Real News

Develop Vocabulary
English, Journalism, Media Literacy, Reading

In the Know is composed of many terms related to “fake” news and failure to exhibit the best of journalistic practice as well as best practices. After reviewing the terms, teachers may give students “Trump’s reelection campaign says more TV networks are refusing to air an ad targeting ‘fake news,’ a news analysis by The Fix that contains many of the terms and an ethical question: When may media refuse to air an advertisement?

Press Madison’s Legacy
English, Government, Journalism, Media Literacy, Social Studies

To appreciate freedom of the press and freedom of speech, one needs to understand why each was so important to our Founding Fathers. Give students the KidsPost article “No monument for Madison. But one of his legacies is freedom of the press.”

"First Amendment Protection of the Free Press," discussion questions to use with the article, are provided.  

Older students could be encouraged to read “Press Attacks” on the Mount Vernon Web site. Over George Washington's two terms, newspapers grew from less than 50 to more than 250 by 1800. Many were partisan and opposed to the government.

Read KidsPost Essay Winner
English, Journalism, Media Literacy, Social Studies

Fourth through eighth grade KidsPost readers were invited to write a short essay on whether the free-press guarantees in the First Amendment to the Constitution were still important (no more than 300 words). Read “On World Press Freedom Day, student shares her opinion on why a free press matters.” Discuss the ideas that Jahnavi Dave presents.

Teachers may ask their students to write a response to the question after reading “No monument for Madison. But one of his legacies is freedom of the press.”

Identify Bias
Art, English, Journalism, Media Literacy, Social Studies

This activity introduces students to some of the fundamentals of journalism: Accuracy, Balance and Clarity. Discuss with students what each of these terms means. Bias by intent or omission has no place in honest reporting.

“Finding Bias in the News” is a comparison activity with questions to help guide the reading and comprehension. This activity gives teachers the opportunity to introduce bias in the selection of photographs and how photographs assist in telling the story.

Balance and accuracy can be achieved through the use of reliable and credible people to interview. Discuss “A Guide to Finding Reliable Sources.”

Investigate to Verify
Government, Journalism, Media Literacy

Student journalists have a duty to inform their school community about student, team and club activities and accomplishments, about school board and administration decisions, and about community events that may be of interest to their readers. They may also investigate information that raises questions.

In the 2016-2017 academic year scholastic journalists in Pittsburg, Kansas, were writing a story to introduce the new principal to their readers when they made a discovery. Read about their investigation:
• “Pittsburg students recognized in D.C. for story about principal’s shady credentials,”

• “Climbing a Mountain: Pittsburg H.S. Students”  and

• “What protections do student journalists really have? Check your state on this map.”

Discuss the importance of student journalism with your students. Do you have an active student journalism or media program: journalism class and print and/or online newspaper, broadcast journalism class and air time, radio or podcast class or club, and literary-art magazine production? The Journalism Education Association and state affiliates offer conventions, workshops and online resources.

Read Editorial Cartoons
Art, Government, Journalism, Media Literacy

Editorial cartoonists are never without subject matter. From local leaders to international events, cartoonists reveal, satirize, explain and criticize through visual commentary. We look at Washington Post editorial cartoonist Tom Toles’ commentary on ongoing fake news claims, press response and responsibility. The cartoons are presented chronologically in two groups: Tom Toles | the cartoons and Read the Editorial Cartoons, discussion questions for closer reading. On the second page of cartoons, a box is provided for your students to try their hand at being editorial cartoonists.

April 11, 2017. Teachers may compare Tom Toles sketchpad work with those of other cartoonists in “How cartoonists are ridiculing Sean Spicer’s Hitler comments,” by Comic Riffs columnist Michael Cavna. Discuss the images and words used to satirize and comment on Spicer’s remarks.

Spicer did acknowledge he was wrong to make the comparison. Teachers may wish to show students his CNN interview with Wolf Blitzer. Discuss the role of the press in this situation.

Avoid Bias in Photographs
Art, Journalism, Media Literacy, Photography

Teachers should remind students of the best practices in journalism (Accuracy, Balance and Clarity) and cover the definitions of “bias,” “false light” and “omission” and the photographic terms “angle,” “composition” and “lighting.”

Bias and placing subjects in a false light can be done with word choice, selection of sources, omission of information and choice of photographs. Read “When your home is at risk: Trailer park families fight eviction over sewage leaks” which is provided as a local story to which you can apply these concepts. Use the discussion questions in “What Do Angle, Lighting and Composition Communicate?” to guide this study.

For a photography bonus, teachers could also share these two photography-based pieces:

• What it’s like to have under three minutes to photograph president-elect Trump

• One photographer’s view of President Trump’s first 100 days

Shed Light on Darkness
Government, Journalism, Media Literacy, U.S. History

Read “Fake news is nothing new: Just ask George Washington” and  “The mother who made George Washington — and made him miserable” to discuss the historic example of false attacks on and fake news about George Washington.

Older students could be encouraged to read “Press Attacks” on the Mount Vernon Web site. Over his two terms, newspapers grew from less than 50 to more than 250 by 1800. Many were partisan and opposed to the government.

Teacher may include  “The truth is losing” by columnist David Ignatius to relate the place of truth in a global information war and in the marketplace of ideas. This essay is of particular interest to government and U.S. History educators.

Can Social Media Do Damage?
English, Government, Journalism, Media Literacy

Teachers may begin this activity by asking students about their use of social media. Some of the questions might include:
• Do students have Facebook, Twitter, Instagram, website and other online accounts?
• How often do they produce content for social media? How often do they share or retweet material?
• Do they check the content for truth or validity before sharing with others?

How best can mainstream media, such as The Washington Post, The Wall Street Journal and The New York Times, utilize social media?

Two Post articles are reprinted to give different perspectives on the use of social media by media professionals. Read and discuss “Once again, mainstream news outlets miss the social-media boat” by Post media reporter Paul Farhi.

The second guest commentary relates how the spread of fake news via social media can affect one’s life. Read and discuss “I was a victim of a smear campaign. I understand the power of fake news.”

Meet Producers of Fake News
Character Education, Government, Journalism, Media Literacy, Reading

There are individuals and organizations that use print and online platforms to propagate misinformation, lies and rumors for their personal gain or to put others in false light. Read and discuss “For ‘the new yellow journalists,’ it’s about clicks and bucks.” Questions would include:
• Who are the producers of content on the website LibertyWritersNews.com?
• What process do they follow before publishing content?
• What motivates Wade and Goldman?
• What do students think of the practice of followers forwarding content? Without verifying veracity of content?
• In what way do the concepts of accuracy, balance, clarity, ethics and integrity apply?

This article may be read in conjunction with a guest commentary, “The truth: In danger once more.” Actor, director and environmental activist Robert Redford writes from the perspective of the 45th anniversary of the movie, All the President’s Men, and his concern for our democracy.

Fake News
English, Journalism, Media Literacy, Social Studies, U.S. History

Premise: We need an informed citizenry who know how to think critically about news media, not people who blindly believe and propagate outright lies.

After teachers discuss the responsibility of the professional press to provide accurate and balanced news with clarity, they should discuss the presence of false and misleading information online and in print. Satire and parady may need to be distinguished at this time.

The student activity “Real or Fake News?” takes students through the steps of identifying and verifying information that may be found online and presented as news.

Teachers may wish to cover “Tips for being a better consumer of news” before beginning or after the first section in the three sections of the activity.

Extend this activity with discussion of “Pizzagate: From rumor, to hashtag, to gunfire in D.C."

Additional examples are found in “Americans — especially but not exclusively Trump voters — believe crazy wrong things.”