As part of their continued investigation of the reporting of the shooting of Michael Brown class members analyze photos of Michael Brown and the social media response to these images. The class then develops a guide they...

"Congress shall make no law . . . abridging the freedom of speech, or of the press;. . ." Why is this guarantee of free speech and a free press the First Amendment to the US Constitution? Why are these rights so essential to a...

One picture but a thousand stories. As a part of a case study of how the death of Michael Brown was reported by professional news sources and on social media class members examine the reactions of various groups to a photograph taken by...

Students learn about the basic legal and ethical responsibilities shouldered by people making "reality" videos (i.e. videos with non-actors).

Students examine the reasons why reporters do not report all they know about a given event. They identify basic journalist ethics at stake when a story isn't reported. They compare these issues with those in their local community.

Students study character traits. In this character education lesson, students create podcasts highlighting a particular character trait. Students broadcast one podcast per week.

Students research the way phones work and what places - both locally and nationally - have already faced the problem of in appropriate use. Students also interview gym owners or managers in their community and those who use they gyms....

“What does it mean to be patriotic?” “Should grades factor in to a student’s eligibility for extracurricular activities?” Class members complete an anticipation guide that asks them to respond to a series of statements that highlight...

Fake news is a hot topic right now ... but what is it? Intrepid young investigators track down the facts that separate journalistic mistakes and misinformation through reading, research, and discussion. Part three in a five-lesson series...

What are the elements of a good social media post? The 13th activity in the 16-part Social Media Toolbox incorporates all of the typical components found in a Facebook or Twitter post. Scholars work together to create great posts based...

Alternative facts? After watching the We The Voters film, "MediOcracy," viewers compare how cable news outlets CNN, Fox News, and MSNBC report the same story about politics or public policy. After a whole-class discussion of their...

A 28-slide presentation introduces viewers to the process reports go through to track and verify developing news stories. Using the reports of the attacks at Atlanta, Georgia, massage parlors as an example, viewers are taught what to...

The trial of Derek Chauvin, former Minneapolis police officer charged in the death of George Floyd, is the focus of a lesson that asks pupils to compare how local, nationial, and international news organizations reported the testimony of...

Here's a lesson designed to help learners develop their digital verification skills. First, expert groups study specific digital verification skills, and in a jigsaw activity, share what they have learned with classmates. The jigsaw...

Analyze the presence of negative stereotypes and biased reporting in news media, and how this affects one's understanding of other cultures. Learners read newspaper excerpts and quotes from famous personalities to discuss...

In a time of fake news and alternative facts, young people must have the ability to identify it and its role. Scholars watch a video of teens reflecting on the concept of fake news and the impact of sharing fake news stories. They then...

"Fake News" (stories that are entirely fabricated/fictional) is the subject of a case study of the search for Jestin Coler, the creator of some of the most famous fake news stories. After reading NPR's investigative report, scholars...

The third and final lesson in the Reporting series tests young journalists' ability to be objective in reporting contentious topics. After brainstorming a list of contentious topics that interest them, the class selects one, and...

Is it news or not? That is the question young journalists must consider in a instructional activity about newsworthiness. Class members watch a short video that details five key characteristics of quality, credible news. Individuals then...

Young journalists investigate the various ways to share news about a disaster and evaluate the pros and cons of each of these types of news. Individuals then select two different forms of media reports of a recent disaster. Using the...

Scholars watch a video featuring journalists who covered the civil rights movement, then respond to questions on a viewing guide. The video features interviews with participants and original news footage from the 1950s and 1960s. In...

Verification of provenance and the original source of an image or video can be a long and winding process. Young journalists learn about the difficulty of finding the original source of a scrape, a copy of an original news story, and...

In previous lessons, young journalists learned about how to trace the original source of scrapes and memes. This interactive lesson plan teaches them another important step in the verification process. Participants learn how to analyze...

Young journalists use the E.S.C.A.P.E. (evidence, source, context, audience, purpose, and execution) strategy to evaluate historical and contemporary examples of bias in the news. The class then uses the provided discussion questions to...