Hazelwood Case

Tuesday, 1/11
The First Amendment: Freedom of Speech

Short Summary: The Hazelwood Case

In 1983 students at Hazelwood East High School in St. Louis were shocked when they received their paper back and found two stories missing. One had been about teenage pregnancies and had featured anonymous students in the high school. The other had been about divorces and how it affects teenagers. The past adviser (who had just left the district) had started a tradition of giving the principal the newspaper as a common courtesy before it went to press. The principal had been concerned about the articles -- thinking they were too revealing and did not fully cover the stories. (Did not interview all needed sources etc.) He cut the stories without telling the students or the new adviser. His first claims were that the stories were “too sensitive” and that the topic of divorce was inappropriate for high school students. In court he claimed that the girls in the pregnancy story were easily identifiable, that students were sexually active, and that the parents did not respond. In the divorce story he did not like the reference that the father that was gone all the time.

The newspaper decided to sue based on Tinker. The case made it to the Supreme Court. In a defeat to student journalists, the court sided with the school and drew up new rules for censorship from the school.

The court decided that if the following were true...
The newspaper must be an open forum of public expression. (Newspapers must have an editorial policy proclaiming they are an open forum.
Public open forum means that any student may write a letter and have it published. Any student or teacher may request to have a guest column.)
Students must have the final say in content about the paper.
Papers should not be given to administration before going to print. (This is how the students in Hazelwood got in trouble.)

... then Tinker applies: The school may only censor when they feel that it will disturb the learning process.) If there is a written school policy then the newspaper cannot be under prior review by the school!

If paper does not proclaim itself an open forum, then it is subject to prior review.
Schools must still justify why they censored material and why it is not educationally fit. Papers must be careful to be grammatically correct, research correct sources, not use vulgar words, have balanced reporting, etc…

The Full Hazelwood case:
http://mycooljournalism.blogspot.com/2009/11/hazlewood-case-summary-and-terms.html


Review : How to tell the difference between what law a newspaper falls under.

Other cases:
http://www.splc.org/newsflash.asp?id=1987

http://www.splc.org/wordpress/?p=308

http://www.splc.org/newsflash.asp?id=1987
Assessment:
The following class, students to be able to come in and define what Tinker is and what Hazelwood in a short essay quiz.

Students will look up Libel and Privacy Law
http://www.rcfp.org/handbook/viewpage.cgi

Additional Websites for related research include:
Why is freedom of speech and press important?
http://www.freedomforum.org/about/today.asp


http://www.rcfp.org/



Overview of First Amendment Law (Review sites)
http://www.aclu.org/library/pbp10.htm


http://www.law.cornell.edu/topics/first_amendment.html


http://supreme.lp.findlaw.com/constitution/amendment01/06.html

Our Rights

10/31
Bell ringer: (In your notebooks, answer the following question) Why do people feel the need to express themselves as individuals?

Goal:
Students will be introduced to the FIRST AMENDMENT
Students will study the ethical principles of journalism
Students will recognize and discuss some major criticism of the press
Students will understands libel/ malice laws and what defenses journalists have
Students will be familiar with major court rulings regarding the scholastic press

First Amendment 1
First Amendment Link:
http://www.firstamendmentschools.org/resources/lessonplans.aspx


First Principles:

First Principles
The First Amendment applies to all Americans. Our nation affirms the truth of inalienable rights for all, working for more than 200 years to make the ideals expressed in the First Amendment a reality in the lives of all Americans. These rights were so important to early citizens and their leaders, many states refused to ratify the Constitution of the United States without the promise of amendments that would protect individual rights.

Here are some “First Principles” to help you to interpret these eloquent 45 words and understand how they influence our daily lives.

1. The First Amendment affirms the freedom of the individual.

American government is based upon the concept that all human beings are born with certain rights or freedoms. The First Amendment guards these rights by prohibiting the government from denying citizens their rights. The government does not give us our rights. Its role is to guard the rights that we already have.

We, as individuals, have freedom of conscience. Religious liberty, or freedom of conscience, protects the beliefs of everyone, not just those of recognized faith communities. We are free to worship —or not to worship — as we choose. The government may not tell us what church, synagogue, mosque or temple to attend or whether, where and how we should pray.

As individuals, our ideas and beliefs are our own. We are free to develop and express our thoughts. Through our free press, we have access to a vast range of information. We may criticize our government if we see fit to do so. Judgments about ideas are for individuals to make, not for government to decree.

The First Amendment guarantees we may associate with people and join groups of our own choosing. We may ask or lobby the government to correct certain wrongs or support our beliefs.

2. Free expression is the foundation — the cornerstone — of democracy.

The First Amendment is based on the premise that people who can freely share information (especially about their government) will be informed and able to make sound choices about what leaders to elect, what forms of government they want, what laws to enact. The freedom to exchange information about the government enables people to seek alternatives to bad government.

3. The First Amendment tells the government to keep its “hands off” our religion, our ideas, our ability to express ourselves.

“Congress shall make no law …” means that as far as possible the government may not interfere with our fundamental rights. The government may not pass laws that take away our First Amendment freedoms or that force us to express ideas — including religious beliefs — that we do not embrace. But the First Amendment is not absolute.

“No law” does not mean “absolutely no law.” For instance, human sacrifice cannot be permitted in the name of freedom of conscience. The Supreme Court has affirmed that some limits must be placed on our freedoms. The government, for example, may regulate the time, place and manner, but not regulate solely on the basis of the content of our beliefs, ideas, and expressions. We may need to hold a permit before we march in support of a particular cause, but we should not have to worry about the government telling us we have no right to believe in that cause or express that idea.

4. Other people have rights, too.

The First Amendment is based upon the conviction that all human beings have inalienable rights. Our commitment to rights is inseparably linked to our civic responsibility to guard those rights for all others.

When faced with unpopular views or unrefined speech, members of the public may ask, “Why doesn't the government do something about that?” The answer? Neither government nor a majority of the public has the authority to stop an unpopular idea.

Because the First Amendment belongs to everyone — to each individual — it encourages us to respect the right of others to hold their viewpoints and religious beliefs. The First Amendment protects minority viewpoints and helps us to understand that limiting the rights of some people may eventually limit the rights of all.

5. When rights collide, government must balance them.

Sometimes the government plays a role in balancing our rights. When two rights collide, tension and controversy may result. What happens, for example, when a person's right to a fair trial conflicts with our right to learn if a fair trial is actually taking place through accounts reported in our free press? What happens when an individual’s right to personal privacy conflicts with the free flow of information? The government (through the courts) may make decisions that protect both rights to the fullest extent possible.

In addition to knowing where government officials draw the line when regulating expression, it is important to understand who may and may not control what we say or write or perform.

Public school administrators are government officials and, like city officials, have both power and limits regarding regulation of expression. Although students do not give up their First Amendment rights when they come to school, the United States Supreme Court has determined that school officials may restrict students’ rights if the administrators determine that exercising those rights would interfere with the school’s mission of educating its students. However, as government officials, they may not control or censor expression to the degree that a private organization or family might. The First Amendment does not apply to private school officials.

6. The First Amendment helps us make choices.

In the “marketplace of ideas,” we may choose which views to support and which ones to reject. When all ideas are allowed to flourish, we — as individuals — may decide what ideas and concepts to question, embrace or reject.

First Amendment advocates say it best: The antidote to distasteful or hateful speech is not censorship, but more speech.

Court CASES

Link:

Hazelwood case

1.2.11B - use and understand a variety of media and evaluate the quality of material produced

1.2.11B - use and understand a variety of media and evaluate the quality of material produced
1.5.11C - Write with a distinctive focus

Bell ringer:
In the comment box below, compare your experience with this article to your experience with the last article


1. Students will have the class to finalize their articles
-All articles must be peer edited by three classmates
-All students must ALSO read their essay to another student
2. All articles must be placed into proper packets
A. (top) Score Sheet
B. Finished article
C. Edited Article
D. Interviews


1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced

Closure Activity:
Using the comment link below, each day you will indicate any problems or questions you have concerning your article

(Be sure to write your name first!) stories

The First Amendment

The First Amendment
Bill of Rights

Amendment I

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.

The Bill of Rights:
http://www.law.cornell.edu/constitution/constitution.billofrights.html

The role of the media

Tuesday, 10/24
Bell Ringer:
What does it mean to have freedom of the press?

Goals:
Students will be introduced to the FIRST AMENDMENT
Students will study the ethical principles of journalism
Students will recognize and discuss some major criticism of the press
Students will understands libel/ malice laws and what defenses journalists have
Students will be familiar with major court rulings regarding the scholastic press


We will discuss the role of the media. We all agree that the media is extremely invasive and invades the lives of many. We will also discuss how certain detail and information is disseminated that shouldn't be...ex. the Georgia Olympic bombing.

Today, we are going to create a list of 10 rules to regulate the media (What they cover, how they cover a story, what they print/ broadcast, and the extent of their coverage)

1. You may work in groups of 2 or 3
2. You must type your rules in MS Word
3. You must explain each rule and indicate regulations and stipulations/ conditions that must be met.
4. Your final draft should contain the name of each group member.
5. The final copy must be turned in to http://www.turnitin.com/
by the end of the period.

We will discuss your findings

1.2.11B - use and understand a variety of media and evaluate the quality of material produced
1.5.11C - Write with a distinctive focus

History and the First Amendment - Information

History of the First Amendment
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

First Amendment to the U.S. Constitution


A Brief History of the Bill of Rights
and the First Amendment
The first ten amendments to the Constitution of the United States became known as the Bill of Rights because they contained freedoms that Americans held to be their inalienable rights. So important were these rights that several states insisted on a promise of amendments guaranteeing individual rights before they would ratify the Constitution.

The Bill of Rights, ratified in 1791, was the result of more than a century of experience with rights in America and many centuries before that in England. The major British precursors to the Bill of Rights are:

The Magna Carta (1215). In 1215, a group of English barons, tired of heavy taxes and arbitrary actions by the king, forced King John to sign the Magna Carta (Latin for “great charter”). It guaranteed such fundamental rights as trial by jury and due process of law, a requirement that government be fair in its actions. Originally, these rights applied only to noblemen, but over time they were extended to all English people. The Magna Carta established the principle that the monarch's power is not absolute.

Petition of Right (1628). The monarchs of England did not always respect the Magna Carta in the 400 years that followed its signing. Parliament, the English legislature, gradually grew in influence. In 1628, Parliament refused to approve more taxes until King Charles I signed the Petition of Right, which prohibited the monarch from arresting people unlawfully and housing troops in private homes without the owners’ consent.

Bill of Rights (1689). Before William and Mary could take the British throne, a condition of their rule was agreement to an act of Parliament in 1689 known as the Bill of Rights. It guaranteed the right of British subjects to petition the king and to bear arms. It prohibited excessive bails and fines and cruel and unusual punishment. This British Bill of Rights protected far fewer individual rights than the American Bill of Rights adopted a century later. Also, the British Bill of Rights was a statute, part of everyday lawmaking — and could be changed easily — rather than America’s constitutional amendments, part of the most important, most fundamental legal document of the land.

Rights were crucial to America’s founding. Because their rights in England were threatened, many future Americans left their homeland to form new colonies in a strange land. And because their rights were threatened, the colonists declared independence from England and created a new nation to secure those rights.

Although early Americans built on their English heritage when developing rights in the new land, many colonies before 1689 had laws that far exceeded the scope of the English Bill of Rights. Rhode Island, established in 1636, was the first American colony to recognize freedom of conscience. In 1641, Massachusetts Bay enacted the Massachusetts Body of Liberties, the first detailed protection of rights in America. Maryland was founded as a haven for Catholics, but its citizens extended the right of religious toleration (1649) to other Christians as well.

In June 1776, Virginia adopted a new constitution, prefaced by a declaration of rights including many that would later appear in the U.S. Bill of Rights. The Virginia Declaration of Rights, served as a model for eight of the 12 other states that adopted new constitutions during the revolutionary period.

While the new state governments protected individual rights, the Articles of Confederation, the first constitution of the United States, did not. The weak national government under the Articles of Confederation created many problems. In 1787, these problems finally led to a convention to draft a new charter for the national government, the Constitution of the United States. Lack of a bill of rights became the main reason many people opposed the Constitution.

When New Hampshire became the necessary ninth state to ratify it, the Constitution went into effect on June 21, 1788. Ratification was achieved only through the promise of amendments to protect individual rights. Congressional debates over the Bill of Rights drafted by James Madison, then a U.S. representative from Virginia, were, in Madison’s words, “extremely difficult and fatiguing.” Members of Congress challenged each other to duels at one passionate point in the debates. Congress submitted a bill of rights with 12 amendments to the states for ratification in September 1789. Two were not ratified: one changing the apportionment of Congress and the other forbidding congressional pay raises to take effect until after the next election. (This latter amendment was ratified in 1992 as the 27th Amendment to the Constitution.)

On Dec. 15, 1791, Virginia ratified the 10 amendments. This satisfied the requirement of approval by three-fourths of the states, and the Bill of Rights became part of the law of the land.

Originally the Bill of Rights only limited the national government and did not apply to the states. But after the fourteenth Amendment was ratified in 1868, the Supreme Court began applying the provisions of the Bill of Rights — one by one — to the states. In 1925, the Supreme Court ruled that no state or local government could deny its citizens free-speech and free-press rights protected by the First Amendment.

Often considered the most important amendment in the Bill of Rights, the First Amendment protects rights essential to democratic government and those rights Americans hold most dear: freedom of religion, of speech, of the press, of assembly and of petition.

Excerpts from The Bill of Rights: A User's Guide (Linda Monk, Close Up Foundation, 1991) included in this brief history of the First Amendment are reprinted with permission of the Close Up Foundation.

Article 2

Goal:
Brainstorm topics for their next article
Students will plan their articles via “Organization Sheet” (See top right corner of blog
Students will begin writing interview questions
Students will complete interviews
Students will begin to organize research and interview information
Students will begin rough draft

Bell Ringer:
Daily Readings:

Each day, you will read two news articles from a current Times Leader. You must respond to one of the articles each day. There is a comment box at the bottom of the blog. Please be sure to type the following information:

Your Name

Article Title

Date

Page/ section

NEWS ARTICLE #2

Monday, 10/17 - Students will continue to interview and organize interview answers

Tuesday, 10/18 -completed interviews due by 2:40- If they are not turned in, points will be deducted

ALL QUESTIONS AND ANSWERS WILL BE TURNED IN TO http://www.turnitin.com/

(Please submit your questions to the entry entitled: QUESTIONS/ ANSWERS)

**Remember, once you have your interviews, you may start writing your rough drafts
***Even if you don't have all of your interviews completed on any of the days, work on background info and rough draft
Closure Activity:
Make sure your turn in the proper info. each day to http://www.turnitin.com/

Tuesday, 10/18-Wednesday, 10/19-Students will organize info and begin rough drafts (All final interviews must be turned in by the end of the day on Wednesday.)

**PLEASE REMEMBER, YOU CAN BEGIN WRITING YOUR ARTICLE AT ANY TIME. YOU DON'T HAVE TO WAIT UNTIL YOUR INTERVIEWS ARE CONDUCTED.

**All leads and second paragraphs must be checked by Mrs. Christian

Thursday, 10/20-Peer editing day
Friday, 10/21 - Final EDITING DAY

Monday, 10/24 - Articles are due

1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced

Article 2

Goal:
Brainstorm topics for their next article
Students will plan their articles via “Organization Sheet” (See top right corner of blog
Students will begin writing interview questions
Students will complete interviews
Students will begin to organize research and interview information
Students will begin rough draft

Bell Ringer:
Daily Readings:

Each day, you will read two news articles from a current Times Leader. You must respond to one of the articles each day. There is a comment box at the bottom of the blog. Please be sure to type the following information:

Your Name

Article Title

Date

Page/ section

NEWS ARTICLE #2

Monday, 10/10- Students will select a topic for their news story

Tuesday, 10/11- Students will create interview questions and turn in Planning Sheet to www.turnitin.com

Tuesday , 10/11- Friday, 10/14-Students will CREATE interview questions and work on the interview process

10/11-10/12 -ORGANIZATION SHEET CONTAINING ALL INITIAL QUESTION WILL BE TURNED IN TO http://www.turnitin.com/
(Please submit your questions to the entry entitled: INTERVIEW QUESTIONS)
**Organization sheets can be found under the link at the top right corner of this blog
Tuesday, 10/18 -completed interviews due by 2:40- If they are not turned in, points will be deducted

ALL QUESTIONS AND ANSWERS WILL BE TURNED IN TO http://www.turnitin.com/

(Please submit your questions to the entry entitled: QUESTIONS/ ANSWERS)

**Remember, once you have your interviews, you may start writing your rough drafts
***Even if you don't have all of your interviews completed on any of the days, work on background info and rough draft
Closure Activity:
Make sure your turn in the proper info. each day to http://www.turnitin.com/

or


Wednesday: Discuss your interviews...How are they going? Are you getting enough info?
Thursday: Read the Times Leader and discuss a major happening in our world today
Friday: Evaluate: How do your articles compare to those in the Times Leader


Looking Ahead
Tuesday, 10/18-Wednesday, 10/19-Students will organize info and begin rough drafts (All final interviews must be turned in by the end of the day on Wednesday.)

**PLEASE REMEMBER, YOU CAN BEGIN WRITING YOUR ARTICLE AT ANY TIME. YOU DON'T HAVE TO WAIT UNTIL YOUR INTERVIEWS ARE CONDUCTED.

**All leads and second paragraphs must be checked by Mrs. Christian

Friday, 10/21 - PEER EDITING DAY

Monday, 10/24 - Articles are due

1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced

Quotes

10/5- 10/7
Bell Ringer: Read the following activity and respond to it in your notebook.
Please follow the proper form.

Wednesday- On the Front Page of Today's Times Leader, find an interesting direct quote in an AP article

Thursday- Friday -Get a copy of today's Times Leader- locate a direct, partial and paraphrased quote- include pg # and title

Goal: Students will be able to effectively use quotations.
Students will UNDERSTAND THE NEED FOR PRECISION IN QUOTES
STUDENTS WILL KNOW THE APPROPRIATE USES OF DIRECT, PARTIAL, AND PARAPHRASED QUOTES
STUDENTS WILL KNOW HOW TO HANDLE ATTRIBUTION

Journalism Today pages 168-177

Key Terms: Direct Quotations, Partial Quotations, Paraphrased Quotes, Attribution

Wednesday -Step 1: Go over the rules for quotations.

Step 2: Read sections contained within pages 168-177 explaining the use of quotations.

Thursday Step 3:
Finish Reading and Discussion of Chapter 8
Complete the following Worksheets
Attribution
Quoting and Paraphrasing

Friday: Step 4: Review the main points: See below
Go over examples in the workbook
Page 99- Ex 1 B and D
Page 102- Ex 3 A -J

REVIEW:
1. Use quotation marks to enclose titles of short works, such as short stories, essays, newspaper articles and magazine articles.

2. Use quotation marks to enclose unfamiliar slang and other unusual for original expressions
A once-popular expression was "zounds."

3. In dialogue: begin a new paragraph and use a new set of quotation marks every time the speaker changes:
"Are you going to the zoo?" I asked.
"Well," he said. "I want to take my children to the museum."
"Why?" I asked. "Tuesday is free admission day at the zoo."
"I will," he said, "join you at the zoo on Tuesday."

4. Said Whom?
Is is Smith said or said Smith? That is a little wrinkle in the ways of attribution. Here is the solution:

If all the writer wants to do is tell ho said what, then the construction is "Smith said." For example:
I love journalism class," Smith said.

However, if the writer wants to tell a bit about Smith besides his or her name, you should state it this way:
I love journalism class," said Smith, whose mother is the journalism teacher.

Closure Activity:
Wednesday- RE- evaluate the quote you located in today's Times Leader
Thursday- What is the purpose of a direct quote in a newspaper
Friday- Why do we use partial, paraphrased and direct quotes?


1.2.11B - use and understand a variety of media and evaluate the quality of material produced
1.5.11C - Write with a distinctive focus

Exploring topics

10/4
Bell Ringer: This activity is to be completed in the student's notebook.
-Students will read, evaluate and discuss a news article. The articles will be linked on the blog.

Bell Ringer:
Read the following activity and respond to it in your notebook. Please follow the proper form.

Tuesday- Get a copy of today's Times Leader
Evaluate three AP Articles
-Do the leads and second paragraphs serve their indicated purpose?
- How well do they cover the main concept of the article (5 W's and H)

Goal: Students will continue to study lead writing
Students will explore story ideas
Students will discuss the "importance" of topics

TOPIC SEARCH:
Students will explore other high school newspapers for story ideas.
http://www.hsj.org/modules/school_news_organizations/index.cfm?requestAction=goHSTeenNewsOrgSearchByState&SchoolType=H&menu_id=6&submenu_id=&module_id=5

1, select a state
2. click on a newspaper
3. read and explore student writing

**Please note: There are hundreds of student newspapers and thousands of articles. If you find a particular newspaper that is different or interesting, please raise your hand and share it with the class. Also, please let us know about interesting topics.

1.2.11B - use and understand a variety of media and evaluate the quality of material produced
1.1.11H Demonstrate after reading understanding and interpretation of nonfiction

Closure Activity:
Using the comment link below, each day you will indicate any ideas or concepts for future issue article themes or ideas

(Be sure to write your name first!) \

1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced

10/3
Bell Ringer: This activity is to be completed in the student's notebook.
-Students will read, evaluate and discuss a news article. The articles will be linked on the blog.

Bell Ringer:
Read the following activity and respond to it in your notebook. Please follow the proper form.

Monday- Get a copy of today's Times Leader
Evaluate three AP Articles
-Do the leads and second paragraphs serve their indicated purpose?
- How well do they cover the main concept of the article (5 W's and H)

Goal:

Students will learn about lead writing
2 Students will complete the following assignments:
Exercise 4 pg 57 - workbook

Students will practice lead writing

3. Students will have the second half of class to finalize their articles
4. All articles must be placed into proper packets
A. (top) Score Sheet
B. Finished article
C. Edited Article
D. Interviews


1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced

Closure Activity:
Using the comment link below, each day you will indicate any problems or questions you have concerning your article

(Be sure to write your name first!) stories
1.5.11.B- Write using well-developed content appropriate for the topic
1.5.11.C- Write with controlled and/ or subtle organization
1.9.11.A: Use media and technology resources for research, information analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium.
1.9.11.B: Evaluate how the techniques used in media modify traditional society.
1.2.11B - use and understand a variety of media and evaluate the quality of material produced