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Lesson Plan
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\n\"Lesson:\n\n
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\nCurated OER\n
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\nLesson: Unmonumental: Yesterday's News\n

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\nUpper graders are tasked with developing a social consciousness as they analyze the impact of the news media. They view a presentation depicting various media events in order to understand threshold moments in history. There are three...\n
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\n\"News\n\n
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\nNewseum\n
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\nNews Confusion: What Is News?\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nUse headlines to help your learners understand what news is. First, present a list of categories to your class. Then instruct small groups to play a game in which they sort headlines into the categories. Discuss the result and examine...\n
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\nFacing History and Ourselves\n
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\nThe Importance of a Free Press\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\n\"Congress shall make no law . . . abridging the freedom of speech, or of the press;. . .\" Why is this guarantee of free speech and a free press the First Amendment to the US Constitution? Why are these rights so essential to a...\n
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\n\"Bias\n\n
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\nMedia Smarts\n
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\nBias in News Sources\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nAs young consumers of media, it is important for high schoolers to explore concepts of bias and prejudice, and how they may be present in media. After discussing ideological messages that media can contain, individuals complete a warm-up...\n
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\n\"Media\n\n
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\nAmerican Press Institute\n
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\nMedia Literacy: Where News Comes From\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nWhat actually happens at a press conference? Make sense of the mayhem with a mock press conference activity designed to promote media literacy. Individuals participate as either members of the press or the governor's office to examine...\n
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Organizer
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\n\"Analyzing\n\n
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\nBrown University\n
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\nAnalyzing the News\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nWith so many ways to follow the news today, it is imperative to think critically about the sources of information we are turning to. Here is a fantastic graphic organizer that will help your learners develop the skills to...\n
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\n\"News\n\n
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\nNews Literacy Project\n
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\nNews Goggles: Covering a Newsworthy Trial\n

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\n\nFor Teachers\n\n7th - Higher Ed\n
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\nThe trial of Derek Chauvin, former Minneapolis police officer charged in the death of George Floyd, is the focus of a lesson that asks pupils to compare how local, nationial, and international news organizations reported the testimony of...\n
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\n\"Fake\n\n
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\nNewseum\n
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\nFake News — What's the Big Deal?\n

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\n\nFor Teachers\n\n5th - 12th\n\nStandards\n
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\nIn 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...\n
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\n\"The\n\n
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\nNewseum\n
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\nThe Speed of News: Where Do We Get the News?\n

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\nTimes are changing. One change is the way people get and share the news. Class members pair up and interview one another to find out how their peers get news. After compiling their findings, young reporters interview an adult, compile...\n
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\n\"Covering\n\n
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\nCovering a Catastrophe: Press Conference Simulation\n

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\nYoung journalists have an opportunity to experience the challenges of covering a catastrophe by staging a mock press conference. Half the class acts as reporters while the others act as officials from the mayor's office.\n
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\n\"How\n\n
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\nHow to Teach Your Students about Fake News\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nWhat media literacy skills do people need to evaluate a news source? Scholars listen to and discuss an NPR story about how fake headlines often dupe young people and adults alike. Next, they study news stories, using a fact-checking...\n
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\n\"Do\n\n
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\nUniversity of the Desert\n
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\nDo Journalists Shape or Report the News?\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nAnalyze the presence of negative stereotypes and biased reporting in news media, and how this affects one's understanding of other cultures. Learners read newspaper excerpts and quotes from famous personalities to discuss...\n
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\n\"Are\n\n
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\nAre You a Publisher?: Free Press and You\n

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\nWhat kinds of media do your pupils use to read and publish information? After a discussion about what publishing means, and about the freedom of the press, class members interview one or two other people about their publishing habits....\n
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Interactive
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\n\"2017\n\n
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\nReporters Without Borders\n
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\n2017 World Press Freedom Index\n

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\n\nFor Students\n\n6th - 12th\n
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\nFreedom of the press was seen as a right so important that the Founding Fathers listed it as part of the first amendment to the United States Constitution. Americans pride themselves on this freedom, but just how free are American...\n
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Lesson Plan
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\n\"Intelligence\n\n
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\nWest Virginia Department of Education\n
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\nIntelligence of Authentic Character - News Coverage and John Brown's Raid\n

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\nThe resource, a standalone, shows how news coverage of John Brown's Raid began when the event happened and how that reporting shaped perception in West Virginia history. The resource includes interesting anticipatory discussion...\n
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Lesson Plan4:49
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\n\"How\n\n
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\nHow to Choose Your News\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHow do you get the truth unfiltered by middlemen? Tune into various sources and note the differences is the suggestion in a short video that begins by providing examples of how media gatekeepers have manipulated information and how those...\n
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\n\"Student\n\n
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\nCurated OER\n
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\nStudent News And Weather Channel\n

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\nFabulous! Your 5th graders should love this project. As an ongoing lesson throughout the year students use temperature probes to record outside temperature and then document their data using spreadsheets. They use their weather data and...\n
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\n\"Television\n\n
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\nTelevision News\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nDifferent media sources portray news in a variety of ways. In groups of three, learners look at different news sources, bringing in all the findings the next day. Three handouts help scholars compare sources, define specific terms used...\n
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\n\"News\n\n
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\nCurated OER\n
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\nNews Journalism Across the Media: Introduction\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nAlthough students are aware of news as information that influences their perceptions of the world, they are often unaware of the various ways to present that information. Encourage them to investigate, discuss, analyze and make valuable...\n
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\n\"Free\n\n
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\nDeliberating in a Democracy\n
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\nFree and Independent Press\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents determine how free press principles can be compromised. For this global studies lesson, students read an article titled \"Free and Independent Press.\" Students respond to discussion questions regarding the article.\n
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Instructional Video10:35
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\nFirst Amendment Speech and Press Part II\n

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\n\nFor Students\n\n7th - 12th\n
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\nIt's hard to overstate the importance of protecting speech and freedom of the press. Scholars learn how free speech is an important part of an individual's natural rights and a way to form opinions. The video also discusses ways the...\n
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Unit Plan
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\n\"Introductory\n\n
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\nIntroductory News Literacy\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nAspiring journalists learn about media literacy, journalism, and the press. Units come complete with handouts, assignment rubrics, notes, and extension suggestions. Each unit also comes with a list of vocabulary words and learning...\n
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App
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\n\"AP\n\n
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\nAssociated Press\n
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\nAP News\n

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\n\nFor Students\n\n8th - 12th\n
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\nA respected source of local and global news, you can trust this app to provide breaking stories and current events. The interface is highly visual and easy to navigate.\n
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\n\"Fake\n\n
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\nNewseum\n
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\nFake News Through History: Analyzing Historical Sources\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nUnfortunately, fake news, fuzzy facts, and bogus news stories are not new phenomena. Class members use a \"Fake News Through History\" worksheet to analyze historical examples of false, invented, made-up news. Researchers share their...\n
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