The Role of Media in United States Politics ‖ Rights and Freedoms

of the Media and Press

Goals & Objectives

Students will be able to reflect on how freedom of the press can conflict with other needs of society
by analyzing primary sources and participating in a Harkness Discussion.

California State Content Standards

History/Social Studies Content Standards 12.8 – Students evaluate and take and defend positions
on the influence of the media on American political life
12.8.3 – Discuss the meaning and importance of a free and responsible press.

Common Core Literacy Standards

CCSS.ELA.WHST.11-12.10 – Write routinely over extended time frames ad shorter time frames for a
range of discipline-specific tasks, purposes, and audiences.
CCSS.ELA.RH.11-12.7 – Integrate and evaluate multiple sources of information presented in diverse
formats and media in order to address a question or solve a problem.

Driving Historical Question

What is the relationship between freedom of speech/press and other societal needs and priorities?

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 2-5 Min

The lesson introduction will be implemented as a two question bell-ringer Warm-Up that first
requires students to recall the First Amendment and the five freedoms it guarantees, and second
asks students if they believe there should be a limit to the freedom of speech/press. After students
answer the question independently on their Warm-Up templates, they will Think-Pair-Share with
their partners.

Vocabulary (Content Language Development) ‖ Time: throughout lesson

Vocabulary will be integrated throughout the lesson as students practice integrating the 6 C’s of
primary source analysis: Content, Citation, Context, Connections, Communication, and Conclusions.

Content Delivery (Method of Instruction) ‖ Time: 10-15 Minutes

This lesson will take the entire 90 minute block period to complete. Students will analyze events in
Ferguson that resulted in the arrest of news reporters and journalists by studying two primary
sources of opposing views: one video interview of Wesley Lowery, a Washington Post reporter who
was arrested, and a script of a Police Press Conference with Missouri Highway Patrol Captain Ron
Johnson. Before beginning Primary Source Analysis, the teacher will give a PowerPoint overview
informing students about the events that occurred in Ferguson leading up to the riots before
students begin primary source analysis. While students are viewing this PowerPoint, there will be
guided notes for students to complete.
After teaching the historical context, the teacher will model for the class a brief primary source
analysis by using the 6 C’s strategy, so students will have clear expectations and standards for how
they will be expected to complete their own primary source analyses.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 60 Minutes
The class will be divided into two groups for differentiation purposes. One group will be assigned
the video interview while the other group will be assigned the police interview script. Within those
groups, smaller groups of 3 and 4 will be made for students to complete a close analysis of the
documents by using a graphic organizer to find the 6 C’s of Primary Source Analysis. After the small
groups have finished analysis and the graphic organizer, they will meet in the two large groups and
share their conclusions before participating in a class-wide Harkness discussion.
The Harkness Discussion is a way for students to share their opinions about the primary sources
they have analyzed; the graphic organizer and scaffolding was to prepare students to have thoughts
and opinions ready to share with the class.

Lesson Closure ‖ Time: 5 Minutes

Finally, students will complete an Exit Ticket in which they write on post-it notes their final
takeaways from the day’s activities.

Assessments (Formative & Summative)

Formative: Warm-Up, PowerPoint presentation note-taker, 6 C’s of Primary Source Analysis
Graphic Organizer, Exit Ticket
Summative: Harkness Discussion

Accommodations for English Learners, Striving Readers and Students with Special Needs
Students will be given sentence frames or sentence starters for any form of writing, including the
Warm-Up, graphic organizer, and Exit Ticket. The two large groups of the class with two types of
sources are not only to teach students how to analyze different types of sources, but also to
differentiate for students who may be Striving Readers, English Learners or Students with Special
Needs. Some students will prefer and are more comfortable as auditory learners, listening to
someone speak rather than having to read a formal text.

Resources (Books, Websites, Handouts, Materials)

Powerpoint Presentation: google slides
Presentation Note-Taker: google whatever
Wesley Lowery’s Interview: https://www.facinghistory.org/resource-library/video/wesley-
lowerys-arrest
Captain Ron Johnson’s Press Conference: https://www.facinghistory.org/resource-library/facing-
ferguson-news-literacy-digital-age/police-press-conference-ferguson
6 C’s of Primary Source Analysis Graphic Organizer