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MEDIA & American Democracy A program of The Bill of Rights Institute 200 North Glebe Road, Suite 1050 Arlington, Virginia 22203 www.BillofRightsInstitute.org Founded in 1999, the Bill of Rights Institute pursues its mission to educate high school students and teachers about our country’s Founding principles through classroom materials and programs that teach the words and ideas of the Founders; the liberties and freedoms guaranteed in our Founding documents; and how America’s Founding principles affect and shape a free society. The Bill of Rights Institute is an educational nonprofit organization, classified by the Internal Revenue Service as a 501 (c)(3) organization, a public charity supported by over 3,000 individual, corporate, and foundation donors. Instructional Design Contributors Veronica Burchard Joseph Anastasio Claire McCaffery Griffin Gordon Bynum Hermon Card Editors Lynn R. Dole Veronica Burchard Mary Dolson Claire McCaffery Griffin Dr. Jana S. Eaton Scott Glass Academic Advisor Julie Kuhnhein Todd Zywicki Lalise Melillo School of Law Cheryl Morrow George Mason University Bridget O’Donnell Chris Rettig Design and Production David J. Roher Perceptions Studio Myrtle Smits Hockessin, Delaware Brian Turnbaugh Corinne Woodworth © 2005, The Bill of Rights Institute All rights reserved. Portions of this publication may be photocopied and/or reproduced within schools for educational use only. Written permission must be secured from the publisher to use or reproduce any part of this book outside a school. ISBN 1-932785-23-X Printed in the United States of America. TABLE OF CONTENTS Acknowledgements . i Bill of Rights Institute Councils . ii Preface. .iii The Bill of Rights . iv Equal Time . 1 In interviews designed to complement lesson goals, a journalist, political scientist, historian, and former government official share their perspectives on such matters as: • the First Amendment’s protection of a free press • the media’s rights, roles, and responsibilities in a democracy • the various contributions of print, television, and internet media I. MEDIA RIGHTS, ROLES, AND RESPONSIBILITIES 1. Expression and Students . .19 • Understand the First Amendment, Tinker v. Des Moines (1969), and Hazelwood v. Kuhlmeier (1988). • Evaluate the constitutionality of school actions in restricting student expression. 2. Public Policy and the Press . .31 • Analyze the effects of federal, state, and local public policy on various groups of citizens. • Evaluate fairness or bias in media coverage of a public policy issue. 3. Got Facts? Or Fiction? . .39 • Understand the Founders’ reasons for affording political speech the highest protection. • Appreciate citizens’ responsibility to distinguish fact from falsehood in political advertising. II. THE MEDIA AND NATIONAL SECURITY 1. Clear and Present Danger . .49 • Analyze primary source documents including the Sedition Act of 1798, the Sedition Act of 1918, the Constitution, and the Bill of Rights. • Write an amendment to the Constitution that explains if, when, how, and by whom individual rights can be suspended. 2. Government and Prior Restraint . .63 • Understand prior restraint and New York Times Co. v. United States (1971). • Evaluate the balance between the public’s right to know versus threats to national security. III. THE MEDIA AND OBJECTIVITY 1. Ethics and the Media . .73 • Understand the media’s self-imposed limitations and analyze possible ethical dilemmas. • Appreciate the rights and responsibilities of the media and their endeavor to ensure their own integrity. 2. Bias and Recognizing It . .81 • Identify the ways diction and sentence style can bias reporting. • Appreciate the importance of reading news critically. TABLE OF CONTENTS 3. Reading in a New Way . .89 • Understand ways reporters and editors shape a news story. • Analyze the effects of differences in a news story’s presentation IV. THE MEDIA AND POLITICS 1. Argument through Logic and Emotion . .97 • Analyze a primary source document for the persuasiveness of logic and emotion. • Understand how the media can play a central role in effecting political and social change. 2. Propaganda and Presidential Election . .103 • Understand symbols and themes of political propaganda. • Decode and analyze political symbols. 3. Images and Selling Ideas . .111 • Understand the connotations of images designed to sell products and policies. • Assess the values and assumptions inherent in images. 4. Voice: What Is Said and Not Said . .117 • Distinguish between explicit statements and implications. • Analyze the emotional effects of various rhetorical approaches in two primary source documents. V. THE MEDIA AND THE FUTURE 1. The Bill of Rights and Fahrenheit 451 . .127 • Identify and analyze differences between American society and the fictional one depicted in the novel. • Understand and appreciate Bill of Rights protections including speech and press. 2. Myth and the Media . .133 • Recognize allusions to heroes and myths in a primary source document. • Understand connections between heroic description and American civic values. 3. Blogs and Mainstream Media . .145 • Compare mainstream and alternative media in terms of content and ownership. • Evaluate the impact of blogs as a democratizing force in the media. Education Resources Answer Key . 155 A Note on Standards . 164 Transparency Master A: The First Amendment . 165 Glossary of Journalism Terms . 166 Glossary of Propaganda Terms . 168 Glossary of Rhetorical Devices . 170 Landmark Supreme Court Cases . 172 Media Milestones Timeline . 175 Society of Professional Journalists’s Code of Ethics . 177 Web Site Evaluation . 179 TABLE OF CONTENTS ACKNOWLEDGEMENTS The development of the Media and American Democracy instructional material was funded by a generous grant from the John S. and James L. Knight Foundation Contributing Teachers These teachers were participants in the 2004 Media and American Democracy Institute, a program of the John F. Kennedy School of Government at Harvard University, and the Joan Shorenstein Center on the Press, Politics, and Public Policy. Joseph Anastasio teaches Scott Glass teaches American Chris Rettig teaches humanities English and journalism at Bacon literature, humanities, and visual at Graham and Park Alternative Academy in Cochester, CT. arts at Glenbrook South High Public School in Cambridge, MA. School in Glenview, IL. Gordon Bynum teaches David Roher teaches history at government, economics, and Julie Kuhnhein teaches White Plains High School in White AP world history at Providence government, “We the People,” Plains, NY. Day School in Charlotte, NC. and modern history and popular culture at Highlands High School Myrtle Smits taught American Hermon R. Card teaches English in Fort Thomas, KY. history and American literature in the Marcellus New York in Pinehurst, NC, for 28 years and Central School District. Lalise Melillo teaches ancient has presented seminars on team and medieval history, English, teaching and AP language. Lynne R. Dole teaches social and rhetoric at Falmouth studies and English at Mohawk Academy on Cape Cod, MA. Brian Turnbaugh teaches global Trail Regional High School in studies and modern media at Shelburne Falls, MA. Cheryl H. Morrow teaches Community High School in West government and AP economics Chicago, IL. Mary Dolson teaches English at Spain Park High School in and journalism at Langley High Hoover, AL. Corrine Woodworth teaches School in Fairfax, VA, where she English and Journalism at serves as the school newspaper Bridget O’Donnell teaches social Duxbury High School in Duxbury, advisor. studies at Dixie Hollins High MA. School in St. Petersburg, FL. Lesson Selection Committee Molly Brezewski Carla Klepper Brett Helm Michigan Virtual High School Holy Innocents Episcopal School Providence Senior High School Lansing, MI Atlanta, GA Charlotte, NC Susan Ikenberry Bea Lockwood Georgetown Day School Sacred Hearts Academy Washington, DC Honolulu, HI i BILL OF RIGHTS INSTITUTE COUNCILS A C A D E M I C Rodney Smolla Chuck Hyman A D V I S O R Y School of Law Anti-Defamation League COUNCIL University of Richmond New York, NY Eugene Volokh Robert S. Leming Dr. William Damon School of Law Center for Civic Education Professor and Director University of California, Calabasas, CA Stanford Center on Adolescence Los Angeles Stanford University Bruce Lesh Dr. Keith Whittington Franklin High School Richard Epstein Department of Politics Reisterstown, MD School of Law Princeton University University of Chicago Stephanie McKissic Dr. Gordon Wood Director of Education Dr. William Galston Department of History National Constitution Center Institute for Philosophy and Brown University Philadelphia, PA Public Policy University of Maryland Todd Zywicki Jan Miller School of Law Director of Public Service A. E. Dick Howard George Mason University State Bar of Texas School of Law Bill of Rights Institute Academic Advisor Austin, TX University of Virginia Tim O’Brien Alex M. Johnson, Jr. P R O G R A M Nova Southeastern University Dean and William S. Pattee A D V I S O R Y Law School Professor of Law COUNCIL University of Minnesota Law School Elaine Reed Executive Director Dr. Charles R. Kesler Stephen Bullick National Council for History Education Department of Government Supervisor of Secondary Education Westlake, OH Claremont-McKenna College Mount Lebanon School District Pittsburgh, PA Phyllis Schwartz Sanford V. Levinson Associate Superintendent School of Law David S. Butts Arizona Department of Education University of Texas Cobb County Schools Phoenix, AZ
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