.this bookiet.'

A NEWSPAPER vim OF STUDY FOR SEVENTR GRADE

Note. - Begin each day with-as =lab as 15 minutes of free reading.Classroom sets of The Fatint Journal are a,vailalle in yourschool library (Flint Public Schools), .

I. IntroductionA. Reading habits questionnaire

- B. ,Appeal to interestC. Demonstration of haw .to fold a newspaper

Orientation.A. Definition--What is a nenspaper9.-,B. .PurPosp--What do newspapers do?

1. For ,the'.

2. For society ?'

3. For newspaper?C. Content' and DivisionsWhat Doei A.Newspaper Contain?

.1. Front page2. Other news sections

` 3. Editorial section4:. Sports section.,5. Fehture sections .

6. "Visual aids7. Advertising

Do Commilnicdtion--Row do yoi redd: a newspaper?1.. interest -reading2. Scanning3. Speed reading

" News--What are the characteristics of a good news Story?1. Organization.2, Source3 Interpietatior.4. Readability

°F.' Bead :end discuss the pmaphiPti. The Wokk We 'Live By--"yourDaily Nawepaper."t

4.

49

II. View the film, The Newspaper Story.1. Follaw-up with discussion.2: Review the 5 steps in producing the newspaper (paper,

metal, paper, metal, paper).sroam newspaper_kits, in addition to the newspapers

emselves, are available in your School. library. Stddentsshould examine the material in the kit before visiting thenewspaper plant. They will then be less likely to disturbprepared,material at the plant. The kits include thefollowing items:1. Slugs--solid metal alines of type. .

2. Mats -7papier mache impressions of newspaper pages.. 3. Copy--all material, news, or advertising, prepared-for

printing. '

4.. Tapeslong, narrow pieces of paperwith holes in them

-)which are fed into a linotype where they automaticallyactivate the machine.

5. llimphotoa trade- name used by the Associate Press fortheir system of transmitting photographs by wires

I. 'Visit The Flint Journalis Arrange for the trip thrL4gh Your ;;Shool principal and

your curriculum office.,2. Follow 3:bard ofiEducation policy for field trips.3.4 Review with students the list of Do's and Dont's for

visiting a newspaper plant.4. Bead the-samphlet, The Flint Journal, Your Newspaper.

J. Idscuss visit to the newspaper pliint. Since the visit was'tohave been S'learning experience, the teacher should askquestions and be prepared to answer those of his students.

K. Read and discuss guidance publications.1. Should You Be a Newspaperman? New Ybrk Life Insurance

Company. (Free,. classroom quantities).,'2. A Career in Newspapers', The Flint Journal (Free, class-

room quantities).

49

+1,

STUDENT'LO's AND DON!TsFOR NEWSPAPER VISITS

1. 'Do have one teacher or parent-for each 12 students.

2. Do be on time.

3. Don't congregate in front of main door or in. the lobby.

4. Do follow directions of tour guides;

5. Do Tai attention.

6. Do ask sensible questions.

7. Do be courteous to all you meet.

8. Do keep your voices down.

9. Don't bother the -workers on the job.P

10. Don't toUCh materials.

11. Don't wander from your group.

12. Do say "tank you" after the trip.

13. Dcrsead a le'tter of appreciation.

'1

1' V

50

I.A NEWSPAPER UNIT OF STUDY FOR 8th GRADE

I. Briefly review and upgrade newspaper unit of study for 7thgrade (See 7th grade unit).

. -

II. Use newspapers in class-as an aid in teaching the U. S.Constitution.

,'

A. Newspaper:articles can illustrate the three branchesor departments of the Federal Government.

, .

1. Their present-day fUnctions Can be shown anti coat-i)p 17with those listed in the U. S. Constitution.

2.!The separation of powers can be brought out.3. .BUlletih board displays or scrapbooks could be

used for items 1 and 2 above.

B. Illustrations showing how United States freedoms areprotected by the Bill of Rights can be found in lartuallyany.newspaper..

. Point out Article 1-- freedom of the press.a. Locate an artlple critical of a government policy

or, official and show how newspapers are free toprint virtually'any news they choose, including'criticisms of government; individuals, etc.

b. Explain libel laws aid show,some techniques usedby newspapers to guard against them) i.e., theuse of terms such as: It is alleged. . ., thesuspect. . ., is accused of. . . the suit'charged. .. .., the pollee said. . .

2. Study the historical developments of freedom of thepress.a. ,Listen to,the recording, Freedom of the Press:

27 2, and read the book, Peter Zengerj ,Fighterfor Freedom. Both of these sources give infor-mation on the Peter Zenger case.

b,- Study-the Alien and Sedition Laws of 1798, andshow how they temporarily destroyed freedom ofthe press.Show hew( much news comes_from.gbvernment.sourcesand how goVernment censorship can limit freedomof the press.

Numerous newspaper articles can be found which'willshow that individuals do not have to testify againstthemselves (Article V).

4. Show the film, Bill of Rights-u20 minutes.

Use the book, Pioneers of the Press (byMeyerl' published by.Rand McNa113) as a resource volume for the study of.early-American newspapermen. Students could also te'alereforbiographies appearing in ,newspapers, which would correlatewith material being studied in clasS.

51

Jr

A NEWSPAPER INT OF b'ruDi rUlt 9th GRADE

I. 9th Grade EnglishReinforce material that was presented in the 7th and 8th_exades.The material should.be upgraded. If students did not study thenewspaper in the 7th and 8th grades, previous units for thesetirades could be adapted to introduce the student to the newspaper. .

A. A beginning could be made by evaluating editorials. Editorialscan be read and discussed. Students should be 'aware thateditorials express the point of view of the editors or generalnewspaper policy. However, editorials serve many functions:they inform, explain, interpret, argue, and amuse. Editorialshelp the reader to evaluate the news and stimulate thinking.'

B. Writing techniques can-be used. The essay is illuse.ated bycolumnists, editorials, and sone feature stories,. Studentscan write "letters,to the editor" as a letter - writing unit.The best letter might be selected to be sent to the localnewspaper. News pictures, particularly those with humaninterest, might be the basis of a theme. Comic strip_characterscould be the basis of a composition. Studairts might explainwhy a particular character is their firiorite. Most important,students can collect news articles, editorials, feature stories,and columns on an importadt,continuing news story, such asthe Berlin crisis. This material is excellent background fora composition on a topic like "What is the United States'position on Berlin?"

C. Have each student bring a clipping of a news story thatimpressed him. Lit each student (or a selected few) readthe story'and explain why the story is important And interest-ing. Ask questions similar -CO the following:

1. Why did Lilt- uevapapel- pr nt the story?2. Should the story contain more information?3. Should a follow-up story be.printedf

D. With the aid .of an opaque projector, explain how to read."ether mapsv.graphs, charts, mapsillustiating specificatoriesjandfother illustrations which appear in newspapers.TeachersAlight collect these examples ,over a Period of time,and students can be encouraged to bring clippings.

E. Encourage students to bring copies of the Detroit Free Pressand the Detroit New for comparison as to news content andcoverage and editorial policy.

F. In.4guided.reading class, the reading, of newspapers shouldbe eMouraged. A7guidfid.reading class is one in which students

. are perMitted to read books, magazines, newspapers, and otherreading matter under the supervision of a qualified teacher.This class includes instruction on how'to read the variousmaterials., -

52

G. These films might be shown to supplement presentations:Does it Matter Wnat You Think? and How to Judge Facts.

II. 9th Grade CivicsTo reinforce material presented in the 8th grade, the follow..ing activities are suggested:

Read the first amendment of the Constitution of the United,States to the class.

A. "Congress Shall make no law. . .abridging thefreedom ofspeech, or of the press."Iplain the.john Peter Zenger case. John Peter Zenger,editor of the Weekly Journal in New York was put on trialfor libel in 1735. He had accused the royal gofernor ofcorruption... Zengpr's lawyer shoved the corruption chargeagainst. the gqvernor-was true and .that free speech vas one'Of the rights of baglIshmen. John Peter Zenspewas acquitted.

1. Discuss the meaning of freedom of the press.2. Discuss the responsibility of the press in a free society.3. Discuss how freedom of the press helps'democracy to grow.

B., Have students bring clippings of.devspaper s tories concern-ing community actifities and developments. Articles onlocal government, education, churches, and'community pro-jects can be read by students to theclass. A brief commentmight be made,by the student on how the activity he iskreporting on contributed to the total community.

C. Plan an oral and/or written quiz on news in a day's'nevapaper.This could also be done by dividing the class into teams, andletting each team vie for the title of "The Hest Informed."

D. Explain the human interest story. Have Students collectstozles showing great achievements of people in their community,natidn, or throughout the vdrld. Let each student read hisstory to the class. Then vote on the "best citizen."

E. 'Have a class discussion on teenage problems and opinionsprinted in the local newspaper for one day or during theweek. Have students bring different out-of-town newspapersand compare news of local teenagers with those of other

. ,

communities. This activity can include news of4e7n interests,good grooming,.and teen behavior. This might emphasize goodcitizenship in action.'

F. Dis4cuss haw newspapers present supplemental inf tion ongovernment. Ask students to bring news stories wfii.ch shaltgovernment (local,'state, national: and even foreign) inaction.

G. Spend a day on vocabulary. Explatn why words and term s like'NATO must be learned and understood. Have stud3hts compile

53

lists of new words and terms. Indicate that new words and-terms are always coming into our lariguage. We are madeaware of them particularly throUgh the newspaper.

H. Prepare a bulletin board display of newspaper articles.Let.eadh student prepare one individually or. divide thestudents into groups and let each group prepare a projectfor the bulletin board.. Display the best.'

I.

,

Follow,city commission meetings. Evalubte stories ofcommission activities after a period of several weeks.

1.

ts:- A NEWSPAPER UNIT OF STUDY FOR 10th GRADE'

In using the newspaper for the 10th grade, emphasis-Can well beplaced on evaluation and application.

Evaluation should take placesin'the English class.Application, throUgh illustration, should occur in the foreignrelations class..

I. English

The evaluation of students may be written ororal. .Howeverit is important for the teacher to explain what is meant by.evaluetion.end to shawthe student how to evaluate a newspaper.EvaluatiOn stimulates, clear thinkiflg a370:(11(7,ntrateg to thestudent how to analyze'and synthenime concepts.

First; the.student should be taught to evaluate news stories.,The students should realize that not all stokes are authentic.If a story has not been verified, it is likely to begin: "Ant

unidentified source repOrta. . ." or "It is rumored... ." -One

should have doubts bout such 4 story, until it is verified.Stories in which a peraon is quoted out of context should be.questioned until th',6 reader' can see the entire context. .Head-

_ lines are_soietimes_Misleading_and_their_accuracy_can_be_deter._mined by comparing them with the entireiltory. Choice of wordsis important to consider. -,Are they aimed to slant-the reader'sViewpoint? Finmllyl.students might try'to determine whetherimportant or insignificant aspeCts of a news story are emphasized.

. .

Second, the student should be.taught to .evaluate the editorialpage. Are columnists with different backgrounds and politicalphilosophies .round in the newspaper? Does the newspaper take astand on important issues? Are editorials fair, or do they tendto be emotional; one side or vindictive? Do editorials dealwith important or trifl matters?

54

II. Foreign Relations K

The newspaper is a readily aftilable source for illustratingconcepts and events in the foreign relations class. Thissource can be used only when stories break. This may occurbefore or after a unit of study, but the story supplements,reinforces, and Vitalites the material being studied.- -Constantreferences to news'; Stories should be' an integral part of thisClass.

In addition; students.dhOuld be eIeouraged to Compaxe the newsas it.is presented in different newspapers. The home, thelibrary, and the news stand can be sources for these newspapers.Students can compare the coverage given_the same story in 'eachnewspaper, and they can see the position similarstories have.in the different news,,..pers4 In this wen studei, "Maya broaderperspective of contemporary news.

. .

P. 56 omitted duerto copyrightrestrictions: Pope, Jack, "GetYour Latest Paper Clothes" !Saturday Review of LiteratureNov. 11, 1961, p.

55

e

7.-

`Several aspects concerned with using the newspaper in schools havebeen mentioned only briefly. These include, the bulletin board, theicrapboOk ;,',the vertical fileand theTuse of the librarY:-H.-

Bualetin BoardsA definiteaid in developing nettspaper awareness isthe bulletin board. This visual use of the:newapaper'cantake7studentsawarelOfthe vastnews.coverage offeiediDy.newspapers It may 'callstudentill attention toiother iteds;'suCh',aa advertieements,Yfeaturee,and coluMnists...'jt may make students aware of:the'totaI newspaper.'The hulletin board can be an effective tool' to.ledge and Create'new'interesta.''Although the-valUeOf bulletin bOardsYis'often overrated and too much attention is sometimea'paid to then,.here are seven tips for using them.

TIPS FOR A GOOD BULLETIN BOARD

1. Display a single theme.2. Use plenty of pictures, maps, and graphs.3. Keeplt neat.4. Strive for simplicity.5. Make it.attractive.6. Use good taste: .

7e Change it frequently.

A bulletin board theme maybe developed along one of severalines.News clippings might illustrate. specific courses within the schoolcurriculum, newspaper terms, propaganda techniques, steps in criticalthinking, different types of writing, or humor. Bulletin:board themesmight penter on such topics as recreation; culture, efaMous persona-lity, a:specific cr,.6graphical area, an important newsstory, or aspecific problem.' Other newspapers,.inclUding thuie TrOW other titlesand foreign-coUntrics can offer an' interesting and'attractive'display.-

Scrapbooksz-Scrapbooks,have fallen into ill repute with iome'teachers,while others make extensive use of them: Scrapbooki aPpear to offer ,

several advantages.' First, the student can opserve%tilends in the neva.These trends often tecome apparent to the casual reader or.to'theimmature student of current affairs when either of'them'sees the newscomprensed within the space of a scrapbook: Fba.example0. the 'buildup.of,a political candidate can be clearly seen in some newspaper if.arecord is kept. Aaaher advantage of kceeping.a scraphook is that thestudent'has the.satisfaction of makinia'finiatea'produCt:' At the

. end of a period of time,the has somethiif(to'show for his dfforts.The importance of the scrapbook'tOthe Contentok the partiCular courseshould be made clear to the.student before bp.begins construction.The :third:advantage is*thata student can'obtaiw.a larger.picture ofa particular news areal.foriexample; the Communist thrust: into Southeast.Asia.

Some general principles for constructing a scrapbook can be noted.Instead of cutting articles from a newspaper with scissors, tearthem using a ruler as a straight edge. This method is safer, faster,and more convenient.

Have students 'write appropriate, comments alongside the articles.,These might-be summaries or statements giving the importance and dateof the articles. Another point calls for the students to keep thearticles unattached Until.a pattern is deteimined. The only exceptionto this principle would'prbbably be in the case of a student who iskeeping'a.chronological record,'. and even in this case, be might notwant tciplace every article into'his scraPbook: The tolkiness.ofscrapbooks encourages that rules for their storage be clearly stated.P4moly, the use of loose leaf' 'scrapbooks ellovM,for.changee.to bemade.,

Vertic41 Pile--Clippingi.of newspaperarticles,, piCturei, or other..items that might be of'future use can be organized in folders andfiled in a cabinet. The information found in newspapers often willnot be found in other sources. Such information canbe'of aignific&,thelp to teachers, especially for purposes'ofillustration and example.

.'Students can alio be encouraged to collect clippings and classify them.These, can te used as a basis fore theme, a class discussion; or a talk.They,can be an-important supplement to subject matter and valuable instimulating interest.

It might be noted that newsprint does not preserve Yell. Aftbr,a fewyears, or even a d.4 if exposed to sunlight, it. tends to fade. If aclipping is folded, it becothes brittle and crumbles. Several 'ways ofpreserving newspaper material are available.'-

1 Iceeu the newspaper out. of the Aight.2. Type \tha_article.3. Reproduce the article or picture.4. Dry mount:.5: Laminate in plastic film..

Library-- Many valuable aids for:the Study- of nevspapeta are to-.be found__in_tnelibrary:----Dependingipon the library, out-of-state ..bieekl.iee, and

/. foreiew are tolail:b1;iittatIthie

usin IlligtVourntande;0

an students. can view these newspapers. Social studies' assignmentsthat require the use of miprofilms are rewarding experienees. What didnewspapers have to say about the Great Depression? Pearl Harbor?

roshimal It is all there - -the unemployment, theaurprise, and theek01 l

A library's:vertical file, will reveal information on a wide variety ofinibjeCts collected from newspapers'. Students should be-encouraged tousethe newspaper as a source for reports whenever appropriate:

Several boOks:and magazines:should be pointeclout to. students who studythe current newspaperacene. The greatest single source' about the news-

. \

paper, is Editor, and.Pdblishergs International:Yearbook.- Time andNewsWeek have current articles about the press. Critical commentis to te found in:_the monthly "Communications" edition of theSaturday Review. Teachers will also find these three /erliodicalshelpful when discussing the institution of the press.

Standard referience works, Such_as encyclopedias, yearbooks, almanacs,Who's Who, and Current Biography:vill help to fill in the backgroundof current events and newspaper items of-interest.

.

APPENDIX I

LOCAL uvRicsRaps

Theme: "A Living Textbook fol\a. World in Change -r Your Newspaper"

I. INTRODUCTION

A. *FOREWORD

I

eir

It is felt that-a guide to developing a local program forusing the newspaper in the social a dies classrobm wouldbe valuable for'thosewho may wish 10 initiate such a pro-

, .font 4" +Noir own "ammunition,-

The outlihe of suggested programs and.p edures'pres dherein is a source of information to used viththe under-standing that any part, °fall, of it may be adapted to anylocal situation by making appropriate changes.

These suggestions, the results of joint meetings of socialstudies teachers, both university and, secondary school-and

` vorking.newspaper people, are, intended to bey general enoughto be applicable to 6ay given multi-school eimmunity.

B. ORTMTIVES

1. To bring together, in educational cooperation, three.differen.Ogroups: classroom teachers ..and supervisors;representatives of the press and university educatorsconcerned with the newspaper ,as an institution in afree society and with the improvement and enrichmentof instruction for yputhful citizens.

fIN

2. To assist the many teachers in a multi-school system id.enriching their instructional approach by a sUbject-centered,pbilosophy and technique.

3. To Poster cooperation between administrative,* supervisoryand teaching personnel and between the school system andthe local newspapers.

4. To provide the opportunity for teachers to engage in aworkshop in orderto make better use of the newspapers.as a classroom teaching,t6ol.

5. To foster, through the workshopl.a feeling of area unityand 'Purpose in the' community inyalved as well as.prbfessional.accOmPlishment.

6. To encourage uae of the newspapers inaIl qlassrooms wherethe information they contain might be Appropriate 'to thecourse of study.

do

Artincrs7ArriE 117AmiW3RIC

Establishing local cn'oparatioi2.'. a.' Secure agreement sponsoring newspaper or other

member of responsiblt press in community by:(1)- Presentation of potentinils and presence of

-need for such activity, andCompletioa of conmunity-vide surrey of news-

. paper service to sc:thools .presenti,y' available .

b. Secure .approval of local schoolauthorities:

. . Putting plan into action.Establis21 workshop_ staff anall interested agenFies;(1) Local press.(2) School system..(3) Local University.

b., Collect pditinent material."- and bibllOgriphy.c. Matters of primary invortance for person in charge71-

Director.(1) Maintaini close content with interested authori-

ties a% newspaper,- school. and university.(2) Plans with committee for

(it) Planning program (see sample programa).(b) Contacting individual .and panel- speakers.'

c) Arranging' date, timg and place.,Securing publicity 'to encourage attendance.

e Notifying of, all weaters, leaders andpotential participants of schedule andcontent of workshop..

'(f) Preparing material for distribition.d. Matters to be handled in advanee of first meeting--

. .

1Coordinator. . c,

(1) Physicaa'set-up:,(a) Comfortable arm chairs or tables and chairs

for participants.1;() Lectern.c )-- Display- board .-- - - -_ _ ____ _________I

d Recorder and public address ;system.e Lighting. ' - .4

Arranges for newspaper plant tour.3) Arranges, for coffee break...) Prepares informational sheet for participants and

speakers on:a) Parking.b) gmoking. t

c) , Lavatory facilities. .

d) Dining opport/lities.(e) Plan of building.(f) Mier information.:

i ..

Preparei roster of group 'showing 31EiMesub,,,sct,tatght.

. SAME PROGRAM{Planned: for eight weekly sessions to be held from 9 a.m. to1 p.m" 1k0Airdays.' Me program is divided into four.equalperiods broken at approximately 11 a.m. with a coffee break.)

First Dar

Workshop chairman or official of host sbhool, newspaper, etc. .

"What we hope to do foryoaWbrkshai,chairman.

,TheNewspaper Today -- Its': Workshop, coordinator.

.

411olir of newspaper plant...

Coffee break.

.panel Discussion: ,

Representatives of editOrial, mechanical, circulition and advertis-' ing departments of newspaper.

"People Behind the By-lines" - Introduaion.of available, well..knawastaff 'columnists.

and what-you caa.dccfor us." -

Philosophy, Organization and Operation":,

Distribution of materit10: i.e., sad:soles:of available teadhing helpsand student opinion poll on newspapers in cladaroosvfor re-distribution":aad use in parti"ciRantci classrooms.'

Second Day'

"Able of the Newspaper in the Commanity, is the Nation and in the World".Editor of paper.

"The Reyspaper as it. Aeflectg the ,Culture Pattern of Our 14orldlAnthropologist.

Coffee Break. *It

"Four approaches to Teaching Social Studies With the Newspaper: Firwq,%the Newspaper as a Separate Unit: - (Possible slibjeet--areas - civics,problems oi" democra4, current history! core cless'as Socialorienta-

...Ntion'or coOwunity civics, latter part of modern history.) - j,,_

N . Working secondary teacher. liri,

Experience sharing session;- Groups, possibl) divided by subject area.

Preview of third day; aistribtOon-of.current:events'qpizprepared to.teat degiee of knowledge of to±reat'events'before use of newspaper.

r.

'. .,.,.

,

:62

-lbdrdDay

"Reporting_Foreign News" - .

Foreign Correspondent (if available). or cable ,editor.

"Space-Age Geography"Geographer.'.

Coffee break.

Second approach to use of newspaper;. ''Current EVentaas.a Routine ,

Part 'of "Course of Study." (Possible .subject areas a- world geography,.civics, problems in.democracy,.currenthistory, Social orientation.L. ,

Secondary teacher.fr

EXpqrience sharing sessions: "values of panel discussion techniques."-, -

% 4

Preview of fourth day; history teachers asked to run study of hivingstudents bring clippings they believe rUateto'unit under-study..

'Fourth Day

"The Responsibilities of the Press in a Free Society" -Publisher or aasidtant to publisher.'

"The Free Predi as it Grew in a Free Society" -Histoky of journalism professor,. or if not available, someone fit=.a graduate history department.

Coffee break.

Third Approach to use of newspapers: the. Newspaper as an ,Integra,Part of Specific, Unites within SUbject Areas." (Possibie subject areas r'civics, problems' in, modern or United Statet.hiatory.) -

Demonstratiowby a secondary teacher of.dcliss-in.aeunit-ontheBill of, Rights .n a civics or UnitedStateslaistory course using.reports of."sit-in's%orintegration struggle as-tUrrent,aspects

.

Experience sharing session:- Workshop participants study thenewspaperfor the .day Of the -session and point out articles which could be usedto parallel a current event wits an.epic event of history.

of the same human rights.

Preview of fifth dayl,.questiO

aire on.196? national elqctions distri-buted to be,completedby stud ti:O.n participants.' classes.

;. .

,

Fifth, Da.y.

'Piste and Natiorial Reporting" .!.

Washington correspondent, if liossiblei.otherwisetelegraphseditor.,

63

.

.

.

"Eledtion Year Pcilitica .

Political scie4ce Professor.

Coffee break.

' "196? Campaign Issues" - \

. Political reporters, preferably those, who have covered preSidential.Candidates discuss the important issues which have arisen-. .

. .

Experience sharing session: "How I plan to upe.theelectionin myclasses," a general discussion by participants grouped by subjectareas.

Preview of sixth day; participants will be-asked to require their ownstudents to clip two or more editorials on the same subject fromdifferent newspaper sources and analyse, :

`Sixth Day

"Editorial Page - Influential or Overlooked" -Editorial page editor

"MdtivationalResearch -.Fact.or Fraud"Propaganda authority, mar4fresearch expert, social psychologistare all possibilities.is available.

Coffee Break.

Fourth Approach-to use of newspapers:- "The Ipwspaper as a Motivating,Stimulating Device where Regular, Brief Discussions of Current Events,Chosen Chiefly for Their Headline Quality, Can Be Used as Leads into

'Whatever Secondary teacher Wishes to Teach.

EXperience sharing session: a-discussion of the printed, informational-material which they would like to receive from-the newspapers. ita

A

Preview of seventh. day; participants will be asked to request the girlsin their classes to bring to class some article from the women's featureson-;,clothing or homemaking of today on which they woad be interested to.have comparisons on,how this item or methOdwas different. inthe periodLunder study in'their history classes. L.

Seventh Day

"The Newspaper Features = Reflection of Changing Times"DIVeussion bet*eep, feature editor and American. studies or, socialpsychology professor (doUbla,period).

Coffee break.

ro

, o

"The Whys of Handling School Neve -

Education writer or discussion between education writer and cityeditor.

Ekperietce sharing session: Directed discussion on whether newspapersdo refledt society in which they operate.

o

Preview of el th day; disti.lbution.to participants fpr:re-distribu-:,tion and c etion,by their'studenfS'of,aliopinion goU on newspaper/content'irucluding suggestions .for new and additional' features.

Eighth Day

"Othe'r. Newspaper,repartMent"Erlef discuision of function by:

PromotionCirculation manpger,Advertising Manager,

"Economics and the Press" -Discussion between economist andbusinessleditOt'

)

EValuation pf.workshop by participant,'.

.

Luncheon, with guest. spedker -,,"The Teacher and thePartners in America's Piiture." r

/ .

. /

Newsiiippr

;

.e

APPENDIX II

P. E. MWSPAPER. POLL*L

What are the 15 daily newspapers in the United States "moatsuperior for news cCrverage, integrity, and public service"?

A poll of the nation's newspaper editors completed in the: springof '1960 by Practical English selected the _following, in ordei' of'vrefereice:

t.

1. The New York Times2. The Christian Science Monitor3. The Milwaukee Jtarnal .4. St'. Louis 'Post-Dispatch5. The Washington' Post Times Herald6. The Loulirville Courier-Journal ,

7. The Wall 4treet Journal : ;8. The Atlanta ConstitAfion . '

ahicago iTribuzka N10. gte Des Moities° Register11.,, The Kansas piti Times-Star12.-° -The Baltimore Sun.13. 11.1.. Miami Herald14. ChicagO.Daily News

fa

15. Et i.uageles Times-

Many lesti jai-ominent newspapers of excellent quality are availablethroughout the country. P .E. rs, listed' only large dailies tAs one 'editor commented: "UnfortunsteLy, this- 13611 eliminates manysmaller papers that are superior, to larger ones' in public serviceand integrity." To help form yoUr ownjudgment,. you might breadone or two of the neinspapers listed on, the poll and .use them as abasis of comparison withyour*own local newspapers.

"Why-Read Newspapers?", Practical English, February 28,."'s

66

A

Abets IONS, MERGERS; CHANGES AND BINrwilas 1

&aspens i 01113

_Grand.Junction (Colo.) Sun. (9440)'Detroit (Mich.) Times (u -7-60)Rolla (Ma0 Herald (4=140)`White Plains(N.Y.1\Trader (11-5-60).Jersey Shore (Pa.) Herald (1959)Westerly (R.I.).Morhing.Log (4-19-60)Montpelier (vt.).Post (1171440)T

, Dropped' (After Merger with .another. paper)

Charleston (Ill.). Hews - merged with Charlestbn Courier (6-607SioUx City (Iowa) Journal (m) and:Journal-Tribnne.(e) now.is.published as All-Day'Newspaper called Journak(6-1-6Q)-Wichita '(Kana.) Beacon merged:with.Wichita Eagle(10-:60) :

-Middletown (N.Y.) Times.-Herald'- merged-with Middletown Record (10-3-60)Endicott (N.Y.) Bulletin.- merged Binghampton (N.y.)'Sun. (9-1-60),Cleveland Ohio) News - merged.with'Cleveland.Press al-24-60)Charleroi.' Pa.) Mail - merged With Monessen (Pa.) Independent (9-1-60:Pittsburghlpa.) Sun-Telegraph' -`merged with pittsburgh Poot-Gazett.(4;-22-60)

'Frequency Changed(From Daily to Weekly, Semi-Weekly, etc.).

Cedartown (Ga.)' Standard,(8-2-60)'Savannah (Ill.) Times- Journal(11 -60)Rolla (Mo.) Herald (4-140):Carbondale (Pa.) News'(12...30-60)Pittston (P.s.) Gazette- (12- 30 -60)

Westerly R.I2),Morning Log,(4-1-60).Pecos (Tex.), Enterprise:(7-6...,60)

New,&ilies(Started 'during 196o).

Jasper (Ala.) MoUntairrA41e;.(5-2-60)'Prn1112-(Calif.):Pass Observer (11-7-60) -

Costal4esa,(Calif.) Globe-Herald & Pilot (6-1640Marathon (Fla.). Florida Keys Keynoter (913-60),Pompano Beach .(Fla.)'Sun-Sentlnel 0-1840)Pompano Beach:(Fla.) iorwpAeWs

Chicrregjlls- (Mass.) Veal Street-JOurnal(4-60),EastTawaBCityl(Mich.) Huron, Shore News-preds.(10-31-60)*Starkville,(Miss.) NeWs:(10-31-.-60),Rolla:(Mo.) Herald-(9...27-60)':

Editor and Publisher Co., `Inc. International Yearbobk, 1961, p.51

.

ilshite Plains (NY) Trader (9-0-60)Cleveland (Ohio) Wall Street Jburnal (4-6o)Jersey Shore (Pa.) hews (6-60Warren Pa.) County Observer (11-14-60)Pierre S.D.) State News (8 -1-60)Westerly (R.I.) Morning Log (4.411-60),Athens.(Tenn.) Press (10-31-60)Pecos (Tex.) :nterprilfe (1-2240)Montpelier (Vt.) Post (1043-60)Riverton (Wyo) Ranger (11-60) - -

Red Deer (Alberta, Canada)' Advocate (3-1-60)Simcoe (Ontario, Canada) Reformer (10-:3-60)

68

a

APPENDIX IV

Largest Circulations*- (t) Morning (E) Evening

1. New York Lys 1,980,338.\(14)2. Chicago Tribune 864,471 \0403. New York Mirror 840,6444. New York Times 7444763 } M)5. Detroit News 733,583 E)6. Philadelphia 2ailletin 720,,794 (E)7. New "rark Jourfial American 639,216 E)8. Phil 1phia Inquirer 605,850 14)

9. Detroit Free Press 573,273 N)10. Los tngeles Times 552,220 /4)

11. Chicago Sun Times 546,957 M)12.. Chicacto Neva 537,179213.1' New York World Telegram,. *4 Sun 477,595 (E14. Chicago American 450,340 (E)15. Washington Post 412,846 N16. St. Louis,Post Dispatch 406,947 E)17. Cleveland PrEss & News 3§5,347 E)18. Los Angeles herald & Express 378,613 E)19.. Milwaukee Journal 377,582 E)20. Los Angeles Exakiner 375,552 m)

Information Please Almanac, 1962, pp. 308-9.

APPENDIX V

Selected Bibliography

The Association of Social Studies Teachers Of the City of New YOrk.A Handbook for Social Studies. Teaching. New York: The .

Association of.ocial Studies Teachersof the City oflrew York. Undated.

1

BereldOn, Bernard, and Janowitc., Morris (eds.). Public (pinion and.asimunication. Enlarged edition. Glencoe: The Free-.1biess, 1953..

.1New York: .Scott, ioreenea'Dale Edgar. H:94 To Read a Newspaer.

and Cro.., 1941.

t '''''e ,Bd 1. t o r and Publisher, Inc., International Yearbook

. .

Ellis,-Elmer (ed.). Education. Against Propaganda. Seventhorearbook.Washington: National Council for the Social Studies, 1937.,

. 4

Emery, Edwin Ault, Philip H. and Agee Warren K. Introduction toMass Communications. NeW York: Dodd, Mead.and Company,,1960.

Gray, William S, (ed.). Improving Reading in All Curriculum AreastSupplementary Educational Monographs, No. 76, Chicago:The University of Chicago Press, November, 1952.

IThe Institute .for Propaganda Analysis, Inc.Alfred M. Lee and Elizabeth B. Lee'Harcourt, Brace and Co.,. 1939

The National-Society for the Study orzEducation. Made Media,andEducation. Nelson,B. Henry (ed.), Part II. Chicago:The National Society for the Study of Education, 1954.

O'Hara, Robert C. Media for the. Millions. New York: Random House,1961.-

Robinson; Helen 14. (ed.).. Developing Permanent Interest im Reading.Supplementary Educational Monographs, No. 84. Chicago:The Uxiiiersity,of Chicago Press, Lecem4er, 1956.

Schattschnelder, E. E. et al.rA Guide to the Study of Public Affairs.New-York, Holt, Rinehart, and Winston, 1952.

Schramm, Wilbur (ed.). Mese Communications. Urbana: University ofIllinois Press, _1*60. °

Schramm, Wilbur (ed.). The Process and Effects. of Mass,Ccmmunication.

Urbana: University of Illinois Press, 1955. .

Society for the Psychological Study of Social Issues. Public-Opinionand Propaganda. Daniel Katz et al. (eds.). New York:. TheDryden Press; 1954...

70