Teaching with newspapers/media
Focus on:
1) the organization of newspapers, purposes of various sections, where to look for certain kinds of information.
2) the nature of news stories, why some appear on the front page and others elsewhere.
3) the purpose and use of headlines.
4) newspaper illustrations: wire photos, maps, charts, graphs, cartoons.
5) the editorial page and its function.
6) detecting bias in news stories.
7) how to read a newspaper.
Where would you find it?
In what section of the newspaper would you look if you wanted to know:
1) the results of a major league baseball game?
2) what movies are showing at local theaters?
3) if your mother’s “For Sale” ad was carried in the paper?
4) something about a person who had died?
5) the newspapers position (or opinion) on some current issue?
Or, In what section would you find expressions such as these?
1) “the series of double plays along with the bases-loaded homer in the ninth”
2) “nominated for five Oscars”
3) “For Sale. Three-year-old duplex . . .”
4) “Dear Ann . . .”
5) “Some influence from Gemini”
6) “She died in a local hospital after a long illness”
7) “the market was up sharply today”
News Media Lingo
A usually reliable source . . .
The information was leaked to reporters . . .
The story was scooped by the Chronicle . . .
The senator tried to extricate his foot from his mouth . . .
In a news release from the White House . . .
There is a touch of irony in the president’s statement . . .
This is a live broadcast . . .
Both Moscow and Beijing said last night . . .
In its lead story this morning . . .
The story was first carried by syndicated columnist . . .
An informed source, who asked to remain anonymous, said . . .
Use Variety of Activities
1. Conducting round-table discussions
2. Having panel discussions
3. Making charts, maps, graphs
4. Constructing posters and murals
5. Keeping scrapbooks of news stories or pictures
6. Drawing cartoons to illustrate news
7. Giving reports
8. Conducting television news programs
9. Dramatizing news events
10. Viewing telecasts of special events
Some Controversial Issues:
Water Quality
Build Athletic Stadium
Leash-laws
Animals used in medical research
Animals in zoos or circuses
Gambling
1) Students identify the facts of the case - distinguish between opinion
2) Students identify the issues in the case - why there is the problem
3) Have students identify alternative solutions to the problem and
list the consequences
of each alternative
Other Possibilities for Social Studies through News
1. Analyze situation
a) have students identify the facts of the case
b) have students identify the issues in the case
c) have students identify alternative solutions to
the problem and list consequences
of each alternative
2. Use story as a springboard for in-depth study
3. Study the roles of federal, state, local, and volunteer groups in
decision making
regarding issues of the type presented in the story
4. Use the story to build interest in developing a social-action project dealing with the issue
Discussion Questions
1) How can map and globe reading be related to the study of current
events? What
possibilities do you see for relating social science
concepts to current events and
vice-versa?
2) What would be the strengths and weaknesses of a social studies program
built entirely
around current events?
3) In what ways can current events topics be used for inquiry and valuing
experiences for
children?
4) Select a news story, and explain how it could be used as a springboard
for role-playing
or simulation exercise.
5) Find a local news item that would be appropriate for teaching the
skills needed to deal
with controversial issues.
6) In dealing with controversial topics, what issues relating to the
teacher’s academic freedom
are involved?
7) How can the understanding of important social studies concepts and
generalizations be
expanded by the study of current events?
Possible Lesson Plan:
Topic: Bias in news articles
Grade: Upper elementary
Time: One class period
Objective: TLWBAT detect bias in news accounts
TEKS: 4.22 The student applies critical-thinking skills to organize
and use information
acquired from a variety of sources including electronic technology
(B) The student is expected to analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing, contrasting,
finding the main idea, summarzing, making generalizations and predictions,
and drawing inferences and conclusions
(D) The student is expected to identify different points of view about
an issue or
topic
(E) The student is expected to identify the elements of frame of reference
that
inluenced the participants in an event
5.25 The student applies critical-thinking skills to organize and use information
acquired from a variety of sources including electronic technology
(B) The student is expected to analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing, contrasting,
finding the main idea, summarzing, making generalizations and predictions,
and drawing inferences and conclusions
(D) The student is expected to identify different points of view about
an issue or
topic
(E) The student is expected to identify the elements of frame of reference
that
inluenced the participants in an event
6.21 The student applies critical-thinking skills to organize and
use information
acquired from a variety of sources including electronic technology
(B) The student is expected to analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing, contrasting,
finding the main idea, summarzing, making generalizations and predictions,
and drawing inferences and conclusions
(D) The student is expected to identify different points of view about
an issue or
topic
(E) The student is expected to identify the elements of frame of reference
that
inluenced the participants in an event
Focus: Secure two accounts of the same news story. Make copies and distribute one of each to members of the class
Lesson Development:
Have the students underline the facts in each story.
Using a chart, analyze the stories separately according to FACTS and
NONFACTS. Compare the facts in each account to
determine if there are any discrepancies.
Analyze the two accounts sentence by sentence by having student identify
all nouns and the words that describe them
(adjectives). List these on the board or a chart as follows:
Account No. 1
Account No. 2
Nouns Adjectives
Nouns
Adjectives
opposition strong
opposition carefully
coordinated
strong
gun control tough
House
politically
sensitive
Conclusion:
Have students search newspapers and listen to news programs on television
and radio on their own and bring to class examples
of stories that contain elements of bias in the way they were reported.
Discuss with the class the conditions under which it is appropriate for news media to express opinions on issues.
Classroom Management Concerns:
• Have copies of each sample
news story ready.
• Have current newspapers
available in classroom for students - if needed in
independent
practice