DOCSLIB.ORG

Why News Matters

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Why News Matters WHY NEWS MATTERS Description Using historical documents and news coverage, this lesson explores the role of news in a democracy, and the role journalists play in helping citizens to be active, informed, and engaged. By understanding the societal obligations that underpin journalism, you will have a greater appreciation for why news literacy is important. Objectives • I will be able to understand key social and political movements in which the news media was a vital force. • I will consider the journalist’s role in shaping history. • I will analyze how certain events might have unfolded differently if the news media were more or less engaged in the issue. • I will evaluate how consuming news media helps keep them informed on local/national events. Resources Slideshow: News covers history as PDF Rubric: Why news matters Lesson step-by-step 1. Introduction Read and think about the following quote: “Our liberty depends on the freedom of the press, and that cannot be limited without being lost.”– Thomas Jefferson What do you think Thomas Jefferson might have meant by this quote? Consider these questions: • How does freedom of the press, or the ability for journalists to write without being censored, help keep us free? • How important do you think this freedom is? • Why might people, especially in the government, want to control what journalists write about? Remember: The founding fathers, especially those in favor of the Bill of Rights, though it was especially important to protect the freedom to publish. They thought the government shouldn’t be able to control what was printed and what wasn’t. Most of all, they were afraid that if the press wasn’t protected (along with religion, petition, speech, and assembly), the citizens of the new America wouldn’t be able to fully express themselves. Sometimes, things that are printed make the government, a business, or people look bad—journalists tend to shed light on things that aren’t working, or things that need to be better in society. At times, this can make readers or the subjects of stories uncomfortable or even offended. But ultimately, informing people about what is truly happening is the journalist’s highest goal. 2. Context and examples: You are going to look at some examples of how journalists have written about important events in American and World History. These events all relate to major issues our country was facing, including the Civil Rights movement and wars abroad. As you look through the examples in the PDF, pause and think about the coverage and about what role you think the news media had in informing the public about these moments in history. Ask yourself questions like: • Is this an issue you’re interested in? • Would you want to read about this? • Would you seek out this kind of information on your own? • To what extent would you depend on the news media to tell you about stories like this? • Where else do you think we would get this kind of information if not from journalists? As you already know, we, as citizens, can’t be everywhere all the time (would you want to sit in Congress every day and take notes on what our politicians do?!), journalists are tasked with doing that for us. 3. Watch and respond: Now, on the internet or your television watch a 5-10 minutes of a local or national evening news segment. Be sure the segment is mostly news and not sports or entertainment. As you watch, you should keep a list of the things you learned about what’s going on through the news stories. You should list at least 3-5 things you learned from the newscast. The point is this is an example of how the news acts as a teacher for us, pointing out things we need to know in order to be fully aware of the important events happening in the world around us. 4. Individual response: I would like you to compile a list of stories, happening today, that are really important to you for whatever reason. Once you have identified a few examples, write the reasons why they are important to you. 5. Extension Activity: student prompt and response (See Rubric for guidance): Please type or write two paragraphs addressing the following: Consider this quote by James Madison when talking about the role of the press: “The great danger [in a republic] is that the majority may not sufficiently respect the rights of the minority.” Write a response to this quote, and consider the following questions: 1. If we apply this quote to the news media, how can journalists use this philosophy to help protect the rights of the minority? 2. What can this quote tell us about the diversity of voices, stories, and perspectives we should expect from our news media? 3. Give examples to support your argument. Why News Matters Short Answer Rubric I Got This! I Am ALMOST There. I THINK I Am Getting the Idea. Argument The student expresses a clear The student’s position is The student’s position is unclear, and the position on how this quote clear but demonstrates only student fails to demonstrate any describes the role of journalism a surface-level understanding of the quote’s meaning or today. Their response is well- understanding of what the application to journalism. worded and demonstrates a quote and how it applies to thoughtful understanding of journalism. what James Madison intended. Examples The student gives 2-3 The student gives only 1 The student gives no examples from examples from current local or example from current local current local or national news events that national news events that or national news events that support their position. support their position. support their position. Clarity/Grammar Writing is clear, concise, and Writing is understandable Writing is unclear, lacks logical flow and flows well. Zero to two errors in but lacks coherent structure, and has no organization of grammar or punctuation. organization. Three to four thoughts. More than four errors in errors in grammar or grammar or punctuation. punctuation. .
Load more

Recommended publications
  • FOLLOWING a COLUMNIST AP English Language Originated by Jim Veal; Modified by V
    WAYS TO IMPROVE MEMORY: FOLLOWING A COLUMNIST AP English Language Originated by Jim Veal; modified by V. Stevenson 3/30/2009; reprint: 5/24/2012 Some of the most prominent practitioners of stylish written rhetoric in our culture are newspaper columnists. Sometimes they are called pundits – that is, sources of opinion, or critics. On the reverse side find a list of well-know newspaper columnists. Select one (or another one that I approve of) and complete the tasks below. Please start a new page and label as TASK # each time you start a new task. TASK 1—Brief Biography. Write a brief (100-200 word) biography of the columnist. Make sure you cite your source(s) at the bottom of the page. I suggest you import a picture of the author if possible. TASK 2—Five Annotated Columns. Make copies from newspapers or magazines or download them from the internet. I suggest cutting and pasting the columns into Microsoft word and double-spacing them because it makes them easier to annotate and work with. Your annotations should emphasize such things as: - the central idea of the column - identify appeals to logos, pathos, or ethos - (by what means does the columnist seek to convince readers of the truth of his central idea?) - the chief rhetorical and stylistic devices at work in the column - the tone (or tones) of the column - errors of logic (if any) that appear in the column - the way the author uses sources, the type of sources the author uses (Be sure to pay attention to this one!) - the apparent audience the author is writing for Add a few final comments to each column that summarizes your general response to the piece— do not summarize the column! This task is hand-written.
    [Show full text]
  • Should Kids Be Allowed to Buy
    DECEMBER 21, 2020 ISSN 1554-2440 No. 10 Vol. 89 Vol. BIG DEBATE Should Kids Be Allowed to Buy Some places in WATCH Mexico have banned THESE VIDEOS! . SCHOLASTIC.COM/SN56 kids from buying junk Find out what’s hiding in junk food food. Should we do Titanic. the same in the U.S.? Explore the Become an expert on hurricanes. BIG DEBATE Should You Be Banned From Buying AS YOU READ, THINK ABOUT: What are ways that eating too much junk food can affect your health? magine going to a store and not being allowed to buy a bag of chips. The reason? You’re too young! What exactly is That’s what may happen in one state in Mexico, which junk food? I It’s food and drinks that recently banned the sale of unhealthy snacks and sugar- sweetened drinks to kids younger than 18. Several other are high in fat, salt, or Mexican states are considering passing similar laws. sugar and have little The goal of these bans is to improve kids’ health. nutritional value. Research shows that eating too much junk food can lead to obesity—the condition of being severely overweight. People with obesity are at higher risk for health problems such as heart disease and type 2 diabetes. But some people argue that a ban on buying junk WORDS TO KNOW food isn’t a good way to change kids’ eating habits. calories noun, plural. units that measure the amount of energy Should states in the U.S. also consider banning the released by food in the body sale of junk food to kids? consequences noun, plural.
    [Show full text]
  • FACTS Summary
    Fast Food Advertising: Billions in spending, continued high exposure by youth J U N E 2 0 2 1 Fast-food consumption among youth remains a significant public health concern. The findings in this report demonstrate that fast-food advertising spending increased from 2012 to 2019; youth exposure to TV ads declined, but at a lower rate than reductions in TV viewing times; many restaurants continued to disproportionately target advertising to Hispanic and Black youth; and restaurants did not actively promote healthier menu items. Restaurants must do more to reduce harmful fast-food advertising to youth. B A C K G R O U N D Excessive consumption of fast food is linked to poor diet and weight outcomes among children and teens,1 and consumption of fast food has increased over the past decade.2 On a given day, one-third of children and teens eat fast food, and on those days they consume 126 and 310 additional calories, including more sugary drinks, compared to days they do not eat fast food.3 Moreover, fast food consumption is higher for Hispanic and non-Hispanic Black teens, who also face greater risks for obesity and other diet-related diseases, compared to non-Hispanic White teens. 4, 5 While many factors likely influence frequent fast-food consumption,6-8 extensive fast-food advertising is a major contributor.9 Frequent and widespread exposure to food marketing increases young people’s preferences, purchase requests, attitudes, and consumption of the primarily nutrient- poor energy-dense products promoted.10-12 Fast food is the most frequently advertised food and beverage category to children and teens, representing 40% of all youth-directed food marketing expenditures 13 and more than one-quarter of food and drink TV ads viewed14.
    [Show full text]
  • "'Who Shared It?': How Americans Decide What News to Trust
    NORC WORKING PAPER SERIES WHO SHARED IT?: HOW AMERICANS DECIDE WHAT NEWS TO TRUST ON SOCIAL MEDIA WP-2018-001 | AUGUST, 2018 PRESENTED BY: NORC at the University of Chicago 55 East Monroe Street 30th Floor Chicago, IL 60603 Ph. (312) 759-4000 AUTHORS: David Sterrett, Dan Malato Jennifer Benz Liz Kantor Trevor Tompson Tom Rosenstiel Jeff Sonderman Kevin Loker Emily Swanson NORC | WHO SHARED IT?: HOW AMERICANS DECIDE WHAT NEWS TO TRUST ON SOCIAL MEDIA AUTHOR INFORMATION David Sterrett, Research Scientist, AP-NORC Center for Public Affairs Research Dan Malato, Principal Research Analyst, AP-NORC Center for Public Affairs Research Jennifer Benz, Principal Research Scientist, AP-NORC Center for Public Affairs Research Liz Kantor, Research Assistant, AP-NORC Center for Public Affairs Research Trevor Tompson, Vice President for Public Affairs Research, AP-NORC Center for Public Affairs Research Tom Rosenstiel, Executive Director, American Press Institute Jeff Sonderman, Deputy Director, American Press Institute Kevin Loker, Program Manager, American Press Institute Emily Swanson, Polling Editor, Associated Press NORC WORKING PAPER SERIES | I NORC | WHO SHARED IT?: HOW AMERICANS DECIDE WHAT NEWS TO TRUST ON SOCIAL MEDIA Table of Contents Introduction ..................................................................................... Error! Bookmark not defined. Choosing an analytic approach ..................................................... Error! Bookmark not defined. I. Inductive coding ................................................................
    [Show full text]
  • Let's Talk About …
    Let’s talk about … News Writing By Jeanne Acton, UIL Journalism & ILPC Director News Writing … gives the reader information that will have an impact on them in some way. It usually flows from most important to least important. “What is news? It is information only.” - Walter Cronkite, former CBS News anchor Transition/Quote Formula Lead: Most important information. Focus on newest information. Focus on the future. Additional Information: Important information not found in the lead. Sometimes not needed. Linked Side Notes: 1) Each box is Direct Quote: a new a para- Connects to the additional information or lead. Use more than one sentence. graph. 2) Story should flow Transition: from most Next important fact or opinion for the story . important to Use transition words to help story flow . Transi- least important tion can be a fact, indirect quote or partial information. quote. Linked Direct Quote: Connects to the first transition. Use more than one sentence. Do not repeat the transition in the quote. DQ should elaborate on the transition. DQ should give details, opinions, etc. Transition: Next important fact or opinion for the story . Use transition words to help story flow . Transi- tion can be a fact, indirect quote or partial Linked quote. Direct Quote: Connects to the second transition. Use more than one sentence. Do not repeat the transition in the quote. DQ should elaborate on the transi- tion. DQ should give details, opinions, etc. and so on!!! until the story is complete Let’s start at the beginning with … LEADS. Let’s talk about Leads Lead: Most important information.
    [Show full text]
  • 21 Types of News
    21 Types Of News In the fIrst several chapters, we saw media systems in flux. Fewer newspaper journalists but more websites, more hours of local TV news but fewer reporters, more “news/talk” radio but less local news radio, national cable news thriving, local cable news stalled. But what matters most is not the health of a particular sector but how these changes net out, and how the pieces fit together. Here we will consider the health of the news media based on the region of coverage, whether neigh- borhood, city, state, country, or world. Hyperlocal The term “hyperlocal” commonly refers to news coverage on a neighborhood or even block-by-block level. The tradi- tional media models, even in their fattest, happiest days could not field enough reporters to cover every neighborhood on a granular level. As in all areas, there are elements of progress and retreat. On one hand, metropolitan newspapers have cut back on regional editions, which in all likelihood means less coverage of neighborhoods in those regions. But the Internet has revolutionized the provision of hyperlocal information. The first wave of technology— LISTSERV® and other email groups—made it far easier for citizens to inform one another of what was happening with the neighborhood crime watch or the new grocery store or the death of citizens can now snap a beloved senior who lived on the block for 40 years. More recently, social media tools have enabled citizens to self-organize, and connect in ever more picture of potholes and dynamic ways. Citizens can now snap pictures of potholes and send them to send to city hall, or share city hall, or share with each other via Facebook, Twitter or email.
    [Show full text]
  • What Makes It Different from Other Types of Journalism? Investigative Reporting Has Many, Sometimes Widely Divergent, Meanings
    CHAPTER 1 DEFINING INVESTIGATIVE REPORTING What makes it different from other types of journalism? Investigative reporting has many, sometimes widely divergent, meanings. To understand what investigative reporting is, it may be best to start by explaining what it is not. It is said that all reporting is investigative. After all, journalists routinely dig for facts. They ask questions. They get information. They “investigate.” But is this really the case? In the day-to-day practice of journalism, how deep do reporters really dig? How probing are their questions? And how complete or original is the information that they present? If reporters attend a press conference and then write about it, they cannot be said to be doing investigative reporting. If they interview those wounded in a police operation and then report what they have been told, that is not investigative journalism either. The reality is that daily news coverage is usually not probing or investigative. It reports mainly what officials or institutions say as well as other people’s responses to what has been previously said. Much of what we consider “news” are reports on official statements or reactions to official statements. Daily journalism is also mainly about events that reporters have witnessed or interviewed witnesses about—such as a train collision, a demonstration, a criminal being arrested. There is no digging beyond what has been said or what has been seen. Daily news reporting is seldom investigative, it is mostly reactive. Most of the time, journalists react to what is happening or what has been publicly announced. Reporters seldom decide on their own what or who they cover.
    [Show full text]
  • Newspaper Organization/Genres of News
    1C — NEWSPAPER ORGANIZATION/GENRES OF NEWS Introduction Once students know how to find information in a story, they need to learn how newspapers are orga- nized and what types of stories appear in them. In this lesson, students will learn how a newspaper is organized, and practice finding information based on the organization. Rationale A newspaper is organized in a logical format. The front page has the most exciting news of the day. (The editors determine what is most newsworthy for their readership.) The A-section contains world and national news; the B-section contains local news; etc. In this lesson, students will learn that the answer to the question “What is news?” varies with the geographical location, ages, and interests of particular newspaper readers. A+ EALR Benchmarks Objectives • Describe the sections of a newspaper Reading: 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, • Explain what makes news “important” enough to appear on 2.3, 3.1,3.2, 3.3, 3.4, 4.1, 4.2, 4.3 the front page • Identify newspaper articles by type (e.g., “world”) and Communication: 1.1, 1.2, 1.3, 2.1, 2.2, section (e.g., A) 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4 • Look up information in a newspaper Teaching Materials √ Transparency 1C.1 “Organizing the Newspaper” √ 1 local newspaper for use in the lecture, preferably that day’s newspaper √ For younger students: 5-10 local newspapers, section headings removed with scissors √ For older students: 5-10 local newspapers EALR Communication 4.3 states: Background Newspapers are organized in the following manner: The student analyzes and evaluates the • Front page – the day’s most important local, international, effectiveness of formal and informal world, business and sports news (in the first or A-section, communication, analyzing mass page 1) communication.
    [Show full text]
  • A List of the Individual Editorial Award Winners
    WV Press 2020 Individual Award Winners Derek Redd Derek Redd columns on Dana Holgorsen, Neal Brown, HS coaches 1st Place Charleston Newspapers BEST SPORTS COLUMNIST Editorial Division 1 StaFF Gazette-Mail Sports, Jan. 3 1st Place Charleston Newspapers BEST SPORTS PAGE(S) Editorial Division 1 Rick Ryan University ends Martinsburg's run at perFection, captures First title 2nd Place Charleston Newspapers BEST SPORTS EVENT REPORTING Editorial Division 1 Bouncing back -- Former GW tennis player puts dark days oF addiction Derek Redd behind him in return to court 2nd Place Charleston Newspapers BEST SPORTS NEWS AND FEATURE REPORTING Editorial Division 1 Tom Bragg Hurts puts a hurtin' on WVU 3rd Place Charleston Newspapers BEST SPORTS EVENT REPORTING Editorial Division 1 Ryan Pritt columns on prep Football tragedy, all-tournament voting, WV Ryan Pritt State Amateur 3rd Place Charleston Newspapers BEST SPORTS COLUMNIST Editorial Division 1 Jake Zuckerman State troopers cross the lines 1st Place The Charleston Gazette-Mail BEST IN-DEPTH OR INVESTIGATIVE REPORTING Editorial Division 1 Lacie Pierson ‘Being alive scares me more than death’ 1st Place The Charleston Gazette-Mail BEST LEGAL AFFAIRS REPORTING Editorial Division 1 Rick Steelhammer We ‘did what we had to do’ 1st Place The Charleston Gazette-Mail BEST NEWS FEATURE Editorial Division 1 Bill Lynch Race to the starting line 1st Place The Charleston Gazette-Mail BEST LIFESTYLE COLUMNIST Editorial Division 1 Catherine Caudill Catherine Caudill's LiFestyle pages 1st Place The Charleston Gazette-Mail
    [Show full text]
  • Truth and Untruth in in the Battle for Media Coverage Publicity Stunts in Terms of News Factor Theory
    Truth and Untruth in in the Battle for Media Coverage Publicity Stunts in Terms of News Factor Theory Zoë Visser 10151931 Master’s thesis Graduate School of Communication Master’s programme Communication Science Thesis supervisor: dr. J.W. Boumans Friday June 24th 2016 Abstract The professions of PR and journalism have been changing and widely discussed by scholars and professionals in both fields. Increasing workload in journalism demands journalists to accept an increasing number of ready-made source texts. PR professionals provide such materials, organizing both truthful and untruthful publicity stunts with the aim of becoming the subject of news. Despite all studies on the news selection process, publicity stunts are rarely covered in research. This study aims to take a first step in theorizing both types of stunts in the news process. For this purpose, a quantitative content analysis of the most validated news factors in journalistic selection processes is carried out on a range of stunts and media publications on these stunts in the Netherlands. Results show that publications on untruthful stunts score significantly higher on news factor intensity than truthful stunts, and that non-commercial organizations (governmental and NGOs) score significantly higher on news factor intensity than commercial organizations. No organizational contexts explaining for a higher number untruths in publicity stunts were discovered. It was however found that he truth of a third of untruthful stunts was doubted by the journalist covering the news event, while none of the truthful stunts were questioned. This implies that journalists are capable of distinguishing truthful and untruthful stunts to some extent.
    [Show full text]
  • Syndicated Columnist Assignment
    SYNDICATED COLUMNIST ASSIGNMENT This portion of the summer reading assignment provides students with a measure of choice, and is intended to allow them to spread the work over the course of a few weeks, although this assignment may also be completed in less time by using archived material. Students are to select two columnists from the list below and read a minimum of five columns by the same columnist, writing a rhetorical précis (pronounced “pray-see”) for each column using the guide provided. A brief biography of each columnist is provided (most are quoted or paraphrased from the corresponding newspaper site); students may wish to read one sample column from several writers listed below before settling on the two columnists who will be central to completing this assignment. A diverse selection of columnists has been provided; additional suggestions are welcomed. List of Syndicated Columnists Charles Blow Visual Op-Ed columnist who won first John Gould An American humorist, essayist, and New York Times two best in show awards from the Christian columnist who wrote a column for the Saturday Malofiej International Infographics Science Monitor Christian Science Monitor for over sixty Summit for work that included deceased; check years from a farm in Lisbon Falls, coverage of the Iraq war. archives Maine. He is known for his role as a mentor to novelist Stephen King. David Brooks He has been a senior editor at The Bob Herbert Prior to joining The New York Times, New York Times Weekly Standard, a contributing editor New York Times Mr. Herbert was a national Tuesday & Friday at Newsweek and the Atlantic Tuesday & correspondent for NBC from 1991 to Monthly, and he is currently a Saturday 1993, reporting regularly on “The commentator on “The Newshour with Today Show” and “NBC Nightly Jim Lehrer.” He is also a frequent News.” He had worked as a reporter analyst on NPR’s “All Things and editor at The Daily News from 1976 Considered” and the “Diane Rehm until 1985, when he became a columnist Show.” His articles have appeared in and member of its editorial board.
    [Show full text]
  • Early History of the English Newspaper
    Gale Primary Sources Start at the source. Early History of the English Newspaper Moira Goff British Library Various source media, 17th and 18th Century Burney Newspapers Collection EMPOWER™ RESEARCH In England, news began to be circulated in print early in partnership with the bookseller Nathaniel Bourne, went the 16th century in publications referred to as on to publish an irregular series of such corantos until 'Relations'. The earliest surviving example of these at least 1640. Estimates suggest that between 250 and forerunners of the English newspaper is an account of 850 copies of each coranto were printed. the Battle of Flodden in 1513, published as a small pamphlet under the title Hereafter Ensue the Trewe Encountre or Batayle lately Don betwene Englande and Civil War Newsbooks 1 Scotlande. Some years later, in 1542, another small The corantos soon changed from single sheets to small pamphlet gave Hevy Newes of an Horryble pamphlets, the format of their successors the 2 Earthquake near Florence, Italy. A Copye of a Letter newsbooks. The opening of the Long Parliament in Contayning Certayne Newes, & the Articles or Requestes November 1640, on the eve of the English Civil War, of the Devonshyre & Cornyshe Rebelles, published as a began a period of rapid change. The first newsbook quite substantial pamphlet in 1549, is often cited as the containing domestic rather than foreign news, 3 first English newsletter. These, and others like them, titled The Heads of Severall Proceedings in This Present appeared occasionally and in increasing numbers Parliament, began publication in November 1641.6 It was during the late 1500s.
    [Show full text]