Teaching Ethics in Scholastic Journalism · PDF file3 ‐ Discuss the students’ reactions to the quote in a whole‐class discussion and brainstorm what students consider to be the

TeachingEthicsinScholasticJournalism:

AdditionalLessonPlans

MaggieCogar

KentStateUniversity

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TableofContents

LessonTitle PageNumbers

“TheDemocraticFunctionofJournalism” 2‐3

“UsingtheBokModeltoMakeEthicalDecisions” 4‐6

“CreatingaCodeofEthics” 7‐9

“ThestoryofStephenGlassandtheethicalneedforverificationandfactchecking” 10‐12

“The‘thoughtexperiment’&scholasticjournalism” 13‐14

“IntroductiontoEthicalDecisionsMaking” 15‐18

“Ethicaldecisionmakinginaction” 19‐20

“Keepingupwiththechangingmedia” 21‐23

“TheCircleofIntimacy&VeilofIgnorance” 24‐26

“ACultureofHonesty”andwhatitmeansforhighschooljournalism” 27‐28

“Loyaltiesandthemedia” 29‐30

“Usingtheninecheckpointstepsinethicaldecision‐making” 31‐34

“KeepingitRelevant” 34‐38

“AnalyzingSources&Quotes” 39‐40

“Truthtellinginhighschooljournalism” 41‐42

“CreatinganAdvertisingPolicy” 43‐45

“UsingtheTAREStestforethicaladvertising” 46‐48

“Howethicaldecision‐makingischanging:blogging&socialmedia” 49‐50

“Isthatlanguagesuitableforpublication?” 51‐52

“EnhancingEthicalFitness” 53‐54

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MaggieCogarKentStateUniversity

Title:TheDemocraticFunctionofJournalism

OverviewandRationale:

“Everygenerationcreatesitsownjournalism.Butthepurposeandtheunderlyingelementsofjournalism,wehavefound,arethesame…Thecentralpurposeofjournalismistotellthetruthsothatpeoplewillhavetheinformationthattheyneedtobesovereign.”~From“TheElementsofJournalism”

Inorderforjournalismstudentstofullyunderstandtheirpurposeonapublicationstaff,theymustfirstunderstandtheover‐archingpurposeofjournalismasawhole.Thislessonplanisgearedtowardsjournalismstudentsinanintroductionclass.Itteachesthestudentstheroleandpurposeofjournalisminademocraticsociety.

GoalsforUnderstanding:

Studentswillbeabletodiscusstheroleandpurposeofjournalisminsociety. Studentswillbeabletoapplythisknowledgetotheirroleonthehighschool

publicationstaff.

EssentialQuestions&KeyTerms:

Whydojournalistsdowhattheydo?Whatistheunderlyingpurposeofjournalism?

Whatroledothemediaplayinsociety?Inademocraticsociety? Whatroledoesaschoolpublicationplayintheschoolcommunity? Keyterm–watchdogmedia

OverviewandTimeline(oneclassperiod):

Anticipatoryset/Leadin(15min.)–

ENTRANCESLIP–Havestudentsrespondtothefollowingquoteandprompt:

ThomasJeffersononcesaid,“IfIhadtochoosebetweengovernmentwithoutnewspapersornewspaperswithoutagovernment,Ishouldnothesitateamomenttopreferthelatter.”

Whatdidhemeanbythis?Whatdoyouthinkheissayingaboutthemedia’sroleinAmericansociety?

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‐Discussthestudents’reactionstothequoteinawhole‐classdiscussionandbrainstormwhatstudentsconsidertobetheroleofjournalisminsociety.Havestudentsdefine“watchdogmedia.”

Step‐By‐StepProcedures(15min.):

1.)Groupwork–Studentsshouldnowbethinkingabouthowjournalismrelatestogovernmentandgovernmentactions.Now,studentswillworkinsmallgroupstobrainstormwhattheyconsiderthePURPOSEofjournalism…theyshouldlisttheirideasonbulletinboardpaperandthentapeittotheboardwhenfinished.Encouragestudentstobrainstormthepurposeofnational,state,local,andschoolmediaoutlets.

2.)Classdiscussion–Discusswhatthestudentscameupwithintheirgroupwork

Assessment(15min.):

EXITSLIP–Havestudentsrespondtothefollowingquestions:

‐Usingwhatyoulearnedtoday,explainwhatyouthinkshouldbedoneinthefollowingsituations…

1.)AcolumnistforTheNewYorkTimesisfuriousabouttherecentincreaseinfederaltaxes.Shedecidestowriteacolumnaboutitforthenextissueofthepaper,whereshequestionstheactionsofgovernmentofficials.Theseofficialsarenothappyaboutthenegativepublicity.–Shouldshepublishit?

2.)Acolumnistforthehurricane,ahighschoolpublication,isfuriousabouttherecentincreaseinthecostofparkingpasses.Hedecidestowriteacolumnaboutitforthenextissueofthepaper,wherehequestionstheactionsoftheprincipalANDtheassistantprincipal.Theprincipalisn’thappywhenhefindsoutthecolumnisbeingwritten.–Shouldhepublishit?

*OPTIONALNEXTSTEP–usethisexitslipresponseasadiscussionstarterfortomorrow’slesson

Materials&Resourcesused:

“TheElementsofJournalism”byBillKovach&TomRosenstiel Bulletinboardpaper&markers

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Title:UsingtheBokModeltoMakeEthicalDecisions


Everyjournalistiseventuallyfacedwiththequestion–shouldweprintit?Mostoften,theanswertothisquestionisnotaclearyesorno(rightvs.wronganswer),butratherjournalistsaremostoftenfacedwithwhatRushworthKiddercalls,“rightvs.right”decisions.Thisconceptspeakstothecomplexityofmediadecisionmaking.

So,withthecomplexitiesofthedecisionsthatneedtobemade,howdohighschooljournalistsdecidewhattoprint?Thislessonwillhelpteachstudentsanethicaldecisionmakingmodeltheycanapplywhenmakingtheirnextdifficultethicaldecision.


StudentswillbeabletodefineanddescribethestepsofBok’sethicaldecision‐makingmodel.

Studentswillbeabletousethismodeltomakeethicaldecisionsregardingtheirpublication.

EssentialQuestions:

Howdojournalistsdecidewhattopublish? Whatarethestepstomakinganethicaldecision?

OverviewandTimeline(2‐3forty‐fiveminuteclassperiods):

Step‐By‐StepProcedures:

Day1

Anticipatoryset/Leadin(10min.)–

5min.–Studentswillbrainstormthemethodstheycurrentlyusewhenmakingadifficultdecision.

5min.–Studentswilldiscuss,asaclass,themethodstheyusetomakedecisions.Whattrendsdostudentsnotice?(usethistoleadintoBok’smodelofdecisionmaking,i.e.–askingothersfortheiropinionofwhatweshoulddo)

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Lecture(10min.)

‐Usingpages1‐6in“MediaEthics:Issues&Cases”(seeresourcesused)explainthestepsofBok’smodelformakingethicaldecisions.Havestudentstakenotesonthedifferentstepsoftheprocess.

PowerPointGroupProject(25min.)

‐Breakstudentsintogroupsof3

‐Discussthe“EthicalDecisionMakingPowerPoint”projectassignmentsheet(attached)

‐Assigneachgroupadifferentethicalscenariotoanalyze

Day2

Review(10min.)

‐Discussyesterday’sconceptswiththeclass,focusingonthethreestepstoBok’sdecisionmakingmodel

PowerPointGroupProject(35min.)

‐StudentscontinuetoworkingroupsonthePowerPointassignment

Day3

PowerPointPresentations(10min.)

‐StudentswillpresenttheirPowerPointprojectsovertheirethicalscenarioanddescribetotheclasswhytheycametothedecisiontheydid

Assessment:

‐PowerPointPresentations

‐OPTIONAL–EthicsScenarioessay

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“MediaEthics:Issues&Cases”by:PhillipPatterson&LeeWilkins MicrosoftPowerPoint PowerPointassignmentsheet Listofethicalscenarios

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Title:CreatingaCodeofEthics


“Thatkindof‘corevalues’thatmanycodesofethicsembody,then,aretheonesthatareintrinsicallyworthwhile…’Whatisright?’Thattasktypicallyfallstoacodeofethics.”~From“HowGoodPeopleMakeToughChoices”

Inscholasticmedia,it’simportantforstudentstobeabletomakethe“right”choiceswhenitcomestoethicaldecision‐making.Buthowdotheyknowwhatthe“right”choiceis?Developingacodeofethicsforpublicationstaffscanhelpstudentsmakethosedecisions.Acodeofethicscanserveasaguidelineforwhatthestaffhaspreviouslydecidedisthe“right”thingtodoandcanhelpeaseuncertaintywhenitcomestoethicaldecision‐making.


Studentswillbeabletodefineanddiscusstheconceptofethicalcodesandwhatroletheyplayindecision‐making.

Studentswillcreateacodeofethicsforthepublicationstaff.


Whatisthe“right”thingforjournaliststodo?Why? Howcananestablishedcodeofethicshelpmakeethicaldecisions? Keyterm–codesofethics,corevalue,moralsvs.ethics

OverviewandTimeline(two45min.classperiods):


DAYONE

1.)Anticipatoryset/Leadin(10min.)–

ENTRANCESLIP–Havestudentsrespondtothefollowingprompt:

Whatisamoral?Whatisanethic?Explainthesimilaritiesanddifferencesinabrieflist,Venndiagram,orparagraph.

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‐Discussthestudents’responsesandhelpclarifyforthemthedifferencesbetweenanethicandamoral.

2.)Articlereading–HavestudentsreadtheBusinessWeekarticle,“CorporateEthics:RightMakesMight”andhighlightthemainpointsofthearticle.

http://www.businessweek.com/bwdaily/dnflash/apr2002/nf20020411_6350.htm

3.)Classdiscussion–DiscusswhatthestudentshighlightedandtheactionsofJ&J,whomakesTylenol,versustheactionsofEnronexecutives.Whatwastheendresultforbothcompanies?Bothcompanieshadacodeofethicsinplace,sowhyweretheresultssodrasticallydifferent?(alsoreadpages81‐82inHowGoodPeopleMakeToughChoicesforfurtherinsightontheTylenolscenario).

4.)EXITSLIP–howcanacodeofethicshelppublicationstaffs?

Homework–Research3differentcodesofethicsfordifferentcompaniesandorganizations(Boyscouts,bigbusinesses,etc.).Research3codesofethicsforpublications(NewYorkTimes,etc.).Createalistofwhattheyallhaveincommon…whataretheir“corevalues”?

DAYTWO


ENTRANCESLIP–Havestudentsdiscusstheirhomeworkassignmentingroupsandlistwhatallthecodesofethicshaveincommononasheetofbulletinboardpaper.

2.)Classdiscussion–Tapebulletinboardlistsonfrontboardanddiscussasaclasswhatcodesofethicsshouldinclude.HavestudentsreadanddiscusstheNSPAModelCodeofEthicsforhighschooljournalists.

3.)BrainstormaCodeofEthics–HavethewholeclassbrainstormanddiscusswhatshouldbeincludedinthestaffCodeofEthics.

4.)EXITSLIP–Fromthebrainstormingsession,listthe3topthingsyoubelieveshouldbeincludedintheCodeofEthicsandexplainwhyyoubelievetheyarethemostimportanttoinclude.

Homework–Finishexitslipifnotcompletedinclass

Assessment:

EntranceSlip–Day1 ExitSlips–Days1&2

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Day1homework FinalpublicationstaffCodeofEthics


“HowGoodPeopleMakeToughChoices”byRushworthKidder Copiesofthearticle“CorporateEthics:RightMakesMight”(classset) CopiesoftheNSPA“ModelCodeofEthics”(classset) Bulletinboardpaperandmarkers

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Title:ThestoryofStephenGlassandtheethicalneedforverificationandfactchecking


Theimportanceofafactcheckingsystemforhighschoolpublicationscannotbeunderstated.This,thetraininggroundforyoung,inexperiencedreporters,shouldbetheplacewheretheprocessoffactverificationandaccuracychecksaretaughtandestablished.

Theimportanceofcredibilityinreportingshouldbetaughtatthehighschoollevel,becausethereisveryoftennoroomforthiseducationtotakeplaceinthe“realworld”ofjournalismwherereportersandeditorsalikeareonconstantdeadlines.Advisersneverreallyknow…thenextStephenGlasscouldbesittingintheirintroductiontojournalismclass.


Studentswilldefinefabricationanddiscussitsethicalimpactonjournalism. Studentswillexplaintheimportanceofverifyingfactsbeforepublication. Studentswillcreateasystemoffactcheckingfortheirpublication.


Whatisfabrication? Whatleadsjournaliststo“fabricate”storiesorimages?Whatenvironmentis

neededinordertopreventthatfabrication? Whatstepscanpublicationstaffstaketoverifyquoteandfactaccuracy? Keyterm–fabrication,factcheck,credibility

OverviewandTimeline(five45min.classperiods):


DAYONE



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Whatdoesitmeanto“fabricate”something?Doyouthinkthemediaeverfabricatesstories?Whatpossibleconsequencescouldfabricationhaveonmediaoutlets?Explain.

‐Discussthestudents’responses.

2.)Articlereading(makecopiesofthearticlesostudentscanmakemarksonit)–

15min.–Havestudentsreadtheoriginal“HackHeaven”articlebelow.Havethemhighlightany“redflags”theymaysee.Whatpiecesofthearticlemightmakethem,asaneditor,verifythefactsofthearticle.

http://ebookbrowse.com/artikel-hack-heaven-doc-d36947053

3.)VIDEO–Startwatching“ShatteredGlass”

DAYTWO&THREE

1.)VIDEO–Finishwatching“ShatteredGlass”

Homework–ReadtheVanityFairarticle,“ShatteredGlass,”highlightinginterestingaspectsofthearticle.

http://www.vanityfair.com/magazine/archive/1998/09/bissinger199809

DAYFOUR

1.)ENTRANCESLIP‐

UsingthemovieandtheVanityFairreadinghomeworkasaguide,discusswithapartnerwhyyouthinkGlassfabricatedstoriesforTheNewRepublic.Together,createabulletedlistofreasonswhyyoubothbelievethefabricationhappened.

Homework–ReadtheVanityFairarticle,“ShatteredGlass,”highlightinginterestingaspectsofthearticle.


2.)Now,withyourpartner,readtheForbes.comarticle,“Lies,damnliesandfiction”andhighlightthemainpointsofthearticle.CreatealistofthestepsForbestooktoexposeGlassandTheNewRepublicofthefabrication.

http://www.forbes.com/1998/05/11/otw3.html


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Homework–Brainstormalistof5‐10thingswecandoasastafftocheckfactsandpreventfabricationfrombeingpublishedinournewspaper.

DAYFIVE

1.)ENTRANCEACTIVITIES‐

Withapartner,discussyourbrainstorminghomeworkfromlastnight.Whatareyourbestideasforcheckingfactsandpreventingfabrication?

2.)Classdiscussion–Asawholeclass,discussandcreatea“formal”systemforcheckingfacts,sources,etc.beforepublication.

Assessment:

EntranceSlip–Day1,4,&5 Discussionparticipation(Day1,4,&5) Formalsystemforcheckingfacts


“ShatteredGlass”movie Copiesofthearticle“HackHeaven”(classset) Copiesofthearticle“ShatteredGlass”(classset) Copiesofthearticle“Lies,damnliesandfiction”(classset)

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Title:The“thoughtexperiment”andscholasticmedia


“SowhenHoward’sstudentstookupthisline,hewouldengagetheminalittlethoughtexperiment.Imagine,hetoldthem,thatI’mgoingtoparachuteyouintoacountrysomewhereintheworld,andyouhaven’tanyideawhereitis.Assoonasyougetoutofyourparachute,Iwantyoutowalkuptothefirstpersonyousee,takeawaywhateverheorsheisholding,andrunawaywithit.Thenseewhathappens.Withthepossibleexception,heexplains,thatyouhavelandedinfrontofaBuddhistmonkandtakenawayhisbeggingbowl–andthathisonlyresponseistosigh,“Ah!That’skarma!”–youwillhaverunsquarelyintotheuniversalconceptofpropertyrights,codifiedintheWesternworldthroughthecommandment“Don’tsteal”…Andyouwillfinditinanycultureinwhichyouland”(Kidder87).


Studentswilldefineanddiscussmoralvaluesinjournalism. Studentswillexaminethesevaluesandhowtheyrelatetoscholastic

journalism. Studentswillcreatealistofjournalistic“commandments.”


Whatarethe“universalmoralvalues”injournalism? Whydojournalistsandsocietyvaluethesemorals? Keyterm–universalmoralvalues,plagiarism,fabrication

OverviewandTimeline(one45min.classperiods):


DAYONE



Doyouthink“universalmoralvalues”exist?Ifso,whataresomeuniversalmoralvaluesyoucanthinkof?Explainyourresponse.

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‐Discussthestudents’responsesinawholeclassdiscussion.

2.)ThoughtExperiment–HavestudentsengageinHoward’s“thoughtexperiment”anddiscusshowitappliestouniversalmoralvalues.

“SowhenHoward’sstudentstookupthisline,hewouldengagetheminalittlethoughtexperiment.Imagine,hetoldthem,thatI’mgoingtoparachuteyouintoacountrysomewhereintheworld,andyouhaven’tanyideawhereitis.Assoonasyougetoutofyourparachute,Iwantyoutowalkuptothefirstpersonyousee,takeawaywhateverheorsheisholding,andrunawaywithit.Thenseewhathappens.Withthepossibleexception,heexplains,thatyouhavelandedinfrontofaBuddhistmonkandtakenawayhisbeggingbowl–andthathisonlyresponseistosigh,“Ah!That’skarma!”–youwillhaverunsquarelyintotheuniversalconceptofpropertyrights,codifiedintheWesternworldthroughthecommandment“Don’tsteal”…Andyouwillfinditinanycultureinwhichyouland”(Kidder87).

3.)Discussion–Now,withapartner,discusswhatuniversaljournalisticmoralvaluescouldlooklike.List3‐5universaljournalisticmoralvalues.

‐Discussthestudents’responsesinawholeclassdiscussion.Asaclass,comeupwithalistofjournalistic“commandments”tohanginthenewsroom.

Assessment:

Entranceslip Listofjournalistic“commandments”


“HowGoodPeopleMakeToughChoices”byRushworthKidder

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Title:IntroductiontoEthicalDecisionMaking


Journalismstudentsneedtounderstandthefundamentalconceptsofethicaldecisionmakingbeforetheycancontrolcontentdecisionsforanypublication.


Studentswilllearnthekeypointsintheethicaldecision‐makingprocessandhowtoapplytheprocesstotheirowneditorialdecisions.

EssentialQuestions:

Whatismyjournalisticpurpose? Whatarepossibleethicalconcerns? Canthearticlecauseharm? Whataremyalternativestomaximizemyresponsibilitytotellthetruthand

minimizeharm? CanIclearlyandfullyjustifymythinkingandmydecision?

OverviewandTimeline:

Activity1(TwoorThree45‐minuteclasses)

Anticipatoryset/Leadin(20min.)–Pre‐test–Havestudentsanswerthequestionsononesideofthehandout(withoutlookingattheback)thenhavestudentsanswerthebacksideofthehandout.Discusstheresultsofthepre‐testusingthefollowingquestionsasaguide:

1.) Howdidyouranswerschangethesecondtimeyourespondedtothequestions?

2.) Whatmadeansweringthequestionsthesecondtimemoredifficult?3.) Howdoyouthinkthisrelatestoethicaldecision‐makinginjournalism?


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1.) StudentsshouldworktheirwaythroughtheNewsU.orgcoursetitled“IntroductiontoEthicalDecision‐Making”

2.) Theyshouldtakenotesastheyreadandworktheirwaythroughthecourse,payingcloseattentiontothe10questionsforethical‐decisionmaking.

Activity2(One45‐minuteclass)

1.) ReadtheSPJCodeofEthicsanddiscussasaclass2.) Insmallgroups,studentsshoulddiscusstheSPJCodeofEthicsandcomeup

withthreewayshighschooljournalistscouldfolloweachofthefourethicalcodes(SeekTruthandReportIt,MinimizeHarm,ActIndependently,BeAccountable).

Thisactivitycouldleadintoadevelopmentofastaffcodeofethicswithspecificsfortheschoolpublication.

Assessment:

Usingalistofethicalsituations,studentswillchooseoneethicalscenariotoanalyze(seerubricforassignmentdetails).


Handout#1–Ethicaldecisionmakingpre‐testanddiscussion Newsu.org–“IntroductiontoEthicalDecision‐Making”course SPJCodeofEthics(http://www.spj.org/ethicscode.asp) Assignment#1gradingrubric

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Handout #1 – Ethical Decision-Making Pre-test

FRONT:

Answer the True or False questions below.

1.) I would never lie. __________

2.) I would never steal. _________

3.) I would never cheat. _________

4.) I would never kill someone. ___________

BACK:

Answer the True or False questions below.

1.) I would lie if it meant protecting someone I loved. __________

2.) I would steal food if my family were starving. _________

3.) I would cheat on an exam if meant the difference between passing and

failing the class. _________

4.) I would kill someone out of self-protection or to protect the ones I

love. ___________

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Assignment #1 Grading Rubric

Ethical Scenario Analysis

Project Description: Students will write a 1-2 page paper on an ethical situation of their choice (choose from the list provided). Using the knowledge gained from the class discussions and NewsU.org course, students will write on how to respond to the ethical situation, using the Poynter Institutes List of 10 questions as a guide for their response. Students should work their way through all ten ethical questions before making a final ethical decision. *Use MLA style.

Paper is at least 1-2 pages in length

_______ / 20 points

Paper thoroughly explains how to handle the ethical situation

_______ / 25 points

Paper addresses all 10 decision-making questions on the Poynter List _______ / 20 points

Paper is relatively free of grammar and spelling errors

_______ / 10 points

TOTAL: _______ / 75 points

COMMENTS:

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Title:Ethicaldecisionmakinginaction


Highschoolpublicationstaffsareconstantlyforcedtomaketoughdecisionsonadeadline.Themorestudentspracticehowtomakethesedecisionsquickly,thebettertheywillbeabletodoitin“reallife.”Ethicalfitnessiscrucialtoyoungjournalistswhoarefacedwithmakingthesetypesofdecisionsforperhapsthefirsttime.


Studentswilldiscussethicaldecisionmakingintermsofphotos.


Isitoktopublishphotosofdeadbodies? Whataboutviolenceingeneral?Isitoktoprintphotosofseverelyinjured

people? Keyterm–visualethics,credibility

OverviewandTimeline(one45min.classperiod):



ENTRANCESLIP–StudentswillviewthephotooftheBostonshootingandthenrespondtothefollowingprompt:

Wouldyouprintthisphotoinourschoolpublication?Whyorwhynot?Explain.


2.)Groupwork/discussions(examiningdifferentethicalapproaches)–

*Breakclassintofourgroups.EachgroupwilldiscussthephotooftheBostonshootingandwhetherornottopublishit,usingthedifferentethical‐decisionmakingtheoriesbelow…

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Group#1–Aristotle’sGoldenMean

FollowtheguidelinesofAristotle’sGoldenMean(giveninclassbylecture) Workyourwaythroughtheprocessofmakinganethicaldecisionbasedon

hisphilosophy

Group#2–Bok’sModel

FollowtheguidelinesofBok’sModel(giveninclassbylecture) Workyourwaythroughtheprocessofmakinganethicaldecisionbasedon

thephilosophy

Group#3–Kant’sCategoricalImperative

FollowtheguidelinesofKant’sCategoricalImperative(giveninclassbylecture)

Workyourwaythroughtheprocessofmakinganethicaldecisionbasedonthephilosophy

Group#4–Poynter’s“10QuestionstoMakeGoodEthicalDecisions”

Followtheguidelines/questionsofPoynter’s“10QuestionstoMakeGoodEthicalDecisions”(giveninclassbylecture/handout)

Workyourwaythroughtheprocessofmakinganethicaldecisionbasedonthe10questions

In‐ClassDiscussion–Discusstheresultsofthegroupdiscussions–followingeachtheory,shouldthephotoprint?Now…shouldweprintthephoto?Whyorwhynot?Explainanddiscuss.

Assessment:

EntranceSlip Discussionparticipation


Projector/overheadtoprojectBostonshootingphoto Materialsandlecturenotesonallfourethicaltheories

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Title:Keepingupwiththechangingmedia


“Thenewjournalistisnolongerdecidingwhatthepublicshouldknow–thiswastheclassicroleofthegatekeeper.Heorsheishelpingaudiencesmakeorderoutofit.Thisdoesnotmeansimplyaddinginterpretationoranalysistonewsreporting.Thefirsttaskofthenewjournalist/sensemaker,rather,istoverifywhatinformationisreliableandthenorderitsopeoplecangraspitefficiently”(TheElementsofJournalism).

Withanincreaseincitizenjournalismduetochangesininformationtechnology,theroleofthejournalistischanging.Journalist’susedtofocusonbreakingnewscoverage.Now,thankstoblogsandsocialmedia,breakingnewsismakingitintothehandsoftheaudiencebeforeprofessionalnewsoutletsevenhaveachancetogetittothecopydesk.Thus,thenewtaskforprofessionaljournalistsbecomestakinginformationthathasalready“broken”tothepublic,andmakeitmeansomethingtothem.Thishappensthroughsynthesizingandverifyinginformation.

Itisthedutyofscholasticmediaadviserstofocusonthisshift(muchinthesamemannerthatanemphasiswasplacedonmediaconvergenceyearsago).Advisersmustpreparetheirstudentsforthe21stcenturynewsroom–onethatisrapidlychanging.Inordertopreparethesejournalists,advisersneedtofocusonteachingtheirstudentstoverifyandsynthesizeinformationinnewsarticles.


Studentswillanalyzedifferentmediaoutletsanddiscussthe“type”ofnewstheypublish(breakingnews,synthesizingnews,orverifyingnews).

Studentswillcompareandcontrasttradition“breakingnews”toemerging“synthesizingandverifying”news.


Howisinformationtechnologychangingmedia? Whatarejournalistsdoingtokeepupwiththesechanges? Whatshouldhighschooljournalistsknowaboutkeepingupinthe“new”

worldofjournalism? Keyterm–breakingnews,synthesizingnews,verifyingnews

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DAY1


ENTRANCESLIP–Studentswillrespondtothefollowingprompt:

Howhassocialmedia(blogs,Facebook,Twitter)changedthemedia?Explain.

‐Discussthestudentresponses.

2.)Brieflecture(10min.)–

Defineanddiscusskeyterms(breakingnews,synthesizingnews,andverifyingnews)

Discusshowtheroleofthejournalistischanging

3.)ComparingandContrastingtheChangingMedia(25min.)–

CompletetheComparingandContrastingChangingMediaVennDiagram Discussthemaindifferencesbetweenbreakingnewsand

synthesizing/verifyingnews

Assessment:

EntranceSlip ComparingandContrastingtheChangingMediaVennDiagram

DAY2



Inourpublication,dowe“break”news,“synthesize”news,or“verify”news?Explain.

‐ Discussthestudentresponses.‐ Shouldwefocusmoreonsynthesizing/verifying?Howcanwefocusmoreon

those?

2.)ComparingMediaChartactivity(25min.)–

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Completethechartbyexaminingdifferentpublicationsandanalyzingthe“type”ofnewsthatisportrayed

3.)ComparingMediaChartactivity(10min.)–

Brainstormstoryideasforthenextpublication.Comeupwithwaystobreakthestory,synthesizeit,andverifyit.

Finishabrainstorminglistforhomework

Assessment:

EntranceSlip ComparingMediaChartactivity Brainstormingsession


TheChangingMediapacket/handout Multiplepublicationtoexamineandanalyze(bothonlineandinprint)

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Title:TheCircleofIntimacy&VeilofIgnorance

(from“MediaEthics”bookp.153,158)


Therighttoprivacyandthediscretionofinformation–thesearetwoconceptsthatcansometimeseludejournalists.However,bycarefullyexaminingthe“CircleofIntimacy”andthe“VeilofIgnorance,”youngjournalistscanbegintoviewtheirsourcesasmorethanjustsources.Theycanbegintotakeintoaccounttheirsource’srighttoprivacyanddiscretion.Byexaminingthesetheories,youngjournalistscanmakebetterdecisionsastowhattopublishandwhatnottopublish.


Studentswilldefine,discussandanalyzethe“CircleofIntimacy”andthe“VeilofIgnorance.”

Studentswillmakeethicaldecisionskeepingboththeoriesinmind(applyingboththeories).


Whatisprivateinformation? Canjournalistseverpublishwhatisconsidered“private”? Whatshouldhighschooljournalistsknowaboutkeepingupinthe“new”

worldofjournalism? Keyterms–TheVeilofIgnorance,TheCircleofIntimacy,invasionofprivacy

OverviewandTimeline(three45min.classperiods):


DAY1–“TheCircleofIntimacy”



Whatisconsidered“private”information?Canreporterseverprintprivateinformation?Ifso,whenisitallowable?

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Defineanddiscusskeyterms(invasionofprivacyandTheCircleofIntimacy) Discusshowthesetermsimpactdecisionsjournalistsmake

3.)“OurCircleofIntimacy”activity(15min.)–

HavestudentsdrawaCircleofIntimacyonapieceofpaper(usep.154inMediaEthicsasaguide)andlabelitwithwhowouldbeintheircircles

Then,havestudentsdecidewhattypeofinformationtheywouldbecomfortablesharingineachcircle.

Discusstheirresults(besuretotiethisintowhattheyrevelonFacebookandothersocialmediasites)

Assessment:

EntranceSlip “OurCircleofIntimacy”activity

DAY2–“TheVeilofIgnorance”



Doyouthinkjournalistscanmakeethicaldecisionsfreefromtheirownbiasesandpointsofview?Explain.

‐ Discussthestudentresponses.‐ Howcanjournalistskeeptheirbiasfromimpactingtheirethicaldecisions?


Defineanddiscusskeyterm(TheVeilofIgnorance) Discusshowthistermimpactsdecisionsjournalistsmake

3.)“LookingthroughtheVeilofIgnorance”activity(25min.)–

Havestudentsthinkofanargumentinwhichtheycompletelydisagreewith(theycanconsidercontroversialtopicslikeabortion,gaymarriage,andothers)andinabulletedlistwritedownreasonswhytheycompletelydisagreewiththatargument

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Now,inanotherbulletedlist,havestudentswritedownwhysomeonemightagreewiththatargument

Last,studentswillwritea300wordcolumnonthesideoftheargumentoppositeoftheiroriginalviewpoint

Discusswhythisisdifficult,howtobesuccessfulwritingitandhowthiscouldrelatetothedecisionsmadeasjournalists

Assessment:

EntranceSlip Columnonalternateviewpoint

DAY3–“EthicalDecision‐MakingusingtheCircleandtheVeil”



(Usearecentnewstopicasaleadinwritingprompt…havestudentsexaminetheissueusingwhattheylearnedpreviouslyontheCircleofIntimacyandtheVeilofIgnorance)

‐ Discussthestudentresponses.‐ Howcanjournalistskeeptheirbiasfromimpactingtheirethicaldecisions?

2.)PracticeEthicalDecision‐Making(30min.)–

Setuptwostations.OnestationwillexamineanethicalscenariousingtheCircleofIntimacyconceptandonestationwillexaminethesameethicalscenariousingtheVeilofIgnoranceconcept.

Presentanethicalscenario(onethatdealswithprivacyissues) Studentssplitintotwogroupsanddiscussthescenarioineachstation

(above). Then,cometogetherasawholeclassanddiscussthefinaldecisionsmadein

eachgroup.


Lecturenoteson(TheCircleofIntimacyandTheVeilofIgnorance) Ethicalscenarios(Alistofscenariostouse…

http://journalism.indiana.edu/resources/ethics/)

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Title:“ACultureofHonesty”andwhatitmeansforhighschooljournalism


“It’scredibility,morethanobjectivity,that’simportantforusinourindustry…Therehastobeacultureinnewsroomsthatallowsajournalisttohaveafreeandopendiscussion”(Elements237).

Dohighschoolmediapublicationshavethatculture?Isfreeandopenexpression,adiversityofideaseven,openlyacceptedonahighschoolnewspaperstaff?Arehighschoolpublicationsdiverseinboththeirstaffmembersandintheircoverage?

Highschooljournalists,likeprofessionaljournalists,needtoensurethata“cultureofhonesty”exists.Bydoingthis,publicationscanincreasethediversityoftheircoverage.Itisimportantthatpublicationshavenotonlydiversepeople,butdiverseideasaswell.

“Thegoalofdiversityshouldbetoassemblenotonlyanewsroomthatmightresemblethecommunitybutalsoonethatisopenandhonestsothatthisdiversitycanfunction…Itiswhatwecallintellectualdiversity,anditencompassesandgivesmeaningtoalltheotherkinds”(Elements240).


Studentswilldefineanddescribea“CultureofHonesty”anddiscussitsethicalimplicationsinjournalism.

Studentswillexplaintheimportanceofdiversityinjournalism. Studentswillcreatealistofstoriesfromadiverseperspective,aswellasa

listofwaystheycancontinuouslyincorporatediversityinthepublication.


Whatisa“CultureofHonesty”?Whatdoesitmeanforhighschoolpublications?

Howcannewsroomsincorporatenotjustdiversity,butdiversityofintellect? Keyterm–“CultureofHonesty,”diversityofintellect,credibility

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Doyouthinkourstaffisdiverse?Dowerepresentadiversesetofideasandcoverage?Explain.


2.)BriefLecture(10min.)–Discuss…Whatisa“CultureofHonesty”?Whyisitimportantinjournalism?(usepages237‐239inElementsasaguide)

3.)“Findingdiverseideas”activity(30min.)–

Lookingatthefirstthreeissuesofthenewspaperfortheyear,studentsshouldanswerthequestionsbelowinagroupof3‐5.

‐ Whattypesofstoriesdoweoftencover?Why?‐ Whataresomethings(thinktypesofstudents,activities,events,etc.)that

areunder‐coveredinourpublication?‐ Whyaretheyunder‐covered?‐ Howcanweincorporatethoseunder‐coveredthingsinourpublication

andmakethemrelevanttoall?

Discusstheseresponsesasaclass.

Homework–Brainstorm3ormorewaysourpublicationcancontinuouslyincorporatediversityinourcoverage.Bringfordiscussiontomorrow.

Assessment:

EntranceSlip Discussionparticipation “Findingdiverseideas”activity


TheElementsofJournalismbyBillKovach&TomRosenstiel Classbrainstorming/maestrodryeraseboard(orbulletinboardpaperto

brainstormideason)

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MaggieCogarKentStateUniversityTitle:Loyaltiesandthemedia(fromMediaEthicsp.98‐99)OverviewandRationale:“Themediahavebeencalleddisloyalbymorethanonepolitician,oftenfornotgreatersinthanfulfillingthewatchdogrole.Fulfillingthisroleputsthejournalists,andtheirmediaoutletsbyextension,ontrialinthecourtofpublicopinion...journalistshavetwocentralresponsibilitiesthataredistinctbecauseoftherolejournalistsplayinmodernsociety.First,theyhaveagreaterresponsibilitytotellthetruththanmembersofmostprofessions.Second,journalistsalsoseemtocarryasomewhatgreaterobligationtofosterpoliticalactivitythantheaverageperson”(MediaEthics97‐98).Thisresponsibilitytotellingthetruthoftencallsforjournaliststoseparatethemselvesfromcertainloyaltiesandfocusonthetruth,nottheloyalty.Withthatinmind,itisvitalforstudentstolearnhowtodetachthemselvesfromtheirloyaltiesandfocusontheirresponsibilityasajournalist.GoalsforUnderstanding:

● Studentswilldiscussandanalyzethetypesofloyaltiesjournalistsface,andhowthoseloyaltiesimpactnewscoverage.

● Studentswillbrainstormanddiscussloyaltiestheyfaceasjournalistsaswellaswaystheycandetachthemselvesfromthoseloyaltiesforjournalisticpurposes.


● Whatisaloyalty?Whattypesofloyaltiesdopeopleface?● Whattypesofloyaltiesdojournalistsface?● Whyisitimportantforjournaliststodetachthemselvesfromloyalties?● Keyterms–Loyalty,JournalisticRole

OverviewandTimeline(one45min.classperiod):Step‐By‐StepProcedures:1.)Anticipatoryset/Leadin(10min.)–ENTRANCESLIP–Studentswillrespondtothefollowingprompt:

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“Whatisloyalty?What,orwho,areyouloyalto?Explain”‐Discussthestudentresponsesandaskthemhowloyaltycanimpactjournalisticdecisions.2.)Brieflecture(10min.)–

● Defineanddiscusskeyterms(loyaltyandroleofthejournalist)3.)“DefiningLoyalties”activity(25min.)–

● Create4stationswithapieceofbulletinboardpaperateachstation.Labelthestations(thebulletinboardpaper)as...

1.)Loyaltiesarisingfromasharedhumanity 2.)Loyaltiesarisingfromprofessionalpractice 3.)Loyaltiesarisingfromemployment(inthiscase,frombeingonstaff) 4.)Loyaltiesarisingfromthemedia’sroleinpubliclife

● Create4groupsofstudents.● Eachgroupwillspend5minutesateachstationbrainstormingpossible

loyaltiesineachcategory(andpossibleissueswiththoseloyalties).● Thelastfiveminutes,thewholeclasswilldiscusstheresults.

Homework‐Studentswillbrainstormloyaltiestheythinktheyfacewhenitcomestoreportingintheircommunity.Theywillalsocomeupwithwaysto“detach”themselvesfromthoseloyaltiesforaccuratereporting.Assessment:

● EntranceSlip● “DefiningLoyalties”activity● Homeworkassignment


● LecturenotesonLoyalties(fromMediaEthicsbook)● Bulletinboardpaperandmarkers

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Title:Usingtheninecheckpointstepsinethicaldecision‐making


“Thatdoesnotmean,however,thatthereisnologicalandsequentialprocessforethicaldecision‐making.True,wemaynotbeawarethatapatternexists,Butthatdoesnotmeanthatthereisnopattern…Developingrealskillat…ethicsrequiresthatintelligencefusewithintuition,thattheprocessbeinternalized,andthatdecisionsbemadequickly,andnaturally”(HowGoodPeopleMakeToughChoices180).

Ethicalfitnessshouldbethegoalofalljournalists,butitisnotmerelyanacquiredskill.Ittakesconsciencepracticeanddiscussion.Ittakesspecifictraininginethicaldecision‐makingsothatjournalistscan“internalize”thedecision‐makingprocessandsothatsoundethicaldecisionscanbemadeswiftly,underthepressureofdeadlines.

Thistrainingcan,andindeedshould,beginatthehighschoollevel.Moreandmore,ethicaltrainingisbeingwovenintocollegecoursesandbusinesstraining.StudentsneedtobeexposedtothisprocessandlearningtheninecheckpointstepsfromKidder’sbookisanexcellentplacetostartthateducation.


Studentswilldefineanddescribethe“NineCheckpointsforEthicalDecision‐Making.”

Studentswillapplythecheckpointstoethicalscenariosanddiscussthedecision‐makingprocess.

Studentswillapplythecheckpointstoethicaldecision‐makingduringtheproductionofthepublication.


Whataretheninecheckpointsforethicaldecision‐makingaccordingtoKidder?

Howcanthesestepsbeappliedtoethicaldecision‐making? Keyterms–rightvs.wrong,rightvs.right,trilemma,&resolutionprinciples

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REVIEW:Brieflydescribethethreeethicaldecision‐makingprincipleswe’vediscussedinclasssofar.(reminder–Utilitarian,Kantian,GoldenRule).

‐Discussthestudents’responses(forthepurposeofthisassignment,havestudentsnowcallthesethreeprinciplesthe“ResolutionPrinciples.”

2.)GroupJigsawActivity/Presentations(20min.)–

Createninegroupsofstudents. Giveeachgroupabook(HowGoodPeopleMakeToughChoices)andassign

themoneofthenineethicalcheckpointsfrompages178‐184. Giveeachgroupapieceofbulletinboardpaper. Havethemcreateapostertoteachtheothergroupsthekeyconceptsfrom

theirassignedethicalcheckpoint. Haveeachgroup“reportout”totheothermembersoftheclass. Whileeachgroupreports,havestudentscompletethe“NineCheckpointsfor

EthicalDecision‐Makingguidednotes”handout.

3.)PracticeActivity(20min.)–

Studentswillremainingroups. Giveeachgroupadifferentethicalscenariotoworkthrough. Onthebackoftheguidednotes,havestudentsusethe“NineCheckpointsfor

EthicalDecision‐Makingchecklist”to,asagroup,workthroughtheirdecisiononthegivenscenario.

Havestudentsreachafinaldecision“bydeadline”(orbytheendoftheclassperiod).

Homework–Brainstormalistofwhenthesecheckpointsshouldbeusedformakinganethicaldecisionforourpublication.

Assessment:

EntranceSlip GroupJigsawActivity PracticeActivity

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NinecopiesofHowGoodPeopleMakeToughChoicesbyRushworthKidder Bulletinboardpaperandmarkers Practiceethicalscenarios Classsetofcopiesfor“NineCheckpointsforEthicalDecision‐Makingguided

notes”&“NineCheckpointsforEthicalDecision‐Makingchecklist”

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Title:KeepingitRelevant(from“Elements”bookpages197‐205)


“Journalistsmustmakethesignificantinterestingandrelevant…Understoodthisway,thebestwork–thatwhichrisesaboveitssubjectmatter–pushesastoryfurthertowardthemiddleofthatcontinuumthantheaudiencewouldexpect.Itdoessothroughsuperiorreporting,thinking,narrative,orothertreatment.ItistheHollywoodprofilethatsayssomethingdeeperaboutfilmmaking;theinvestigativeexposethatalsorevealsthehumancondition;thetreatmentofdemographicdatathatbringsaneighborhoodtolife.Thisthejournalist’staskistofindthewaytomakethesignificantinterestingineachstoryandfindingthemixoftheseriousandthelessseriousthatoffersanaccountoftheday”(TheElementsofJournalism188‐198).

Sohowdojournalistsbalancetheseriousversusthelight‐hearted?Whattheaudiencewantsversuswhattheyneed?Thisdiscussiongetstothecoreofjournalismandjournalisticprinciples.Howdojournalistsdecidewhattocover?InTheElementsofJournalism,theauthorsarguethekeytothisistokeepcontentbothrelevantandengaging.

Buthowisthisdone?Howcanjournalistskeepitbothrelevantandengaging?Thelessonplanbelowofferssuggestionsfordiscussionsnewspaperstaffsshouldhaveinordertodojustthat.


Studentswillanalyzetheiraudienceanddeterminewhatthey“need”versuswhatthey“want.”

Studentswillanalyzetherelevanceofnewsandhowtokeeptheiraudienceengaged.

Studentswillbrainstormwaystokeepthenewsbothrelevantandengaging.


Whoistheaudienceandwhatdotheyneedtoknow? Whataretheessentialelementsofthestory? Howcanthestorybewrittentokeeptheaudienceengaged? Keyterms–relevance,significance,engagement,storytellingtechniques

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DAY1–RelevanceandSignificance



Whattypesofstorieskeepyouinterested?Whataretheyabout/whatdotheycover?Explain.



Defineanddiscusskeyterms(relevance,significance,engagement,) Discusshowthetheseconceptsimpactcontentdecisions

3.)AnalyzingthePurposeactivity(25min.)–

CompletetheAnalyzingthePurposehandout Examine5newspaperandmagazinearticleseitheronlineorinprint.Isthe

storysomethingtheaudiencewantstoknow,needstoknow,orboth?Explain.(seehandoutbelow)

Assessment:

EntranceSlip AnalyzingthePurposehandout

DAY2–Engagement(storytellingtechniques)



Whattypesofstorieskeepyouinterested?Howaretheywritten?Explain.

‐ Discussthestudentresponses.‐ Whatcanwedoasreporterstokeepourreadersengaged/interested?

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Defineanddiscusskeyterms(p.200)

‐ TheHourGlass‐ TheQ&A‐ StoryasExperience‐ BeingontheNose‐ PicturesoftheMind‐ TheReveal‐ Narrative‐ Multimedia

3.)AnalyzingtheStoryStructure(20min.)–

Completethechartbyexaminingdifferentpublicationsandanalyzingthestorystructure

Assessment:

EntranceSlip AnalyzingtheStoryStructure Brainstormingsession


AnalyzingthePurposeandStoryStructurehandout Multiplepublicationstoexamineandanalyze(bothonlineandinprint)

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ANALYZINGthePURPOSE

NAMEOFARTICLE&PUBLICATION

ISTHEARITCLEWHATTHEAUDIENCENEEDSTOKNOW,WANTSTOKNOW,ORBOTH?

EXPLAINYOURREASONING

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ANALYZINGtheSTORYSTRUCTURE

NAMEOFARTICLE&PUBLICATION

WHATSTORYSTRUCTUREISIT

USING?

ISITEFFECTIVE?WHYORWHYNOT?HOWCOULDITBEMOREEFFECTIVE?

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Title:AnalyzingSources&Quotes


“Everyactofnewsgathering,editing,andwritingorspeakingthestoryimpingesonmorality;ethicaldecisionsmustbemadealongtheway…Whoarethepeoplegivingusinformation?Whichoftheirwordsdoweuseandwithwhatemphasis?Howdowegoaboutattributingtheirwordstothem?”(JournalismEthics192‐193).

Howjournalistsselecttheirsources,usetheirsourcesandquotetheirsourcescanallleadtohowastoryis“framed.”Therefore,itisessentialforjournaliststomakesourcedecisionsdeliberatelyandwithethicsinmind.


Studentswilllearntoanalyzesourcebiasesandsourceinformation. Studentswillhowtoattributesourcesinanaccuratelyrevealingmanner.


Howshouldjournalistsselectsources? Howshouldjournalistsquoteandattributesources? Whatshouldjournalistskeepinmindwhenworkingwithsources? Keyterms–sourcebias,attribution,anonymoussources



DAY1



Howdojournalistsdecidewhotointerviewandwhonottointerview?Whatdotheyneedtokeepinmind?Explain.


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Defineanddiscusskeyterms(sourcebias,attribution,anonymoussources) Discusswhatjournalistsshouldkeepinmindwhenusingsourceinformation

3.)AnalyzingSourcesactivity(20min.)–

Getcopiesofthenewspaperandarticles Usinghighlighters,findexamplesofattributionandsourceuse(highlight

eachusingadifferentcolor). Analyzethestory–didthereporterfindadiversityofsources?Didthey

quoteanythingthatwasbiased?Didtheyclarifywherethatbiaswascomingfrom?Etc.

Assessment:

EntranceSlip AnalyzingSourcesactivity


Highlighters Multiplepublicationtoexamineandanalyze(bothonlineandinprint)

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Title:Truthtellinginhighschooljournalism


InthebookHowGoodPeopleMakeToughChoices,Kiddersays“ethicsisallabouttruth‐telling“(120‐121).

Thesameistrueinhighschooljournalism.Studentsmustseektotellthetruth,regardlessoftheviewpointsofadministrators.Mediaoutletsshouldbeareflectionofthecommunitytheycoverinordertotrulybe“truthful.”Inorderforhighschoolpublicationstothenbe“truthful,”highschoolstudentsneedtomakeallcontentdecisionssothatthepublicationisatrueandaccuratedepictionofthehighschoolcommunity.


Studentswilldiscusstheimportanceoftruthtellinginthemedia. Studentswillbrainstormwaystoapproachtheadministrationaboutthe

importanceofthistruthtellingandstudentdecision‐making.


Whyshouldpublicationsseektotellthetruth? Howcanscholasticjournalismoutletsadvocatefortheirrightto“speakthe

truth”(i.e.makecontentdecisionsontheirown). Keyterms–truth(asitrelatestomedia)





Isourschoolpublicationa“truthful”representationoftheschoolcommunity?Whyorwhynot?

‐Discussstudentresponses.

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Defineanddiscusskeyterms(truth) Discusshowthestudentpublicationcanbeanaccuraterepresentationofthe

highschoolcommunity

3.)“Whatwecandotopromotetruth”–GroupActivity(25min.)–

Studentswillgatheringroupsof3‐5. Ingroups,studentswillbrainstormonbulletinboardpaperwaysinwhich

thehighschoolpublicationcanbeanaccuraterepresentationofthehighschoolcommunity(i.e.representtruth)

Asawholeclass,studentswilldiscussthebrainstormedlistsandcreateanactionplanforcreatinga“truthful”publication

Assessment:

EntranceSlip GroupActivity


HowGoodPeopleMakeToughChoices–RushworthKidder Bulletinboardpaperforgroupwork

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Title:Creatinganadvertisingpolicy


“Thesimilaritiesbetweenadvertisingandnewsareparticularlyimportantwhenthelinesbetweentheactivitiesblur…Asetofethicalstandardssharedbetweenbothactivitieswillgivecontemporarypractitionersabetterchanceat‘doingtherightthing’inanincreasinglycompetitivemediaenvironment”(MediaEthics69).

Whattypesofadvertisementsshouldstudentsprintinhighschoolnewspapers?Whatkeythingsshouldtheykeepinmind?

Itisimportantforhighschooleditorstomakewisedecisionswhenselectingadvertisingfortheirpublication.Inordertomaketheselectionprocesseasier,eachyearhighschoolstaffsshouldupdate/createanadvertisingpolicythatoutlineswhattypesofadvertisementsmakethecut.


Studentswilldiscusstheimpactofadvertisingonstudentreaders. Studentswilldiscussandanalyzetypesofadvertisementsanddecidewhich

onesaresuitableforpublication.


Whattypesofadvertisementsaresuitableforpublication? Howcanstudenteditorsmakedecisionsregardingadvertisments? Keyterms–advertisement,policy&responsibility





Whataresomeobviousproductsweshouldnotpublishadvertisementsforinourpublication?Why?Explain.

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‐ Discussstudentresponses.


Defineanddiscusskeyterms(responsibility) Discusswhattypesofadvertisementsshouldnotbeincludedinastudent

publication Createalistofreasonswhywewouldnotpublishtheseadvertisements

3.)“AdvertisingAnalysis”–GroupActivity(10min.)–

Studentswillgatheringroupsof3‐5. Ingroups,studentswillanalyzeadvertisementsfromdifferentpublications

(bothprofessionalpublicationsandotherhighschoolpublications)anddecide,basedontheclassdiscussion,whetherthoseadvertisementswouldbesuitableforprintinourpublication.

Asgroupsdiscuss,theywillfilloutone“AdvertisingAnalysis”chartpergroup

Asawholeclass,studentswillcomparegroupdecisionsanddiscuss.

4.)Creatingtheadvertisingpolicy–

Asaclass,discusswhatshouldbeincludedinanadvertisingpolicybasedonthediscussionfromlectureandtheactivity.

Havetheeditor‐in‐chiefwriteupthepolicybasedontheclassdiscussionandsubmitittotheeditorialboardforapproval

Assessment:



MediaEthics–PhillipPatterson&LeeWilkins Acollectionofadvertisementsfromvariouspublications Copiesofthe“AdvertisingAnalysis”chart(seebelow)

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“AdvertisingAnalysis”Chart

Name/descriptionofthe

advertisement

Isitsuitableforpublication?(inhighschool)

Whatpublicationcoulditbesuitablefor?

(ifany)

Explainyourreasoning…

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Title:UsingtheTAREStestforethicaladvertising


TheTAREStestisa“asetofquestionsthatcreatorsofeveryadshouldaskthemselvestodeterminetheethicalworthinessofthead.Iftheanswersare‘yes,’theadpassesthetest.Iftheanswerstosomeorallofthequestionsare‘no,’thenthecreatormustjustifytheadcontentdecisions”(MediaEthics72).

Staffeditorialboardscanusethe“TARESTest”tohelpreachanethicaldecisionregardingadvertising.Itisimportantforstudentstounderstandethicaldecisionsmaking,eveninadvertising.Everythingincludedinapublicationshouldmeetethicalstandardsforthatpublication.


StudentswillusetheTARESTesttomakeethicaldecisionsregardingadvertising.

StudentswilldiscussandanalyzetypesofadvertisementstopracticeusingtheTARESTest.


Isthisadvertisementsuitableforpublication?DoesitmeetthestandardsoftheTARESTest?

IfitdoesnotmeetallthestandardsoftheTARESTest,isthereajustifiablereasontostillpublishthead?Canthedecisionbedefended?

Keyterms–TARESTest,Bok’sModel,equity&socialresponsibility





Explainonemoreadsthatyouhaveseenthatyoudonotconsider“sociallyresponsible.”Whyaretheynotso?

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‐ Discussstudentresponses.


Defineanddiscusskeyterms(TARESTest&socialresponsibility) Discusswhattypesofadvertisementsshouldnotbeincludedinastudent

publication

3.)“ApplyingtheTARESTEST”–GroupActivity(20min.)–

Studentswillgatheringroupsof3‐5. Ingroups,studentswillanalyzeadvertisementsfromdifferentpublications

(bothprofessionalpublicationsandotherhighschoolpublications)anddecide,basedontheclassdiscussion,whetherthoseadvertisementsmeettheTARESTeststandards

Asgroupsdiscuss,theywillfilloutone“ApplyingtheTARESTest”worksheetpergroup

Asawholeclass,studentswillcomparegroupdecisionsanddiscuss.

Assessment:



MediaEthics–PhillipPatterson&LeeWilkins Acollectionofadvertisementsfromvariouspublications Copiesofthe“ApplyingtheTARESTest”worksheet(seebelow)

48

ApplyingtheTARESTest

Askthesequestionsbelowwhendecidingwhethertheadvertisementissuitableforpublication…PutachecknexttoeachquestionthatcanbeansweredwithYES…T–AretheadclaimsTRUTHFUL?_________A–IstheclaimanAUTHENTICone?__________R–DoestheadtreatthereceiverwithRESPECT?(checkifyes)_________E–IsthereEQUITYbetweenthesenderandthereceiver?_________S–IstheadSOCIALLYresponsible?_________*IfeachquestioncanbeansweredwithYES…theadpassestheTARESTestandISsuitableforpublication.*IfoneormorequestionsareNOTansweredyes,theaddoesnotpasstheTARESTestandmustbeanalyzedfurthertodetermineifitissuitableforpublication.IFITDOESNOTPASSTHETARESTEST,BUTITISSTILLTHOUGHTTOBESUITABLEFORPUBLICATION,EXPLAINTHEREASONINGINTHESPACEBELOW…

49


Title:Howethicaldecision‐makingischanging:blogging&socialmedia


“Disclosureisimportant.AScitizens,wedeservetoknowifareporterisactivelyinvolvedwiththeissuesorpeopleheorsheiscovering.Butafterlisteningtojournalistsandworriedcitizens,weconcludethatdisclosureisnotsufficient…itisvitaltomaintainsomepersonaldistanceinordertoseethingsclearlyandmakeindependentjudgments”(130).~TheElementsofJournalismbyBillKovach&TomRosenstiel

Theproblemwithgettingnewsthroughblogsorsocialmediasitesisthat,asareader,weareneversurethenewsiscredible,accurateorunbiased.Butdostudentsknowiftheinformationtheyarereceivingisallofthosethings?Dotheycare?

Thislessonseekstomakestudentsawareoftheissueswithbloggingandsocialmedia.Itseekstomakestudentsmoreinformed,moremedialiterate.Thisknowledgeisessential–bothinreceivinginformationandinproducingit.


Studentswilldiscussmedialiteracyandwhatitmeansforthem(bothasinformationreceiversandasinformationproducers).

Studentswillidentifybiasedinformationfromnon‐biasedinformationinthemedia.


Whatismedialiteracy? Howcanreadersdistinguishbiasedmaterialfromunbiasedmaterialinthe

media?Whyisthisimportant? Keyterms–bias,credibility,disclosureandloyalties



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Areblogsandsocialmediasitesagoodsourceofinformation?Whyorwhynot?Explain.



Defineanddiscusskeyterms(tbias,credibility,disclosureandloyalties) Discusstheethicalramificationsofblogsandsocialmedia

3.)“Distinguishingbetweencredibleinformationandnon‐credibleinformation”–Activity(25min.)–

Studentswillusevariousformsofpublications(print,broadcastandonline)toanalyzecredible,unbiasedinformation.

Theywillfind3printstories,3broadcaststoriesand3onlinestoriesandanalyzethemonthebasisofthecriteriabelow.Oftheonlinestories,onemustbefromanewssite,onefromanewsblogandonefromsocialmedia.

o Accuracyandverification–istheinformationtrue?Howdoyouknow?

o Loyaltiesanddisclosure–istheinformationunbiased?Howdoyouknow?

‐Writeanessaydiscussingwhatyoulearnedthroughanalyzingdifferenttypesofmedia.

Assessment:

EntranceSlip “Distinguishingcredibleinformation”Activity Essay


TheElementsofJournalismbyBillKovach&TomRosenstiel Essayprompt

51


Title:Isthatlanguagesuitableforpublication?


Oftentimes,highschooljournalistshavenoproblemusingcusswordsorslangwordsintheirpublication.Theydon’tseethemasanissuebecause“everybodysaysthem.”

Thislesson/activityisdesignedtohavestudentsanalyzewhatlanguageissuitableintheirpublication,andwhy.Itallowsstudentstodeterminewhen,whereandwhyquestionablelanguageisacceptableandwhatpurposethelanguageservesinthestory.


Studentswilldiscusssuitablelanguageforpublication. Studentswillcreateapolicyforlanguageintheirpublication.


Whatisthejournalisticpurposeorvalueofthequestionablelanguage? Howcanthelanguagebeperceivednegatively? Isthatnegativeperceptionoutweighedbyitsjournalisticpurpose/value? Isthelanguageevenneededornewsworthy? Keyterms–journalisticpurpose





Isitoktopublishcusswordsinourpublication?Whyorwhynot?Explain.



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Defineanddiscusskeyterms(journalisticpurpose)

3.)GroupActivity(15min.)–

Studentswillgatherinsmallgroupsandcreatealistofwordstheythinkareacceptableornotacceptabletopublish.Eachgroupshouldcreateachartwith3columns(1–wordsthatarealwaysoktopublish,2–wordsthataresometimesoktopublish,3–wordsthatareneveroktopublish)

4.)WholeClassActivity(20min.)–

Studentswillnowbrainstormasaclasswordsthatareacceptabletoprintandwordsthatarenot.Theywillalsodiscussadditionalitemsforthepolicy(includingwhenitisacceptabletopublishcuss/slangwordsandwhyORwhytheywillnotpublishcuss/clangwordsandwhy).

Assessment:

EntranceSlip GroupActivity WholeClassActivity


Paperforgroupwork(usedtocreatechart) Publicationpolicy

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Title:EnhancingEthicalFitness


InthebookHowGoodPeopleMakeToughChoices,Kidderdiscussestheimportanceofenhancingwhatheclass“ethicalfitness.”

“What’sneededisacapacitytorecognizethenatureofmoralchallengesandrespondwithawell‐tunedconscience,alivelyperceptionofthedifferencebetweenrightandwrong,andanabilitytochoosetherightandlivebyit.What’sneededisethicalfitness”(48).

Trainingstudentstohavea“well‐tunedconscience”canbeachallenge.Ittakesmorethan“teaching”ethics,ittakespracticingit–repeatedly,inorderforstudentstodeveloptheconscienceKidderdiscusseshere.Thislessonexaminesonewaytoenhancethatethicalfitness,withanactivitytitled“EthicsFridays.”


Studentswillpracticemakingethicaldecisionsthroughanethicaldecision‐makingactivity.


Whatdecisionisthemostethicalonetomake? Whatisinfluencingthisdecision? Keyterms–ethicalfitness

OverviewandTimeline(one45min.classperiod–everyFriday):



ENTRANCESLIP–Studentswillvieworreadtheethicalscenariofortheday*:

Afterviewingorreadingtheethicalscenario,answerthefollowingquestion–doweprintthis?Whyorwhynot?(thisshouldbeyourfirstgutreaction)


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*Thesescenariosshouldbecreatedatthediscretionoftheinstructor.EachFriday,instructorsshouldselectadifferentscenario.Thesecanbefictionalorsomethingfromcurrentevents(thelatterispreferable).Eachweek,studentswillexamineanethicalscenarioinordertoenhancetheir“ethicalfitness.”

2.)Smallgroupdiscussion(20min.)–

Withinthesmallgroup,useonoftheprovided“EthicalDecisionMakingModels”toexaminetheethicalscenariofurther.

Reachafinaldecisionasagroupandprovidesupportforwhythatdecisionwasmade.

3.)Wholeclassdiscussion(20min.)–

Studentswillnowdiscussthesituationasawholeclassandreachafinaldecision.

Ifafinaldecisioncannotbemadebytheentireclass,studentswillthengatheringroupsbasedonfinaldecisionandwriteoutdissentingopinionswithsupportandexplanation.

Assessment:

EntranceSlip Groupdiscussion Classdiscussion


HowGoodPeopleMakeToughChoices–RushworthKidder Copiesofthe“EthicalDecisionMakingModels”foreachgroup

Documents

Teaching Ethics in Scholastic Journalism · PDF file3 ‐ Discuss the students’ reactions to the quote in a whole‐class discussion and brainstorm what students consider to be the