Creating a PSA in an Election Year

www.pbs.org/pov/pov2008/election/educators/psa.html

Public Relations

from Wikipedia:

Public relations (PR) is a field concerned with maintaining public image for businesses, non-profit organizations or high-profile people, such as celebrities and politicians.
An earlier definition of public relations, by The first World Assembly of Public Relations Associations held in Mexico City in August 1978, was "the art and social science of analyzing trends, predicting their consequences, counseling organizational leaders, and implementing planned programs of action, which will serve both the organization and the public interest." ^[1]
Others define it as the practice of managing communication between an organization and its publics.^[2] Public relations provides an organization or individual exposure to their audiences using topics of public interest and news items that provide a third-party endorsement^[3] and do not direct payment.^[4] Once common activities include speaking at conferences, working with the media, crisis communications and social media engagement^[5], and employee communication.
The European view of public relations notes that besides a relational form of interactivity there is also a reflective paradigm that is concerned with publics and the public sphere; not only with relational, which can in principle be private, but also with public consequences of organizational behaviour ^[6][2]. A much broader view of neo-ubiquitous interactive communication using the Internet, as outlined by Phillips and Young in Online Public Relations Second Edition (2009), describes the form and nature of Internet-mediated public relations. It encompasses social media and other channels for communication and many platforms for communication such as personal computers (PCs), mobile phones and video game consoles with Internet access.
Public relations is used to build rapport with employees, customers, investors, voters, or the general public.^[7] Almost any organization that has a stake in how it is portrayed in the public arena employs some level of public relations. There are a number of public relations disciplines falling under the banner of corporate communications, such as analyst relations, media relations, investor relations, internal communications and labor relations.
Other public relations disciplines include:

• Financial public relations - providing information mainly to business reporters
• Consumer/lifestyle public relations - gaining publicity for a particular product or service, rather than using advertising
• Crisis public relations - responding to negative accusations or information
• Industry relations - providing information to trade bodies
• Government relations - engaging government departments to influence policymaking

Other

• Publicity events, pseudo-events, photo ops or publicity stunts
• Talk show circuit: a public relations spokesperson, or the client, "does the circuit" by being interviewed on television and radio talk shows with audiences that the client wishes to reach
• Books and other writings
• Blogs
• After a public relations practitioner has been working in the field for a while, he or she accumulates a list of contacts in the media and elsewhere in the public affairs sphere. This "Rolodex" becomes a prized asset, and job announcements sometimes even ask for candidates with an existing Rolodex, especially those in the media relations area of public relations.
• Direct communication (carrying messages directly to constituents, rather than through the mass media) with, e.g., newsletters – in print and e-letters
• Collateral literature, traditionally in print and now predominantly as web sites
• Speeches to constituent groups and professional organizations; receptions; seminars, and other events; personal appearances
• The slang term for a public relations practitioner or publicist is a "flack" (sometimes spelled "flak")
• A desk visit is where the public relations person literally takes their product to the desk of the journalist in order to show them emerging promotions
• Astroturfing is the act of public relations agencies placing blog and online forum messages for their clients, in the guise of a normal "grassroots" user or comment (an illegal practice across the larger practice areas such as the European Union)
• Online social media and Internet mediated public relations practices

Best Colleges and Schools for a Public Relations Degree

Public relations (PR) degrees are available at both undergraduate and graduate degree levels. Two of the best colleges and schools for public relations degrees include the University of Southern California in Los Angeles and Syracuse University in New York.

Best Public Relations Colleges and Schools

University of Southern California (USC) in Los Angeles

Ranked as 2010's 26th-best college by U.S. News & World Report, USC offers a Bachelor of Arts in Public Relations and a Master of Arts in Strategic Public Relations. Public relations students take classes in the Annenberg School for Communication and Journalism and gain hands-on experience by working with the on-campus public relations firm, TriSight Communications. Students can also join the USC chapter of the Public Relations Society of America. Additionally, the school houses the research-focused Strategic Communication and Public Relations Center, which has earned support from such well-known companies as Nike, Home Depot and General Motors.

Contact Information

• Address: University Park, Los Angeles, CA 90089
• Phone Number: (213) 740-2311

Syracuse University

Syracuse University earned a 2010 Best Northeastern College designation by the Princeton Review. Public relations bachelor's and master's degrees are offered through the S.I. Newhouse School of Public Communications, a foremost communications school in the U.S. Students gain skills in creating verbal, written and visual public relations campaigns. Those looking for career opportunities and professional advice can take advantage of the Newhouse Alumni Career Advisory Network. This group consists of nearly 4,000-alumni who have volunteered to assist up-and-coming communication and public relations professionals.

History of Journalism Project

istory 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).

2011-2012 Writing contests/Extra Credit

WRITING CONTESTS

Bennington Contest:

www.bennington.edu/NewsEvents/YoungWritersCompetition/YW_Submission.aspx

Nancy Thorpe contest:

www.hollins.edu/academics/english/thorp.shtml

Young Arts:

www.youngarts.org/apply

www.pomegranatewords.com/magazine/teen_writing_contests.html

Edit articles/Journalism Ethics

from Wikipedia
en.wikipedia.org/wiki/Journalism_ethics_and_standards

Journalism ethics and standards comprise principles of ethics and of good practice as applicable to the specific challenges faced by journalists. Historically and currently, this subset of media ethics is widely known to journalists as their professional "code of ethics" or the "canons of journalism".^[1] The basic codes and canons commonly appear in statements drafted by both professional journalism associations and individual print, broadcast, and online news organizations.

“	Every news organization has only its credibility and reputation to rely on.	”
—Tony Burman, ex-editor-in-chief of CBC News, The Globe and Mail, October 2001[2]

While various existing codes have some differences, most share common elements including the principles of — truthfulness, accuracy, objectivity, impartiality, fairness and public accountability — as these apply to the acquisition of newsworthy information and its subsequent dissemination to the public.^[3][4][5][6]
Like many broader ethical systems, journalism ethics include the principle of "limitation of harm." This often involves the withholding of certain details from reports such as the names of minor children, crime victims' names or information not materially related to particular news reports release of which might, for example, harm someone's reputation.^[7][8]
Some journalistic Codes of Ethics, notably the European ones,^[9] also include a concern with discriminatory references in news based on race, religion, sexual orientation, and physical or mental disabilities.^{[10][11][12][13]} The European Council approved in 1993 Resolution 1003 on the Ethics of Journalism which recommends journalists to respect yet the presumption of innocence, in particular in cases that are still sub judice.^[14]

[edit] Examples of ethical dilemmas

One of the primary functions of journalism ethics is to aid journalists in dealing with many ethical dilemmas they may encounter. From highly sensitive issues of national security to everyday questions such as accepting a dinner from a source, putting a bumper sticker on one's car, publishing a personal opinion blog, a journalist must make decisions taking into account things such as the public's right to know, potential threats, reprisals and intimidations of all kinds, personal integrity, conflicts between editors, reporters and publishers or management, and many other such conundra. The following are illustrations of some of those.

• The Pentagon Papers dealt with extremely difficult ethical dilemmas faced by journalists. Despite government intervention, The Washington Post, joined by The New York Times, felt the public interest was more compelling and both published reports. (The cases went to the Supreme Court where they were merged and are known as New York Times Co. v. United States, 403 U.S. 713.^[19]
• The Washington Post also once published a story about a listening device that the United States had installed over an undersea Soviet cable during the height of the cold war. The device allowed the United States to learn where Soviet submarines were positioned. In that case, Post Executive Editor Ben Bradlee chose not to run the story on national security grounds. However, the Soviets subsequently discovered the device and, according to Bradlee, "It was no longer a matter of national security. It was a matter of national embarrassment." However, the U.S. government still wanted The Washington Post not to run the story on the basis of national security, yet, according to Bradlee, "We ran the story. And you know what, the sun rose the next day."^[20]
• The Ethics AdviceLine for Journalists, a joint venture, public service project of Chicago Headline Club Chapter of the Society of Professional Journalists and Loyola University Chicago Center for Ethics and Social Justice, provides some examples of typical ethical dilemmas reported to their ethical dilemma hotline and are typical of the kinds of questions faced by many professional journalists.

A partial listing of questions received by The Ethics AdviceLine:^[21]

• Is it ethical to make an appointment to interview an arsonist sought by police, without informing police in advance of the interview?
• Is lack of proper attribution plagiarism?
• Should a reporter write a story about a local priest who confessed to a sex crime if it will cost the newspaper readers and advertisers who are sympathetic to the priest?
• Is it ethical for a reporter to write a news piece on the same topic on which he or she has written an opinion piece in the same paper?
• Under what circumstances do you identify a person who was arrested as a relative of a public figure, such as a local sports star?
• Freelance journalists and photographers accept cash to write about, or take photos of, events with the promise of attempting to get their work on the AP or other news outlets, from which they also will be paid. Is that ethical?
• Can a journalist reveal a source of information after guaranteeing confidentiality if the source proves to be unreliable?

from Wikipedia

Week of 9/19

Work on setting up the new volume of the Sotacrat & Chronicle.  Set up staff and begin to write first articles.

Week of 9/12

Finish typing wacky interviews and share with fellow student.  Turn in for credit.

Finish homework assignment of 50 story ideas plus 10 that you write.

Test on Friday--news judgment terms and staff roles (Ch. 4  handout).


Begin working on your first article...

Go to website for newspaper editing and grammar review:


http://www.newsroom101.com/newsroom101/NR_exercises/practiceall.html

Wacky interview, More story ideas

Within the last ten to fifteen years, some strange and different interview questons have come into use among job interviewers around the United States. Some of these questions sound like "pop psychology" quizzes from magazines, some sound like a psychiatric examination, some appear to be like logic puzzles, and some don't make much sense at all.

These off-the-wall questions are designed to make you think, think creatively and quickly, and tap into your inner resources and personality components.

Unusual questions are often asked by an interviewer in order to find out more about your inner self and how your mind works. It is a way to get to know you better without asking questions that are overly personal. Your answer to such questions will tell the interviewer whether you will be a good fit for the company, as well as how creative you are and how well you can think in spur-of-the-moment scenarios. Before answering a question you feel is odd, take a deep breath and think for a moment or two, and then answer candidly. Don't try to think of an answer that the company wants to hear. Just be yourself.

Source: public domain

Wild Card Interview Questions

The following questions have been used recently in job interviews around the country. Some of the questions have tips given to help you understand what the job interviewer is looking for with the question.

If you were a tree (or animal) what kind of tree (animal) would you be?

If you were a Star Trek® [or Star Wars® ] character, which one would it be?

What is your favorite color?

Why are manhole covers round?

What is your favorite drink?

What would I find in your refrigerator right now?

What is the last book you read?

If you could trade places with any other person for a week, famous or not famous, living or dead, real or fictional. with whom would it be?

What was the last movie you went to see?

What is your favorite movie (song)?

How would you explain a database in three sentences to your eight-year-old nephew?

How many gas stations would you say there are in the United States?

If aliens landed in front of you and, in exchange for anything you desire, offered you any position on their planet, what would you want?

If you could be any character in fiction, whom would you be?

If Hollywood made a movie about your life, whom would you like to see play the lead role as you?

If you could be a superhero, what would you want your superpowers to be?

If someone wrote a biography about you, what do you think the title should be?

If you had only six months left to live, what would you do with the time?

If you were a type of food, what type of food would you be?

If you won $20 million in the lottery, what would you do with the money?

If you were a salad, what kind of dressing would you have?

If you were a car, what kind would you be?

If you were written about in the newspaper, on the front page, what would the headline say?

Who do you like best, you mom or dad?

What kind of people do you dislike?

What makes you angry?

How many close friends do you have?

In a small room you have a refridgerator, if you left the door of the 'fridge open would the temp in the room fall or would the temp in the 'fridge rise? Why?

At a Subway Restaurant Interview:

What's the most important part of the sandwich?

Correct Answer - The SMILE.

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.

Ideas?

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!

more about news

Newspaper Vocabulary

• Motivational Activity: Students will read Handout 4: Newspaper Vocabulary . Teacher will have overheads of newspaper pages and will ask which words are confusing? Further clarification and examples will be given. Question to consider: As beginning journalists, why is it important to know and use proper terminology?
• Group Activity (3-4 students per group):
  • Using Vocabulary and main section of the daily paper, each group will use post-it notes to identify and label terms in the news.
  • Groups will exchange papers to review vocabulary identification labels. The "editing" group should check work, note any problems/corrections, and label any additional terms.
  • Groups will conference to discuss problems and additions.
  • All work will be displayed for a Gallery Walk by the larger class.
• Extended Assessment: For homework, students will complete an individual identification of terms with a new paper. Multiple copies of papers will be assigned in order to form groups for Front Page Analysis.

NAME _____________________ DATE _______________

Handout 4: Newspaper Vocabulary
(Adapted from TAJE Journalism Curriculum Guide & Newspaper Curriculum Guide )

• 5W'S & H The essentials of any story: who, what, when, where, why, and how
• ADVERTSING Space in a publication sold to other businesses; display ads usually contain headlines, illustrations, copy, a call for action and information to identify the business
• ALIGNMENT Refers to the justification of text at its margins; left, right, centered, justified
• BEAT A specific area assigned to a reporter for regular coverage
• BOLD Type which appears darker than surrounding type of the same family; used for emphasis
• BY-LINE Indicates who wrote the story; often includes the writer's title
• CAPTION The portion of the layout which explains what is happening in a photograph. Also called cutlines. Often includes a photo credit.
• COLUMN A vertical division of layout which aids in giving structure to a page
• DOMINANT The largest photograph on a layout
• EDITOR Has overall responsibility for the publication
• EDITORIAL A type of story which serves to express an opinion and encourage the reader to take some action
• ETHICS A standard of conduct based on moral beliefs
• FACT A statement that can be proven. Not an opinion
• FEATURE A story written with some interpretation that goes beyond just reporting the facts
• FLAG The name of the paper that usually appears at the top of page one
• GRAPHICS The use of lines, screens, boxes, large initial letters etc. to enhance a design by breaking up areas
• GRID SYSTEM A system of layout in which the page is divided into small units which are filled in
• HAMMER A form of headline consisting of a few very large words over a smaller subheadline
• HEADLINE Large type designed to summarize a story and grab the reader's attention
• HUMAN INTEREST An element of news that includes people or events with which the audience can identify; stories that are just interesting
• INTERVIEW A question and answer session between a reporter and source to get information for a story
• INVERTED PYRAMID A style of writing most commonly applied to news stories in which the most important facts appear early in the story and less important facts later in the story
• KICKER A short (one or two word) statement at the beginning of a caption that serves to grab the reader's attention
• LEAD The beginning of the story which serves to summarize the story and/or grab the reader's attention
• LIBEL Written defamation; damaging false statements against another person or institution that are in writing or are spoken from a written script
• NEWS Information delivered about an event shortly after it has occurred
• OP-ED Opinion/Editorial; refers to the pages in a publication that express the opinion of the writer
• OPINION A statement which cannot be proven.
• QUOTATION A statement make by another person included in a published story. A direct quotation is exactly what the person said and appears inside quotation marks. An indirect quote is a paraphrase of what a person said and does not appear in quotes.
• REPORTER Person who researches and generally writes stories assigned by editors
• REVIEW A form of editorial written to comment on a play, movie, piece of music or some other creative work
• SANS SERIF Type with no extension at the letters which is easier to read at large sizes
• SERIF An extension at the end of certain letters which make the type easier to read at text sizes
• SLANDER Spoken defamation; damaging false statements against another person or institution that are spoken
• SPREAD Two facing pages that are designed as one unit
• STAFF BOX A box containing the names of the staff members
• STORY A block of text on a single topic beginning with some form of a lead followed by the body that contains quotations and transitions
• TEXT WRAP Adjusting the appearance of text to follow the shape of a graphic
• TRANSITION The portion of the story which helps the reader move from one point to the next: helps a story flow, adds information, and explains other items in the story
• UNDERLINE A smaller headline set under the main headline that is approximately the same length as the main headline
• WHITE SPACE The portion of a page with nothing on it used to draw a viewer into the other elements on the page

What is News?

Welcome back, Creative Writing sophomores!

Goals for Understanding:

• What are sources of news?
• What is news?
• What are the elements of news?
• What is the language of the journalism profession?
• Why is it important to use newspaper terminology?
• What factors determine how articles are placed on the front page?
• Does the placement of a story affect the reader's response to it?
• In addition to news stories, what other information is included on the front page?
• What is the significance of placement?

Activites

Day 1: Definitions and Sources of News

• Motivational Activity: Each day people throughout the world depend on newspapers, television, radio news, and personal interactions to keep up with global, national, regional, and local events. Consider your own news sources. How do you learn about what is happening? Complete Handout 1: My Personal News Sources.

• Partner share of results followed by class discussion about various sources of news used by students. Additional questions to consider:
  • Which of the sources is most accurate/reliable?
  • Which is most entertaining?
  • Why are people interested in getting news?
• Pose question: What is news? Create a definition. Brainstorm and chart ideas on board.
• Read and discuss
  
  • Handout 2: What is News? Reinforce/expandstudent suggested definitions. Continue discussion with News Elements: Concepts that Make News News (adapted from ForJournalism Teachers Only)
  •  
  •  
• For homework, complete Handout 3: What is News?Assignment adapted from Making News: An Introduction to Journalism by John R. Harrold and Lois A. Stanciak

TV broadcast scripts

Check out these websites for scripts:

http://www.wchstv.com/newsroom/showscripts/6fri.shtml#1

CNN:


http://www.cnn.com/2011/US/studentnews/05/23/transcript.tue/index.html

Podcasting

1. Go to Gamzon-Workshop.
2   Check out This American Life        .http://www.thisamericanlife.org/podcast
3.View video:  http://www.youtube.com/watch?v=h4IBSseAJlk&feature=related
4.  Find other podcasts online that you find interesting.
5. Look at the GarageBand instructions for podcasts. 
http://www.youtube.com/watch?v=RimJ6BfQaTE&feature=related
6.  Post a comment with 6 recommended podcasts.




Work with your group to brainstorm podcast ideas and present a proposal to Ms. Gamzon by the end of the period.
Proposal should be written out, specifying:

a. Group Members:
b. Podcast Idea:
c. Sources for podcast--interviews, research, other podcasts, etc.
d. Responsibilities: What will the members of your group be doing:

Mark Shulman visit tomorrow/ Magazine Design Tips

Trailer about the book:
http://media.barnesandnoble.com/?fr_story=75ff597663d8bc1aafa096d7b1769535e6c5e3a7&rf=sitemap


http://us.macmillan.com/scrawl 


Interview with Mark Shulman:


http://www.viewsline.com/Interview.jsp?id=33986&/__Mark_Shulman_,_Author_of_Scrawl/__Interview_with.html

MAGAZINE DESIGN TIPS:
http://www.magazinepublisher.com/designtips.html

Magazine Projects--Instructions

PROCEDURES FOR CREATING A MAGAZINE:

• Must have front and back cover. Cover page must have title of magazine, author, and names of featured articles.
• Cover and back pages must be illustrated.
• Must have table of contents page with article and page number.
• Must include at least four (4) articles. Each article must include topic and authors byline and should be a minimum of two (2) paragraphs long.
• Articles can be informative (tell about something), narrative (tell a story) persuasive (present an idea or argument about something you feel strongly about and may include evidence to support your argument), or descriptive (describing something).
• Magazine can include poetry, interviews, short story, music or movie reviews, advice columns, puzzles, riddles, jokes (no inappropriate jokes such as "your momma" jokes or dirty jokes), recipes, fashion, etc.
• Magazines must also include advertisement. These advertisements must be original. (In other words, you must create the ad's yourself). You may write only two full-page ads. Your ads may be included on a feature page.
• Magazine must be a minimum of 10 pages and no more than 15 pages in length, including advertisements, School year page, and front and back pages.
• Each page must be numbered

Scoring Rubric for MAGAZINE

Must have front and back cover
_____/20 points

Cover has title of magazine, author, and names of featured articles
_____/30 points

Cover and back pages must be illustrated
_____/40 points

Table of contents page with article and page number
_____/30 points

Each article with topic and authors byline
_____/20 points

Each article at least two (2) paragraphs long
_____/20 points

Has two original advertisements
_____/40 (20 points each)


TOTAL = ______/200 points
Grade = _______

Marking Period 5 Magazine Project

Go to website for Media Literacy:

http://www.frankwbaker.com/magazines.htm

How to Start a Magazine:
http://www.ehow.com/how-does_4854187_starting-a-magazine.html

Photojournalism project

SEE HANDOUTS

ASSIGNMENT:

For this assignment, the students are to create a Prezi presentation for the class that introduces the biography and background of the photographer, shows and describes 6 photographs the photographer has taken and explains the significance of the photos and their impact on the viewer. Students will present their finished projects to the class during the week of 3/14-3/18.

In addition, the students are to put together 6 pictures of their own for a personal photographic journalism essay.
The photos should make a statement in themselves about a topic of interest to the individual student and will also be presented to the class.

More violence against journalists in "conflict zones"

Finish viewing Dan Eldon video.


Read about Lara Logan and others in Egypt:


http://www.cbsnews.com/stories/2011/02/15/60minutes/main20032070.shtml


Miguel Marquez:
http://www.aolnews.com/2011/02/17/abcs-miguel-marquez-attacked-during-bahrain-protests/


Blogging ideas:


Responses to War


Conflict zones are filled simultaneously with humanity’s most brutal treatment of itself and its most compassionate responses. Photojournalists interviewed in Dying to Tell the Story, along with the film clips and photographs found in the documentary, develop the theme of men and women responding with courage and compassion in the most dangerous places on earth.




WRITING SUGGESTIONS FOR STUDENTS:


* What traits does it take to be a good photojournalist or war correspondent? Explain your answer.


* Describe a time in which you have been in a frightening situation that required immediate attention (such as a fight or a bad injury requiring emergency room attention). How did you respond and feel?


* Think and write about a time in which you responded compassionately to someone who


treated you unfairly or unkindly.


DISCUSSION QUESTIONS:


* Do you have preconceived ideas about people involved in wars: terrorists, soldiers, relief workers, journalists? About war in general? What are they, and how do you think you arrived at your opinion?


* Do you tend to stereotype the traits of courage and compassion by gender? Give examples, then look for examples in Dying to Tell the Story that override the stereotypes.








After Viewing: Suggested Activities and Discussion Questions


1. COURAGE


DISCUSSION QUESTIONS:


* Carlos Mavroleon and Des Wright discuss the image of the "cowboy photographer." What is meant by this term? How does one draw the line between true courage and foolhardy bravery? In what ways do the many journalists interviewed dispel the cowboy image? Consider BBC war correspondent Martin Bell’s refusal to wear his protective flak jacket when interviewing civilians caught in the Bosnian crisis. Defend his contention that he is courageous and not foolhardy in this action.


* Acts of courage are discussed and portrayed throughout Dying to Tell the Story. Who is courageous in conflict zones? What does it take to be brave? Can anyone be courageous? When have you been especially brave? How does it feel? Does courage involve fear? In what ways?


* What in the documentary illustrates Dan Eldon’s courage? Amy Eldon’s?


2. COMPASSION


DISCUSSION QUESTIONS:


* Consider the negative stereotype that photojournalists must be cold to film victims of war rather than reaching out to help them. In what ways does Dying to Tell the Story dispel that stereotype? Discuss clips of Dan Eldon, Peter Magubane, and Mohamed Shafi that illustrate their compassion.

Dying to Tell the Story Dan Eldon

Dying to Tell the Story

Journalists in Combat Zones

View Dan Eldon video

 Dan Eldon and Photojournalism

Please write a personal response to the Dan Eldon video, "Dying to Tell a Story," with  at least a page of thoughtful, double-spaced prose that you will print out. Also post your comments for blogging and responding to one another. Try to answer the follow questions:

1. After seeing the video, how has your view of the function of journalism in the world changed, broadened, evolved? Are the journalists/photojournalists who work in conflict zones and report for news agencies simply crazy for risking their lives, or do they perform an important service for us all? Why is it imperative that stories of what is happening in places like Somalia, Sarajevo, and Darfur be told?

2. Do a little research. Find out how many journalists have been killed in the world in the past year? How many reporters have been killed in Iraq? Afghanistan? Just recently, Egypt?  Syria (Marie Colvin)?

Read:
http://www.dailymail.co.uk/news/article-1353344/One-journalist-killed-dozens-attacked-detained-military-finally-intervenes-try-stem-violence-Egypt.html

and:
http://www.cpj.org/killed/2010/ Suggested Activities

Responses to War

Conflict zones are filled simultaneously with humanity’s most brutal treatment of itself and its most compassionate responses. Photojournalists interviewed in Dying to Tell the Story, along with the film clips and photographs found in the documentary, develop the theme of men and women responding with courage and compassion in the most dangerous places on earth.


WRITING SUGGESTIONS FOR STUDENTS:

* What traits does it take to be a good photojournalist or war correspondent? Explain your answer.

* Describe a time in which you have been in a frightening situation that required immediate attention (such as a fight or a bad injury requiring emergency room attention). How did you respond and feel?

* Think and write about a time in which you responded compassionately to someone who

treated you unfairly or unkindly.

DISCUSSION QUESTIONS:

* Do you have preconceived ideas about people involved in wars: terrorists, soldiers, relief workers, journalists? About war in general? What are they, and how do you think you arrived at your opinion?

* Do you tend to stereotype the traits of courage and compassion by gender? Give examples, then look for examples in Dying to Tell the Story that override the stereotypes.




After Viewing: Suggested Activities and Discussion Questions

1. COURAGE

DISCUSSION QUESTIONS:

* Carlos Mavroleon and Des Wright discuss the image of the "cowboy photographer." What is meant by this term? How does one draw the line between true courage and foolhardy bravery? In what ways do the many journalists interviewed dispel the cowboy image? Consider BBC war correspondent Martin Bell’s refusal to wear his protective flak jacket when interviewing civilians caught in the Bosnian crisis. Defend his contention that he is courageous and not foolhardy in this action.

* Acts of courage are discussed and portrayed throughout Dying to Tell the Story. Who is courageous in conflict zones? What does it take to be brave? Can anyone be courageous? When have you been especially brave? How does it feel? Does courage involve fear? In what ways?

* What in the documentary illustrates Dan Eldon’s courage? Amy Eldon’s?

2. COMPASSION

DISCUSSION QUESTIONS:

* Consider the negative stereotype that photojournalists must be cold to film victims of war rather than reaching out to help them. In what ways does Dying to Tell the Story dispel that stereotype? Discuss clips of Dan Eldon, Peter Magubane, and Mohamed Shafi that illustrate their compassion.

Journalists in Combat Zones

View Dan Eldon video

 Dan Eldon and Photojournalism

Please write a personal response to the Dan Eldon video, "Dying to Tell a Story," with  at least a page of thoughtful, double-spaced prose that you will print out. Also post your comments for blogging and responding to one another. Try to answer the follow questions:

1. After seeing the video, how has your view of the function of journalism in the world changed, broadened, evolved? Are the journalists/photojournalists who work in conflict zones and report for news agencies simply crazy for risking their lives, or do they perform an important service for us all? Why is it imperative that stories of what is happening in places like Somalia, Sarajevo, and Darfur be told?

2. Do a little research. Find out how many journalists have been killed in the world in the past year? How many reporters have been killed in Iraq? Afghanistan? Just recently, Egypt?

Read:
http://www.dailymail.co.uk/news/article-1353344/One-journalist-killed-dozens-attacked-detained-military-finally-intervenes-try-stem-violence-Egypt.html

and:
http://www.cpj.org/killed/2010/

Should Students Write Blogs?

Try out this article and website:


http://chronicle.com/blogs/brainstorm/should-students-blog/31992

Best Blogs for Journalism Students

Use this information to post on your blog.
WRITE TEN QUESTIONS YOU WOULD LIKE YOUR FELLOW STUDENTS TO THINK ABOUT AND RESPOND TO.  (KEEP IT CLEAN.)


READ OTHER BLOGS, ANSWER A QUESTION OR TWO, AND START A CONVERSATION ON THE BLOGS OF OTHER STUDENTS.

5% of RCSD Students prepared for college

Please post a blog response to this article which is the cover story in today's Democrat & Chronicle:

http://www.democratandchronicle.com/article/20110209/NEWS01/102090348/Five-percent-of-city-students-graduate-ready-for-college&referrer=NEWSFRONTCAROUSEL

http://www.13wham.com/news/local/story/State-Only-5-of-RCSD-Grads-Prepared-for-College/qtgHYCLs10CFmG4q2IMxAQ.cspx 

http://www.nytimes.com/2011/02/08/nyregion/08regents.html?_r=2&hp

So what do you think about these statistics?  Do you feel prepared for college and the world after high school?

New Media's Impact on Society

Read the following articles and respond on your blog:

http://www.blogworld.com/2011/01/28/social-medias-role-in-the-egyptian-protests/

http://www.america.gov/st/democracyhr-english/2010/January/20100126140433mlenuhret0.8288081.html


http://www.jlittau.net/?p=1385

Continue to work on your own blog using the Learning Network's questions.
Comment on two of your peers' blogs.

Blogging/New Media

today you will go to the NYTimes Learnig Network websites for technology and journalism.

Please explore the topics discussed there (and below).  Read the articles.  Explore the issues and post a thoughtful entry of your own on your own blog regarding the topic.

Please go to the following websites to explore new media and blogging topics
http://learning.blogs.nytimes.com/category/technology/

http://learning.blogs.nytimes.com/category/journalism/

Read Wikipedia article:
http://en.wikipedia.org/wiki/New_media

Manifestations of cyberculture

Manifestations of Cyberculture include various human interactions mediated by computer networks. They can be activities, pursuits, games, places and metaphors, and include a diverse base of applications. Some are supported by specialized software and others work on commonly accepted web protocols. Examples include but are not limited to:

Blogs Social networks Games

Chat Usenet Bulletin Board Systems

E-Commerce Peer-to-peer file sharing Virtual worlds

We present a collection of Learning Network resources, Times multimedia and articles and useful outside links to help both digital immigrants and digital natives think through these questions.

Today explore some of these questions and post an entry discussing the topic on your blog.

Student Opinion Questions

How Much Do Your Parents Know About Your Life Online?
Are Your Tech Habits Hurting Your Grades?
Can Cellphones Be Educational Tools?
Do You Feel Awkward Talking to Your Friends in Person?
Are You Addicted to the Internet?
What Tech Tools Do Your Teachers Use?
Are You Part of ‘Generation Plagiarism’?
How Do You Use Wikipedia?
Should Stores Sell Violent Video Games to Minors?
What Should the Punishment Be for Acts of Cyberbullying?
How Much Time Do You Spend ‘Consuming Media’ Every Day?
How Has the ‘Digital Fishbowl’ Complicated Your Love Life?
What Can Strangers Learn About You Online?
What Would Your Favorite Fictional Character Tweet?
Do You Use Twitter? How?
Can You Write a Tweet Story?