Creating ethical guidelines and procedure statements

Common Core State Standards

CCSS.ELA-LITERACY.W.9-10.1	Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.2	Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.9-10.7	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.W.9-10.8	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.9-10.9	Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.9-10.9.B	Draw evidence from literary or informational texts to support analysis, reflection, and research.

Materials

• Teacher should have copies of either their school board-level and/or publication-level policies applicable to student media. (If no policy exists, students will work together to create a First-Amendment friendly one and should use Version 2 of the slideshow.)
• Copies of the publications (including online if available)
• PDF version of the diversity audit to project

Lesson step-by-step

Day 1: If a board or media-level policy exists

Introduction— 2 minutes

Play the Press Rights Minute #24 – Board Media Policies

Show slideshow—48 minutes

Students should work through the slideshow using the Day 1: Version 1. When prompted, teacher should disseminate board-level or media-level policy.

 

If no policy exists

1. Introduction—2 minutes

Play the Press Rights Minute #24 – Board Media Policies

2. Show slideshow—48 minutes

Students should work through the slideshow using the Day 1: Version 2.  Students will create a publications/media-level policy.

 

Day 2

Resources

Slideshow: Ethical guidelines and procedures

Handout: Foundations of journalism—policy, procedure, guidelines

Resource: JEA’s Scholastic Press Rights Committee’s Foundations: Editorial guidelines and policy statements

Rubric: Ethical guidelines and procedures

Press Rights Minutes: 18, 25, 27

Computer lab (if possible) for Step 3

 

Day 2 Lesson step-by-step

1. Slideshow —20 minutes

Go through the slideshow with the students

2. Work time —10 minutes

If you already have job descriptions, make them available. Ask students what to add or modify from these descriptions.

If you don’t have job descriptions, ask students to create one for a general staffer, editor or adviser.

3. Small group work—20 minutes

Hand out the following excerpts from JEA’s SPRC website: Foundations of Journalism (links at left):

• Editor-staff relationships
• Staff conduct
• Balance and objectivity
• Academic dishonesty
• Ownership of student content
• Controversial coverage
• News judgment and news values

Ask students to use the handout to draft guidelines or procedures (or both) about their assigned areas using the handout provided (one handout per topic). Many of these topics have Press Rights Minutes, which may be found in links above, further explaining the issue. Also, encourage students to examine the resources listed (if computer lab or other Internet access is possible) and to peer edit each other’s work using the back of the handout.

Students should turn in what they have at the end of the class period. Teacher should not grade these. Teacher will need these for the application phase of the lesson.

 

Day 3: Diversity and sources

Resources:

Handout: Diversity audit

Copies of the publications (including online if available)

Handout Foundations of Journalism: policies, ethics and staff manuals

PDF version of the diversity audit to project

 

Day 3 Lesson step-by-step

For this lesson, students will need either Internet access or a copy of the school’s newspaper and yearbook. (Note: you could substitute any type of student media including broadcast, magazine, newsmagazine, etc.)

1. Class preparation—2 minutes

Divide the class into groups of three. Explain to the class the groups will be completing a “diversity audit.” They will be using the handout titled “Diversity audit” to record their findings.

2. Evaluating the newspaper/newsmagazine—10 minutes

The groups should first get a copy of the print or online publication. Divide the students up by the different pages/webpages. (For example, the first group of three should assess the first news page, the second should assess the second page, etc.) Ask students to record the information asked of them on the handout. Ask students to hold on to the publications until after the large group discussion.

3. Evaluating the yearbook—20 minutes

Pass out copies of the most recent yearbook. Again, divide the students up by pages. This should take longer because they may have more to comb through in order to find the information required. Ask students to hold on to the publications until after the large group discussion.

4. Reporting findings—10 minutes

Ask students to tally their findings on the board using the Diversity audit pdf.

5. Large group discussion—5 minutes

Post the percentage breakdown of the student body on the board. Ask students to look at the percentage of students used. Does the coverage reflect the makeup of the student body? Are any groups under or overrepresented?

6. Policy starter assignment—3 minutes

Tell the students that now that they have examined the coverage, how should they craft a guideline or procedure on diversity of sources using the handout. They should bring a draft to the next class meeting. Everyone will draft a guideline or procedure on this topic.

 

Extension:

Teacher could expand this to as many student media platforms as they have. Teacher might need to add a day to lessons.

 

Day 4

Resources

Rubric: Ethical guidelines and procedures

Slideshow: Day 4: Ethical guidelines and procedures

Web resource and computer lab: JEA’s SPRC website: Foundations of Journalism

Press Rights Minutes: 21, 22, 23, 26, 28, 29, 30

 

Day 4 Lesson step-by-step

1. Large-group discussion—10 minutes

Ask students to share their homework from the previous class.

2. Recrafting—5 minutes

Give students time to rewrite their homework if they would like. (Teacher will assess this based on same rubric given Day 2.)

3. Slideshow—5 minutes

Show Slideshow: Day 4: Manuals, guidelines, procedures

4. Group assignments—Remainder of the class

(This may be pairs, depending on how many students you have). You may assign each group two of the topics below.

Ask students to use the handout to draft guidelines or procedures (or both) about their assigned areas using the handout provided (one handout per topic). Also, encourage students to examine the resources listed and questions provided in the resource: JEA’s SPRC website: Foundations of Journalism (if computer lab or other Internet access is possible).  Many of these topics have Press Rights Minutes, which may be found in links above, further explaining the issue. Students should peer edit each other’s work using the back of the handout in whatever time remains in the class.

Students should turn in what they have at the end of the class period. Teacher should not grade these. Teacher will need these for the application phase of the lesson.

• Treatment of sources
• Recording sources during interviews
• Allowing sources to preview content before publication
• Emailing and texting digital information gathering
• Verification
• Unnamed sources
• Treatment of minors
• Public records and meetings
• Handling links
• Providing context
• Advertising
• Social media
• Sponsored content
• Use of profanity
• Obituaries
• Visual reporting
• Guidelines for breaking news
• Evaluating and critiquing content
• Correcting errors
• Takedown requests
• Handling letters to the editor, online comments

 

Day 5

Resources

Class set of policies and guidelines as created by students (Teacher will need to create this packet from submitted student work.)

Handout: Scenarios

Rubric: Ethical guidelines and procedures

Computer lab to access JEA’s SPRC website: Foundations of Journalism

 

Day 5 Lesson step-by-step

1. Preparation

Teacher should make copies of the  ethical guidelines and procedures created for the entire class and should have the Foundations available.

2. Small groups—40 minutes

Students should use the guidelines and go through the scenarios. They should:

1. identify the area applicable and use the corresponding guideline or procedure as created by the class.
2. look at JEA’s SPRC website: Foundations of Journalism and go through the questions for each section.
3. make notes on any discrepancies found while practicing these scenarios.

3. Feedback —10 minutes

This step is intended to allow students to obtain feedback and change their guidelines and procedures as needed.

What worked and didn’t work about each policy or guideline? The group who created the policy or guideline should lead the discussion concerning this. Have someone from each group take notes.

 

Day 6

Resources

Class set of policies and guidelines as created by students (Teacher will need to create this packet from submitted student work.)

Key: Scenarios

Rubric: Ethical guidelines and procedures

Computer lab to access JEA’s SPRC website: Foundations of Journalism

 

Day 6 Lesson step-by-step

1. Preparation

Teacher should make copies of the ethical guidelines and procedures created for the entire class and should have the Foundations available.

2. Small groups —20 minutes

Students should look as pairs four of the topics not already used in the scenarios using the JEA’s SPRC website: Foundations of Journalism as a resource. Teacher should divide the foundation points by the number of groups and assign the topics to each group. (For example, the first group will tackle the first five listed. The second group will address the next five, etc.) Students also could use the rubric if they need more guidance.

3. Large-group feedback—25 minutes

Students should report back to the large group on the points they assessed.

What worked and didn’t work about each policy or guideline? The group who created the policy or guideline should lead the discussion concerning this. Have someone from each group take notes.

4. Assignment—5 minutes

Students responsible for each segment of the policy or guideline should plan how they will revise any content. These will be due at the beginning of class tomorrow.

Teacher should remind students to reference the rubric provided.