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.