Review articles Part 1
Thursday and Friday:
Reviews
Complete 1 quiz a day. There will be a graded quiz on Friday.
Bell Ringer: (http://www.newsroom101.com/)
Tuesday, 11/27 -Newsroom 6
Wedensday, 11/28- Newsroom 7
Thursday, 11/29- Newsroom 8
Friday, 11/30 - Test
Friday- test on 6-8
Goal:
Students will understand the function of product reviews as well as how to compose their own.
1. Students will be introduced to the basic rules of review writing.
2. Students will discuss how to create a product review.
3. Students will understand how to incorporate details into their own product review.
4. Students will explore the greatest type of review: The INFOMERCIAL
Tuesday, 11/27
Activity:
Think of the favorite item / gadget you have purchased / own (Ipod, Iphone, etc). Write a brief paragraph discussing why you like this item. Include some of its features. Discuss how it works. Cite five reasons someone should buy this product.
Assignment:
1. Students will complete the writing activity listed above
Teacher/ students will discuss the importance of details in writing
2. Students will go over a basic PowerPoint explaining the general purpose of a review article
Wednesday - Friday
3. Students will be introduced to the different types of review articles:
Book Reviews
Movie Reviews
Music Reviews
Play Reviews
Restaurant Reviews
Product Reviews
Website Reviews
Television Reviews
4. Students will discuss and take notes on the various types of reviews
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
Wednesday, November 21, 2012
Monday, November 19, 2012
Test
Libel and First Amendment Test
**Remember to turn in your scavenger hunt papers by the end of the period today.
WRITE YOUR ANSWERS ON A SEPARATE SHEET OF PAPER.
GOOD LUCK !
1. How does the First Amendment begin?
A. "Four score and seven years ago...."
B. "When, in the course of human events...."
C. "Freedom of speech and of the press shall not be abridged...."
D. "Congress shall make no law...."
2. The Bill of Rights is:
A. The first ten amendments to the U.S. Constitution.
B. The statement police must read to you when you are arrested.
C. The opening paragraph of the Declaration of Independence.
D. The Preamble to the U.S. Constitution.
3.The First Amendment protects students while at school.
A. True
B. False
4.Which of the following is not a right explicitly protected by the First Amendment?
A. Press
B. Privacy
C. Assembly
D. Religion
5. Which of the following categories of speech is never protected by the First Amendment?
A. Indecent speech on the Internet
B. Four-letter words
C. Obscenity
D. Nudity
6. The First Amendment protects a person's right to burn the American flag as a form of political protest?
A. True
B. False
7. Bart is ticked off. To make time for more standardized testing, the public school he attends has decided to reduce recess to three minutes a day. To protest the school's decision, he publishes a one-page document that says "Recess Rules! Standardized Testing Drools." As he has seen many other community activists do before, he takes his flyer to the town square, where he peacefully offers copies to passerby. Which of the following acts probably violates his First Amendment rights?
A. A police officer politely orders Bart to stop distribution and go home
B. A local merchant, an ardent support of standardized testing, angrily rips the papers out of Bart's hands and shreds them
C. Bart's mother, embarrassed by the all the hullabaloo, confiscates the documents and grounds him for two weeks
D. All of the above
8. The U.S. Supreme Court has recognized that the First Amendment protects public school students while in school. Neither "students nor teachers," the Court said, "shed their constitutional rights to freedom of speech or expression at the schoolhouse gate." From which famous Supreme Court case did that language first come?
A. New York Times v. Sullivan
B. Tinker v. Des Moines Indep. School District
C. Hazelwood School District v. Kuhlmeier
D. Roe v. Wade
9. At what age does the First Amendment protect the speech of an individual?
10. Students can protest as long as they do it (In the first amendment, what word tells how) ________________.
11. Define Libel:
12. Read the statement: "Sticks and stones can break your bones, but words can never hurt you."
(This statement came from the PowerPoint on Libel)
A. If you were applying this statement to your high school newspaper, would this statement prove true?
B. Please give specific examples to support your answer.
13. Discuss the rules for taking photographs in A. private and B. in public.
14. Discuss two places where you are legally not allowed to take photographs.
A. B.
15. Does the Hazelwood decision require school officials to censor student media? Explain.
16. List THREE freedoms provided by the First Amendment.
A. B. C.
17. A. After discussing the role of the media over the last two weeks, your class concluded that the media has tremendous power.
B. How does the media influence society?
C. Does the media cross the line?
**Remember to turn in your scavenger hunt papers by the end of the period today.
WRITE YOUR ANSWERS ON A SEPARATE SHEET OF PAPER.
GOOD LUCK !
1. How does the First Amendment begin?
A. "Four score and seven years ago...."
B. "When, in the course of human events...."
C. "Freedom of speech and of the press shall not be abridged...."
D. "Congress shall make no law...."
2. The Bill of Rights is:
A. The first ten amendments to the U.S. Constitution.
B. The statement police must read to you when you are arrested.
C. The opening paragraph of the Declaration of Independence.
D. The Preamble to the U.S. Constitution.
3.The First Amendment protects students while at school.
A. True
B. False
4.Which of the following is not a right explicitly protected by the First Amendment?
A. Press
B. Privacy
C. Assembly
D. Religion
5. Which of the following categories of speech is never protected by the First Amendment?
A. Indecent speech on the Internet
B. Four-letter words
C. Obscenity
D. Nudity
6. The First Amendment protects a person's right to burn the American flag as a form of political protest?
A. True
B. False
7. Bart is ticked off. To make time for more standardized testing, the public school he attends has decided to reduce recess to three minutes a day. To protest the school's decision, he publishes a one-page document that says "Recess Rules! Standardized Testing Drools." As he has seen many other community activists do before, he takes his flyer to the town square, where he peacefully offers copies to passerby. Which of the following acts probably violates his First Amendment rights?
A. A police officer politely orders Bart to stop distribution and go home
B. A local merchant, an ardent support of standardized testing, angrily rips the papers out of Bart's hands and shreds them
C. Bart's mother, embarrassed by the all the hullabaloo, confiscates the documents and grounds him for two weeks
D. All of the above
8. The U.S. Supreme Court has recognized that the First Amendment protects public school students while in school. Neither "students nor teachers," the Court said, "shed their constitutional rights to freedom of speech or expression at the schoolhouse gate." From which famous Supreme Court case did that language first come?
A. New York Times v. Sullivan
B. Tinker v. Des Moines Indep. School District
C. Hazelwood School District v. Kuhlmeier
D. Roe v. Wade
9. At what age does the First Amendment protect the speech of an individual?
10. Students can protest as long as they do it (In the first amendment, what word tells how) ________________.
11. Define Libel:
12. Read the statement: "Sticks and stones can break your bones, but words can never hurt you."
(This statement came from the PowerPoint on Libel)
A. If you were applying this statement to your high school newspaper, would this statement prove true?
B. Please give specific examples to support your answer.
13. Discuss the rules for taking photographs in A. private and B. in public.
14. Discuss two places where you are legally not allowed to take photographs.
A. B.
15. Does the Hazelwood decision require school officials to censor student media? Explain.
16. List THREE freedoms provided by the First Amendment.
A. B. C.
17. A. After discussing the role of the media over the last two weeks, your class concluded that the media has tremendous power.
B. How does the media influence society?
C. Does the media cross the line?
Friday, November 16, 2012
Journalism Scavenger Hunt
Students will conduct an interview scavenger hunt:
Due: Tuesday, 11/20
**However, the first ten turned in will receive 10 special bonus points
Provide correct attribution for each answer (Name, grade or position)
1. Talk to 3 people with unique pets.
~ tell A. What the pet is B. how long they had the pet C. why they have that pet, etc.
2. Find 2 people who have a unique hobby or talent.
3. Find a math teacher and find out what is their favorite color.
4. Go up to 3 people you have never met and learn about their study habits. Different ones.
A. List the study habit
B. Tell how it helps them
5. Find out what the best place in the high school is to hang out. (Ask six students - two from each grade)
6.Find where the best place in Berwick to hang out is. (Ask six students - two from each grade)
7. Find someone with a fascinating college story to inspire others to go to college from a teacher or dual enrollment high school student (Keep your story rated PG....Mrs. Christian will be reading!!)
8. Ask FIVE teachers or administrators the following: what is their favorite meal in our cafeteria
9. Ask 10 students the following questions: What is your fav. pizza place in Berwick ?
9 B. Ash those 10 students the following: What pizza topping would you like to order, but are afraid to try.
10. Learn a dream / goal of a student you never met
11. Ask a History or Science teacher what their favorite aspect of their subject
12. Find a person who met or had an encounter with a famous person..
You must talk to different people. Your answers must be from DIFFERENT PEOPLE!!
Have fun! Interview parameter is limited to BHS!
Due: Tuesday, 11/20
**However, the first ten turned in will receive 10 special bonus points
Provide correct attribution for each answer (Name, grade or position)
1. Talk to 3 people with unique pets.
~ tell A. What the pet is B. how long they had the pet C. why they have that pet, etc.
2. Find 2 people who have a unique hobby or talent.
3. Find a math teacher and find out what is their favorite color.
4. Go up to 3 people you have never met and learn about their study habits. Different ones.
A. List the study habit
B. Tell how it helps them
5. Find out what the best place in the high school is to hang out. (Ask six students - two from each grade)
6.Find where the best place in Berwick to hang out is. (Ask six students - two from each grade)
7. Find someone with a fascinating college story to inspire others to go to college from a teacher or dual enrollment high school student (Keep your story rated PG....Mrs. Christian will be reading!!)
8. Ask FIVE teachers or administrators the following: what is their favorite meal in our cafeteria
9. Ask 10 students the following questions: What is your fav. pizza place in Berwick ?
9 B. Ash those 10 students the following: What pizza topping would you like to order, but are afraid to try.
10. Learn a dream / goal of a student you never met
11. Ask a History or Science teacher what their favorite aspect of their subject
12. Find a person who met or had an encounter with a famous person..
You must talk to different people. Your answers must be from DIFFERENT PEOPLE!!
Have fun! Interview parameter is limited to BHS!
Wednesday, November 14, 2012
Photo Journalism Ethics day 2
11/14
Bell Ringer:
What were your thoughts about yesterday's photo display? How does the First Amendment Apply to them?
(Use the comment box below)
Legal Considerations in Photojournalism
Here are some potentially troublesome situations you might encounter. Discuss what you think is the correct answer legally and discuss how you personally might handle it.
1. If you take pictures of someone in their home with a hidden camera, could you be sued for invasion of privacy? (yes)
2. Is it legal for you to photograph a celebrity walking along a city street, even if they don't want to be photographed? (yes, because it's a public street)
3. If you photograph Ricky Martin driving down the street in a new BMW, could BMW use one of your pictures in an advertisement? (no, they need written permission)
4. You are editor of a feature magazine, and you need a picture of some troubled teens to illustrate a story. Your photographer goes by the high school and shoots some pictures of some teens waiting outside for their rides. You print one of the pictures, only to find out later that these were some of the school's top scholars. Could they sue you successfully? (yes, because you potentially hurt their reputations)
5. , You take a picture of woman with her dress blowing up, showing her undergarments underneath. Although her face is not visible, her children are next to her. Since she was in public view, can your editor run it without fear of being sued? (no, she could successfully prove that the photo was embarrassing but not newsworthy)
6. You're at the hospital visiting a sick friend and have a chance to get a photo of a local celebrity being wheeled into the X-ray room. This would be of great interest to your readers. You take the pictures and turn one into your editor. Can she legally run it? (no, the law protects people privacy in hospitals -- she would need written permission to run it)
7. . You see a bad car accident and begin taking photos immediately, of the smashed cars, of the victims being tended to and put into the ambulance, etc. The police at the scene order you to stop. As a representative of the media, can you legally continue? (yes) If so, are there any limits to what you can shoot? (you cannot take pictures of a victim in an ambulance)
8. From the street, you photograph two teenagers kissing on a front porch. Even if you did not ask their permission, can your editor legally run it? (yes, legally it's OK since anything on a public street is fair game, but ethically you might decide against it)
9. . There has been a bad fire in a person's home, and you want to take pictures inside the house. The owner is not home, and the police and firefighters do not object. Do you, as a representative of the media, have a right to enter the house, or would you be trespassing? (you have a right to enter the house and take pictures)
10. You're shopping in a grocery store and witness a woman cut by a broken pickle jar. She sees your camera and asks you to photograph her wound. Can you legally take a picture? (yes) What if the manager sees you and asks you to stop? (you must stop since you're on their private property) What if the manager demands you turn your film over to her? (you don't have to -- that's your property)
_____________________________________________________________________________
Ethical Considerations in Photojournalism
Pair 1
Photographer: You are working with a reporter on a story about a coach who holds some national records for weightlifting. You still need a shot of him working out, so you arrange to meet him at the gym and take pictures of him lifting weights just as he normally does. Make an argument for running your photo.
Photo editor: Do you run this set-up photo? Why or why not?
Pair 2
Photographer: A baby left in a locked car died from the heat. You heard about it on a police scanner and were able to get a picture of the policeman taking the baby out of the car.
Photo editor: Do you run this as a warning to other parents? Why or why not?
Pair 3
Photographer: A fire escape collapses during a fire, plunging a woman to her death. A child who also falls miraculously survived.You get a picture of them in mid-air, just as the fire escape gives way. The photo is a potential Pulitzer Prize winner.
Photo editor: Do you run this photo of a woman falling to her death? Why or why not?
Pair 4
Photographer: A woman takes off her clothes in protest of being denied entrance to a building. You get a picture of her protest.
Photo editor: Do you run this photo of a nude woman? Why or why not?
Pair 5
Photographer: During a news conference, an important political figure makes an obscene gesture at some hecklers in the crowd. You take the picture and turn it into your editor.
Photo editor: This is definitely newsworthy but potentially offensive. Do you run it? Why or why not?
Pair 6
Photographer: A man notifies the press that a newsworthy event will be taking place at a certain time and location. He makes a statement protesting a government action, then douses himself with gasoline and lights a match. You get some dramatic pictures of the event, potential prize winners.
Photo editor: Should you run the picture because it's newsworthy or deny the protester the publicity he was seeking? Explain your decision.
Pair 7
Photographer: You photograph a family grieving over their son who drowned in a local canal. You capture them at the moment the authorities unzip the body bag for them to make identification of him.
Photo editor: Do you run this to urge other families to be cautious or respect the privacy of their grief?
Pair 8
Photographer: You photograph two students exchanging money and a bag of something. You realize this would be a great photo to go with a story your staff is doing on drugs on campus.
Photo editor: Do you run this? Why or why not?
Standard -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
Ethical Decisions in Journalism part 1
PhotoJournalism
Ethical Decisions in Journalism
Nov
Students will be presented with situations of libel and libelous photography. They will justify is situations are printable in a newspaper or must be held back.
-Students will review works by a photojournalist
Standard -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
Ethical Decisions in Journalism
Nov
Students will be presented with situations of libel and libelous photography. They will justify is situations are printable in a newspaper or must be held back.
-Students will review works by a photojournalist
Standard -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
Friday, November 09, 2012
Libel
Bell Ringer: Can you publish any article in your school newspaper? Why or Why not?
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
The Tinker story is why you have liberties at the school house door.
Three students in Des Moines, Iowa decided to protest the Vietnam War in 1965 by wearing black armbands to school. The school learned of their plans and made a rule prohibiting black arm bands. They were told to take them off when they refused, they were suspended.
Students and their parents sued the school district. Four years later, in 1969, in a landmark decision the court ruled that students were permitted to their First Amendment rights as long as they did not cause a substantial disruption of or material interference with school activities. Administrator must demonstrate facts in order for a legal censorship to hold up in court. This case paved the way for uncensored school newspapers until 1985.
Tinker says that a newspaper may not be censored if the story or the research for the story is not causing a disruption to the school
Libel
PowerPoints:
www.splc.org/presentations/pplibellaw.pps
Let's talk about Libel:
PowerPoint Presentation
http://www.splc.org/presentations/
click on the following links:
Libel Law:
Libel & Privacy
Libel and the First Amendment
The Student Press Law Center
http://www.splc.org/default.asp
Know The Student Law:
http://www.splc.org/knowyourrights/legalresearch.asp?id=3
Have students 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
l
http://www.law.cornell.edu/topics/first_amendment.html
http://supreme.lp.findlaw.com/constitution/amendment01/06.html
EXTRA ASSIGNMENT: SCAVENGER HUNT Due Next Friday, 11/4
Standard -
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
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
The Tinker story is why you have liberties at the school house door.
Three students in Des Moines, Iowa decided to protest the Vietnam War in 1965 by wearing black armbands to school. The school learned of their plans and made a rule prohibiting black arm bands. They were told to take them off when they refused, they were suspended.
Students and their parents sued the school district. Four years later, in 1969, in a landmark decision the court ruled that students were permitted to their First Amendment rights as long as they did not cause a substantial disruption of or material interference with school activities. Administrator must demonstrate facts in order for a legal censorship to hold up in court. This case paved the way for uncensored school newspapers until 1985.
Tinker says that a newspaper may not be censored if the story or the research for the story is not causing a disruption to the school
Libel
PowerPoints:
www.splc.org/presentations/pplibellaw.pps
Let's talk about Libel:
PowerPoint Presentation
http://www.splc.org/presentations/
click on the following links:
Libel Law:
Libel & Privacy
Libel and the First Amendment
The Student Press Law Center
http://www.splc.org/default.asp
Know The Student Law:
http://www.splc.org/knowyourrights/legalresearch.asp?id=3
Have students 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
l
http://www.law.cornell.edu/topics/first_amendment.html
http://supreme.lp.findlaw.com/constitution/amendment01/06.html
EXTRA ASSIGNMENT: SCAVENGER HUNT Due Next Friday, 11/4
Standard -
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
Sunday, November 04, 2012
Intro to First Amendment for 11/5
Thursday and Friday
Bell Ringer:
Daily Readings:
Wednesday: you will read one 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
Goal: Students will be introduced to the First Amendment
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.
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
Bell Ringer:
Daily Readings:
Wednesday: you will read one 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
Goal: Students will be introduced to the First Amendment
History and the First Amendment - Information
Thursday Bell Ringer:
(In your notebooks, answer the following question) Why do people feel the need to express themselves as individuals?
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.
Our Rights
Wednesday - Friday
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.
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:
Summary cases
1.2.11B - use and understand a variety of media and evaluate the quality of material produced
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
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