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...

Young scholars study four essential propaganda techniques: Simplification, Exploitation, Exaggeration, and Division (S.E.E.D.). Individuals select an example of propaganda from the past and present then compare how the key elements have...

Not all southern newspapers covered the civil rights movement of the 1950s and 1960s. Young journalists investigate how The Lexington (Ky. Herald-Leader and The Jackson (Tenn.) Sun re-examined their coverage of the movement. After...

Young journalists are presented with scenarios that involve media ethics. They must decide in each case whether to cover the story, what they would cover, and if covered, what the angle would be.

As a part of a study of the First Amendment, high schoolers research a current news story that seems to involve one of the freedoms granted by the First Amendment. Investigators decide whether they think the action presented in the story...

Political candidates work hard at creating an image they believe will appeal to voters. High schoolers collect 10 photos and other images of a candidate and analyze them to determine what techniques create a positive or negative impression.

"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...

Do not try this at home! At school! Or any other place! Groups of young journalists discuss the ethics of publishing photos of school peers performing dangerous stunts. They share their decision with the class and explain their reasoning.

Journalists are supposed to adhere to a Code of Ethics. To determine the degree to which reporters follow this code, individuals select three recent stories with photographs from newspapers, magazines, online news sites, or television...

Working in teams, pairs, or individually, scholars select one resource from a gallery of historical sources and consider which examples might be considered propaganda, the techniques used to persuade audiences, and evaluate how the...

Young journalists engage in a role-playing exercise that asks them to consider the journalism and ethical issues raised by the coverage of the mass shootings at Virginia Tech on April 16, 2007. Pupils play the role of either a reporter...

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...

Young journalists compare news coverage of four major events with how the same events are covered in historical accounts. The ensuing discussion asks class members to compare and contrast the role of a reporter and the role of a historian.

Young journalists use a "Is This Story Share-Worthy?" flowchart graphic to decide whether a story is worth sharing online. Instructors provide groups with fake news, poor quality stories, opinion pieces, biased news, and high-quality...

Martin Luther King Jr.'s "Letter From Birmingham Jail" was written in response to "A Call for Unity," written by eight white ministers from Birmingham and published in the local newspaper. After reading both letters and following a list...

The Supreme Court case Lee v. Weisman is the focus of a lesson that examines religion in public schools. After reading a summary of the case and before reading the verdict, pupils use their knowledge of the First Amendment to discuss the...

Be curious! Seek out different opinions! Be conscious of your thinking process! After reading an article about confirmation bias and motivated reasoning, class members apply these strategies to the topic of school start times. They read...

Class members brainstorm a list of people in the news (immigrants, millennials, etc.). Teams then select one to research. Using the provided worksheet and guided by a list of questions, the teams examine the stereotypes in news reports...

To understand the importance of the wording of the articles of the First Amendment (freedom of religion, freedom of speech and the press, and freedom to assembly and petition), teams argue before a jury for draft amendments of one...

Young journalists select a news story, editorial, or opinion piece that they disagree with or one that leaves them with questions. They then create their report in response and share it with the class.

To understand how personal perspectives can affect policy and politics, scholars examine the woman suffrage media map and historical artifacts to analyze arguments for and against women's suffrage. Class members then take on the role of...

Securing women the right to vote was a long time coming. Over the years, some aspects of the suffrage movement changed, and some things remained the same. Pupils research three time periods and collect evidence of key people,...

As part of a civil rights movement study, groups select an event from an interactive timeline that they feel marks a turning point in the struggle. After collecting evidence to support their choice, the teams develop a multimedia...