Aim: Should the Fairness Doctrine be reinstated?
Bell Ringer: 1. Where do you get your news? 2. Is radio an important form of media? How about network television? How do these two media differ from their counterparts, namely newspapers, cable tv, and satellite radio?
Objectives:
1. Students will evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights
2. Students will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.
3. Students will explain why rights have limits and are not absolute.
Agenda:
1. Bell Ringer (10 min)
2. Journal 77 – Describe the Fairness Doctrine. (10 min)
3. Continue reading Chapter 2 (10 min)
4. Journal 78 – What does it mean to be fair? When covering controversial issues of public concern, do
the media have a responsibility to present multiple perspectives on a given issue? (10 min)
5. Distribute one copy of “The Fairness Doctrine: Student Research Guide” to each student. Ask them to complete Part A over the course of the next two days. This involves analyzing several forms of media coverage. Radio and television news analysis should occur in half-hour increments, and the newspaper analysis should address all front-page stories.
6. Students should begin by listing the source of media they monitored, followed by the date and time of their analysis. Then, they are asked to list controversial matters of public interest covered, and the number of perspectives offered. Next, ideological bias, if detected, should be noted. A space for notes is provided to help jog their memories for the purposes of class discussion.
7. Students can begin searching for news outlet.
Home Learning:
Work on: "The Fairness Doctrine: Student Research Guide"
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