SPLC slideshow review
These scenarios serve as review for some of the information in the slideshows: Press Freedoms, Libel, Copyright, Invasion of Privacy, Freedom of Information Act and Reporter’s Privilege
Students will apply what they’ve learned in the SPLC slideshows to several scholastic journalism scenarios that could easily happen in a high school setting. These scenarios should help students review what they’ve learned, apply the information and retain the legal information. For an extension, teachers could also include real-world situations that are in the news (if applicable).
- Students will use the information learned so far in the unit to analyze several scenarios.
- Students will use case law to prove their ideas.
Common Core State Standards
|CCSS.ELA.W.11-12.1a||Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.|
|CCSS.ELA.W.11-12.1b||Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.|
Partnership for 21st Century Skills — Student Outcomes
|Core subjects||Civic literacy|
|Creativity and Innovation||Think creatively|
|Creativity and Innovation||Work creatively with others|
|Critical Thinking||Reason effectively|
|Critical Thinking||Make judgments and decisions|
|Critical Thinking||Solve problems|
|Media Literacy||Analyze media|
1. Introduction — 5 minutes
Ask students to provide what the topics of the past few days of lecture have included (ex: Libel, Copyright, Invasion of Privacy, etc.).
2. Small student groups — 30 minutes
Students should form groups of no more than four students. Students should discuss each scenario and use what they’ve learned in their points. Each group should have a recorder who writes down what the group discusses and decides. Remind them to use their notes and fully analyze each scenario. Tell them you will randomly grade their answers to one of the scenarios. The notes should be complete enough that someone else could easily understand and present their notes.
3. Large groups — 10 minutes
Ask student groups to exchange papers. Each group then presents the ideas of the other group. Different groups should lead each scenario while other groups further the discussion by adding more points to the discussion.
4. Last chance — 5 minutes
Each group gets this time to fill in any gaps they learned of during the presentations. Scenario answers are due at the end of the hour.
5. Evaluation — 0 class time
Teacher randomly grades one of each groups’ written scenarios.