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History of Journalism Prezi Presentations

7th period---Review Quiz 4 and 5
Work on articles and Prezi, upload finished articles

8th period--begin Prezi presentations

Quiz Ch. 4 and 5
Work on articles and History of Journalism presentations

Week of 9/20-9/22

Work on Prezi History of Journalism projects

Handout Ch. 4 and 5---quiz on ch. 4 and 5 on Friday

Quiz on Ch. 1

Handout: Ch. 4 and 5
50 Story Ideas

Work on revising stories

Work on History project

History of Journalism Project

History of Journalism Project
Directions (read carefully):

Pick a partner in your class and select one of the topics listed below to complete for a major grade in the History of Journalism Unit. Proposals are due at the end of class today.

PLEASE FILL OUT THIS FORM

You and your partner will also receive credit for daily logs which you must fill out at the end of each class. The log will be placed into your journalism folder and should be called "history project daily log". The log entries will count as a separate grade from presentation you will make. A brief summary of work done that day and a description of what you will do the next day will need to be written into the log.

Projects will be presented in in two weeks to the class orally by using a PowerPoint, video or Prezi presentation. Your presentation must not be read to the class, so avoid putting text on your presentation media and use visual and acoustic items to augment what you say in class.



1. Printers: Find out about famous journalists (at least 3) that devoted themselves to improving the print industry. Show and discuss the progression of printing through the years. How have techniques changed and what impact did each change have on the newspaper industry? Tips – Johannes Gutenberg, Ben Franklin, Letterpress, Offset Printing.

2. Reporters were sometimes found to be “radical” in different periods of history. Look at people like Martin Luther, Horace Greeley, John Upton Sinclair, Sam Adams and others who used their journalistic skills to fight for people’s rights. See “Muckraking.”

3. Discuss the concept of libel and slander vs. the truth and how the John Peter Zenger trial and its outcome is important today. What types of cases have happened recently that reflect the same concepts?

4. Coverage of politicians’ private affairs – How does the media handle cover personal situations in politicians’ lives? How have they done this in the past and what has the development has occurred?

5. Examine the history of the papers owned and run by Joseph Pulitzer and William Randolph Hurst during the period from 1895 to 1905. How sensational can reporters write without becoming a “yellow journalist”?

6. Beginning with the area of the “Penny Press,” going through today, discuss the cost newspaper subscriptions and the evolution of advertising. How does advertising help finance production costs? How much revenue is generated today vs. years ago? How does the industry decide on the price of the ads?

7. Stunt Journalism – Does it take reporters engaging in “dangerous” acts to get stories and to make it in the field? Ideas: look at someone like Nellie Bly and compare her to the people and type of reporting today which is similar. How has it made a difference in society?

8. Compare coverage of the Civil War vs. Vietnam War and Desert Storm. Show how reporting and photography has played a major role in shaping the public’s opinions of U.S. involvement. How has reporting changed over the last 100 years? Where do reporters, called correspondents, get their information?

9. Trace the course of the woman’s involvement in journalism from the colonial days to the present time. Use the Anne Catherine Green story as a basis as well as others Fanny Fern, Margaret Fuller, Middy Morgan, Jane Grey Swisshelm, Winifred Black (Annie Laurie), Bessie Bramble, Margherita Arlina Hamm, Julie Hayes Percy, etc. Find some current successes and compare stories. What has made them so successful?


10. After examining the First Amendment and the Hazelwood Case, look for ways in which student rights differ from those of the public press, and ways that they are the same. How can student publications remain independent of the school administration’s desire to use publications as a public relations tool? Should that be the purpose of student journalism? Use the ACLU and Freedom Forum as sources to investigate.

11. Since “The Yellow Kid” began in 1896, trace the changes an evolution of the nature of comic strips. Why are some humorous, some adventurous; why are some self-contained in one day, and some continuing stories? What purposes do comic strips serve?

12. Trace the lines of communication that went up across America from the telegraph to the telephone and radio stations. Show how the discovery of waves in the air led to broadcast journalism where sound could come into homes and eventually into cars. What was impact of Samuel Morse’s invention? How did each new invention or discovery change the way we communicate? Discuss AM and FM frequencies. How have Bill Clinton’s radio broadcasts affected the public in comparison to Roosevelt’s “fireside chats” when he was in office?

13. How did David Sarnoff’s discovery of the television set off a phase of coverage in the media? From NBC, CBS and NBC networks to stations like CNN how does the explosion of news available to Americans throughout the world affect the public’s views of coverage?

14. Technology, faxes, satellites, home computers and Internet access have caused a technological surge in the past 10 years. Investigate the pros and cons of the industry. In what ways have they improved communication in personal and business? Include specifics on programs, Internet, and other technology. Discuss the development of the technological age.

15. Minorities have often had difficulties breaking into the media industry historically. Research and discuss historically minorities who have made it in the industry. What challenges did they face? How were they able to break into the industry when so many tried to shove them out? What was it about the people who were successful that helped them to made it? Did they have any advantages?

16. How and why does the media work as a “watch dog” or society? How has investigative reporting helped the “betterment” of America? Discuss what influence the book, “The Jungle,” and stories such as “Watergate” have done to impact and better society. Include examples of current journalists doing similar things .

17. Choose your own project that explores the history of journalism (Your proposal needs approval).

School Newspapers: Content and Staffing Questions

Here are a list of basic ingredients that will make for a well-rounded newspaper:

* News - This is the obvious. What is going on around school? Are there new construction projects or rules? What big events are happening in the different grades?
* Features - What human interest stories would appeal to the class body? They can be school-related but they can also be general stories that simply are important to students.
* Sports - Report the scores and stories. Don't try to give a play by play, just relate the highlights and mention the names of those who made the outstanding plays.
* Editorial - Have the newspaper's editor write about whatever is being talked about in school the most that week. Don't be afraid to give opinions but be clear that it is strictly one person's viewpoint.
* Reviews - What is the hit new movie, TV, or best-selling book and what does the reporting student think about it? Thumbs up or thumbs down plus explain why.
* Polls - From "What do you plan to do after graduation?" to "What is the worst food in the cafeteria?"
* Puzzle Corner - Students love to do word puzzles: either mini crosswords, word searches, or even trivia questions.
* Comic Strip - Let the artist on the staff create their own cartoon. Possibly "The Life of a Student" or something the kids can relate to.
* Poem - Run a poem each issue - either something made up by the staff or a poem submitted by a reader.
* Advice Column - Let readers ask questions (anonymously) and call upon the school counselor to help answer them. Or have a range of answers given by a counselor, a student, a teacher, and a parent.
* Spotlight On - Highlight one person a week by putting their photo in the paper and giving basic info about them, such as likes and dislikes, hobbies, etc. And don't forget a quote! The person can be a student, teacher, janitor, cafeteria worker, etc.
* Letters to the Editor - A good newspaper generates feedback. Print letters that come in to the staff and let other readers know what people are thinking.
* Photos - Make the newspaper more personal by showing pictures of what you are discussing, shots of the athletes in action, and so forth.
* Advertising - Maybe the local pizza place, movie theater, or bookstore would be interested in advertising to help defray part of the cost of publishing your newspaper.

Questions to Consider

Is the school newspaper going to be part of an English class, an extracurricular activity, or something else? Who will be on the staff and how will staff members be chosen? Will the staff remain in their same positions all year or will there be an opportunity to change jobs? How often will the newspaper be published: once a week, once every two weeks, or once a month? How will the newspaper be published, with a desktop publishing program or by some other means? What will the publishing costs be and will the newspaper be distributed free? Is the staff aware of the rules for proper newspaper writing and do they understand the ethics of journalism?


Read more at Suite101: School Newspaper Content Ideas: What to Include in Your School's Publication http://www.suite101.com/content/school-newspaper-ideas-a30982#ixzz0yvs2aVeU

Asimov's Dirty Dozen/More tips from the Pros

Asimov's Dirty Dozen Elements Of a Standard News Story
By Nanette Asimov, San Francisco Chronicle

The following are general guidelines for writing a basic news article. Each number represents a new paragraph. Their order is somewhat flexible. Some of the elements may be augmented. Some may be dropped, though never the lede* or nut graf. These are not firm rules, but the ingredients of a successful story.
* Note some strange spellings, such as "lede" (the first sentence) and "graf" (paragraph).
Certain code words date back to the days of hot lead type, when intentional misspellings were used to communicate with printers in the backshop. This way, printers could recognize instructions meant for them, and would know not to let them be printed in the newspaper.

1. First sentence ("lede")
Make the first sentence the NEWS. No dilly-dallying. News is the newest thing. Was there a vote? Did someone die? Was someone appointed? Was there a protest? Is big money being offered? Wasted? Time for background later. Lede should be SHORT, yet must tell who, what, when and where. Don't overload it with details.
EXAMPLE: The San Francisco school board voted unanimously last night to raise the hurdle for high school graduation by adding more mandatory math and science classes.
IMPORTANT: Recognize news; don't bury it. Sometimes the news is more than one thing. If the teachers union had threatened to sue the board, then your lede must include that key fact in a single, tight sentence: Despite the threat of a lawsuit by teachers, the San Francisco school board voted unanimously last night to require more math and science classes in high school.

2. Second sentence gives more details about the first. Save details for the second graf. Avoid packing them into the lede:
EXAMPLE: The board voted 7 to 0 on the proposal by Superintendent Jill Rojas to require high school students to take a third year of math and science; a second year of foreign language and the arts; more health classes and fewer electives,such as wood shop.

3. Sexy quote.
Select the quote that best illustrates the points made in the lede and second sentence. When out gathering news, a reporter should remember to listen for that "sexy quote," or ask the question that is likely to produce it.
EXAMPLE: "It's shameful to think that in the 21st century, a student can graduate from a California high school after completing only two years of math and two years of science," Rojas told the board. "Four-year colleges do not seek to admit students with such minimal requirements. Doors are closed to some students before they are 18 years old."


4. The "nut graf."
In this essential paragraph -- or paragraphs -- the writer steps back from the immediate events to provide context. This graf tells how the current news fits into the larger picture. It tells what's been happening lately or elsewhere, so the reader knows why story matters.
EXAMPLE: The school board's action mirrors efforts around the country to raise academic standards. Embarrassed by American students' poor performance on international achievement tests in recent years, and pressured by colleges to produce better-prepared graduates, public educators nationwide are turning back to basics. And that means students everywhere are facing more lessons in reading, writing and arithmetic -- and less art, music and perennial favorites like wood shop.

5. Summary of what's to come.
Here the writer lays out the varying points of view, foreshadowing the details of the rest of the story. This summary is key to fairness: No one's point of view is paramount if all are summarized toward the beginning of the story.
EXAMPLE: At the school board meeting in San Francisco, several teachers said the plan was long overdue. But others were furious. Many who teach the highest levels of math and science predicted that the quality of their rigorous courses will inevitably be watered down if students of all levels are forced to take them. A number of teachers also warned that dropout rates would rise if art and shop classes are neglected.

6. Supporting quotes, in backwards order.
This quote should support the last point of view summarized in the previous graf.
EXAMPLE: "I'm very worried," said Sylvester Smith, a 10th-grade English teacher. "You board members don't realize that wood shop keeps kids coming to school."

7. Transition, then another supporting quote.
Quotes from two people should never be back to back. A transition is needed as a bridge from one idea to another. Then follow up with the relevant quote. Quotes are usually in a separate paragraph to set them off.
EXAMPLE: For months, several of the district's top teachers have spoken out against the superintendent's plan to raise graduation requirements. At school board meetings, those teachers have said the plan looks better on paper than in reality because many students are ill- prepared to do well in higher-level math and science classes.
"This won't help poor students do better," said Jon James, a chemistry teacher. "It will hurt the students who do well."


8. Transition, then final supporting quote.
Notice that the supporting quotes go in reverse order from the way they were summarized in #5, the summary graf.
EXAMPLE: Not all teachers opposed the plan, and some were downright enthusiastic. "I teach in middle school," said Mary Mustard, "and I think the new requirements will give students a reason to study harder in the earlier grades."


9. Real-time color, anecdotes, examples.
This need not be confined to this section. "Color" means brief descriptions of sights, sounds and mood.
EXAMPLE: School board members debated the graduation plan for almost 90 minutes. Restless students, teachers and parents waited for the vote, the sound of their private conversations rising with their impatience. As the din from their chatter grew louder, board members called for quiet and even ejected some offenders from the auditorium.

10. The past
Is there additional history that can help the reader understand more about the subject? Has this sort of thing happened before? How is this time different or similar?
EXAMPLE: It has been 20 years since San Francisco's high school graduation standards were raised and 10 years since they were lowered again.

11. The future
Wind up the story by looking toward the future. What is the next step? Or if an anecdote is used up toward the top, a useful technique is to refer back to the beginning, or to the anecdote, to look to the future.
EXAMPLE: After the vote, a delighted Superintendent Rojas said she plans to propose new academic requirements in the lower grades, too.

12. The kicker
Usually a short, high-impact sentence. It may be a poignant or telling quote. In some stories, the kicker can be something that brings the reader back to an idea or anecdote told at the beginning.
Or it may be a surprising bit of information that works best at the end.
EXAMPLE: Turning to a group of supportive teachers who lingered to chat, Rojas suggested that calculus be taught as early as the fourth grade. The happy teachers frowned collectively. "Well," said Rojas. "It's just an idea."

Edit Your Story
You've written a GOOD story. But before you turn it in, edit it — go over the story again, fixing mistakes, maybe rewriting some things — and turn it into a GREAT story. Here's how.
1. Make sure you have included who - what - when - where - why - how.
2. Don't editorialize. That means, don't put in what you think or believe. For example, don't
write: "Science is the most useful subject you can take in school." That's your opinion
and other people might disagree with you. And, besides, how can you prove it?
3. Write clearly, using simple words. Imagine that you are telling the story to your friend.
4. Check the spelling of all words, especially people's names.
5. Make sure your quotes are accurate and in the proper form, like this:
"I enjoy being a safety patrol," Carol said. Remember: the comma goes inside the
quote mark.
6. Numbers. Spell out numbers 1 to 9, and use figures for 10 and above.

For example, "We have two cars and 12 children."
-- Spell out a number at the beginning of a sentence.

Wrong: "120 children are in the fourth grade."

Right: "One hundred and twenty children
are in the fourth grade."
Or,
"There are 120 children in the fourth grade."

It is OK to start a sentence with the number of a year: "2001 has been an exciting year."

Practice your editing skills with the story below, and then edit your own story.
A large family of bats is pretty scary. They have started living on the roof of hammond elementary. Every night at that time of day when the sun is just going down they fly off the roof and circle overhead in search of food and then after about 1 hour they all return to the roof to sleep for the night. "Bats help the environment by eating mosquitoes and other harmful insects", says Mrs. Robbbertson, our science teacher.

Tips from the Pros
TIPS FROM THE PROS
You've just been assigned to write a story for your newspaper. Here are some tips to help you write a good one.
Who - What - When - Where - Why - How
Almost all newspaper stories start off by answering most of these questions. Try to answer these questions in your story. For example: "Sherry Smith won first place in the Cutest Pet contest yesterday at Columbia Mall." Check your local newspaper for more examples.

Accuracy
Your writing might be wonderful, but if you don't get the facts right, people won't believe what you write the next time. Make sure everything you say is true. And spell people's names correctly — they get upset when you don't.
What makes a good story? Anything that could interest or affect your classmates, teachers, school or family will make a good story. For example, science topics like the strange worlds of the planets and how the weather works … school activities such as fund-raisers, what goes on in music classes, and the importance of safety patrols … after-school activities … a review of a book you enjoyed … or how middle school will be different from fourth grade all could make good newspaper stories. Be curious. Ask yourself, "What would I like to know more about?" — then write a story about it.

Interviews
You may want to interview someone to get the facts. Here's what to do:
• Make an appointment. Call or meet with the person, tell them what kind of a story you want to write, then set a time and place for the interview.
• Prepare questions. Write down the questions you want to ask. For example, "How long have you been working here?" "What do you like most about your job?" and "Is there anything you would like to tell our readers?"
• Take tools. Take a small notebook and two pens or pencils to the interview.
• Write it down. Take notes as the person answers your questions — you want to be sure to quote the person accurately in your story. It's OK to ask the person to repeat what they said or ask them what they mean if you don't understand them the first time. The main thing is to get it right.

Research
Use encyclopedias, dictionaries, almanacs and other reference materials to get the facts you need. More and more reporters are doing their research on the Internet. Research includes interviewing people — such as a professor or doctor or coach — who know the facts. And your research may be just your own observation of an event: for example, reporting on the visit of a policeman and his dog to your class.

Writing the story
Start with a good lead — a sentence that grabs your reader and makes her want to read more — for example, "The fourth grade class painted one wall of their classroom with a picture so strange that their teacher immediately sent for the principal." Write your story plainly so that everyone can understand it. If possible, use quotes in your story to make it more interesting - for example, "The flames were so hot I thought my helmet would melt," the firefighter said. And remember to answer the questions Who - What - When - Where - Why - How.

September 3 agenda

PICK YOUR OWN STORY

There are hundreds of stories all around you. Every person, every school, every community has a story to tell. Just keep Who, What, Where, When and Why in mind as you start off with a great lead, tell the story — maybe throwing in a quote or two — and finish off with an eye-catching headline. To make a REALLY great story, use a photo or a graphic.
To start you thinking, here are some of the stories recently turned in by 4th grade students for their newspaper:

Be Smart! Don't Start Smoking
Is Pluto Really a Planet?
Construction in Our Community
Help Save Asthma Sufferers
The Best Grandmother
People Like Ice-skating
Horseback Riding Dangers
The Funniest Teacher in School
What is a Twin?
The Secrets of Soccer
What It's Like to Be in Middle School
Don't Do Drugs
Sounds of Wind Instruments
A New Teacher
Dangerous Reptiles
Kids' Right to Vote
Harry Potter
Do Students Have Too Much Homework?
A Hero in Our Midst
Nintendo's Next Game
The Best Book Fair
Halloween Safety Rules
The Vice Principal Talks about School
My New Baby Sister
Online Safety
Homemade Costumes
Kids for President
Taking a Look at Space
Homeless (A True Story)
What It's Like to Be a High Schooler
Being the Oldest
What's Your Favorite Sport?
Why is P.E. a Popular Subject?
Abby Wambach: A Great Soccer Player
Where is Celion Dion Now?
What Boys and Girls Like to Wear
Chorus Concert
Going for the Gold
School Clubs
Department News

Give you an idea? Cool. Let's write a newspaper story!