The 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...

"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...

The political and economic climate during the 1930's was uncertain and tumultuous. But Americans' minds and hearts were eased with the reassuring words of their president, Franklin D. Roosevelt, and addresses over the radio. High...

What role did yellow journalism play in bringing the United States into war with Spain? As part of their study of the Spanish-American War, class groups examine newspapers of the times and other texts and then produce their own...

Young journalists use the E.S.C.A.P.E. (evidence, source, context, audience, purpose, and execution) strategy to evaluate historical and contemporary examples of bias in the news. The class then uses the provided discussion questions to...

What is the role of a newspaper's Op-Ed page? High schoolers explore the New York Times' "Op-Ed at 40," an interactive feature that lets them browse through 40 years worth of op-ed features, and consider the purpose and value of this...

One picture but a thousand stories. As a part of a case study of how the death of Michael Brown was reported by professional news sources and on social media class members examine the reactions of various groups to a photograph taken by...

Roll the presses! Or at least have your class members participate in the time-honored tradition of the student press by creating their own newspapers or journalist pieces on a social problem. After conducting research and collaborating...

Amelia Earhart's accomplishments and strength of character extend beyond her status as one of the first female aviators in America. Elementary and middle schoolers learn about Earhart's early life and the historical context surrounding...

Unfortunately, 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...

How much power should a president be allowed to exert? Theodore Roosevelt and Franklin D. Roosevelt exercised their power according to their interpretations of the United States Constitution, and these interpretations affected the...

The debate over the integrity of stories in media is not new. Young journalists analyze historical sources that reveal freedom of the press controversies and draw parallels to challenges freedom of the press faces today. 

After viewing clips from a documentary on factory work in China and US outsourcing, learners have a fishbowl discussion. They work in groups to build both personal points of view and strong arguments on the effects of outsourcing in...

Scholars know him for his role in the American Revolution, but Ben Franklin was also a journalist and printer. Learners investigate his standards for what was fit to print using primary sources—including writings where Franklin explains...

Honor women in journalism with an online exhibit called Women with a Deadline. Class members demonstrate their understanding of the topic in a final assessment by writing a newspaper article on the information they learned in...

Ripped from the headlines! Discuss topical social issues like racism, discrimination, and diversity while exploring the concept of citizen journalism. Begin with a professional-looking presentation on the history of citizen journalism....

Freedom of speech is not always free. Scholars investigate how the First Amendment provides for the right to express opinions. Through the court case Hazelwood v. Kuhlmeier, they analyze free speech using primary documents—and hopefully...

As part of their continued investigation of the reporting of the shooting of Michael Brown class members analyze photos of Michael Brown and the social media response to these images. The class then develops a guide they...

Why is it so difficult to develop a clear understanding of the events surrounding the shooting of Michael Brown by a Ferguson, Missouri, police officer? To answer this question class members listen to a NPR discussion of the findings of...

Scholars use the E.S.C.A.P.E. (Evidence Source, Context, Audience, Purpose, Execution) strategy to analyze a historical source to determine why mistakes happen in news stories. They then apply the same strategies to contemporary flawed...

Hey, what's so funny? Explore the use of satire in a variety of media with a hands-on instructional activity. Fourth in a five-part journalism series from iCivics, the activity introduces satirical language in print and online. Pupils...

After listening to President Franklin D. Roosevelt's "Day of Infamy" speech, young historians research information about the Japanese attack on Pearl Harbor, possible motives for the attack, and the consequences of the attack. Scholars...

How can social media help or hinder civil dialogue? How can information shared on social media be verified? As the investigation of media reports of the events surrounding the shooting of Michael Brown continues, class members read...

The attempts of journalists to verify the events surrounding the shooting of Michael Brown take center stage as individuals analyze three of the initial newspaper accounts of the story. The whole class discussion then focuses...