TITLE: Freedom of the Press
AUTHOR: Jim Skvorc, Summit High School, CO
GRADE LEVEL/SUBJECT: 10, U.S. History
OVERVIEW: This lesson focuses on the role the press plays
as a "watchdog" for the citizenry. By examining who two
reporters uncovered the story behind the Watergate break-in,
students see not only the benefits of a free press, but also
the obstacles that can be placed in the way of reporters
trying to gather information. They also gain insight into
the varying perspectives of reporters, editors, publishers,
and government officials.
OBJECTIVES: At the conclusion of the lesson, students will
be able to:
1. Explain the "watchdog" role of the press.
2. Identify varied roles that citizens, reporters, and
editors play in maintaining a free press.
3. Identify value conflicts between freedom of the press
and other rights.
RESOURCES/MATERIALS: You will need a VCR, monitor, and a
videotape of "All the President's Men." In advance of the
lesson, preview the movie. Cue it up about one hour into
the film, to the scene where Carl Berstein confronts the
public relations executive and secures information about Mr.
Dahlberg. Plan to end the segment about 30 minutes later,
with the televised clip of Attorney General denying the
story. The scenes selected for analysis include the
reporters arguing for the importance of the story, the
interview of Dahlberg linking the burglary to CREEP, an
editorial meeting in which various stories are evaluated for
the front page, and a private discussion among the editors
regarding the risks of running the story.
Text material summarizing the Watergate incident should be
available if this period is unfamiliar to students. Reading
should be completed in advance so students have context for
viewing the film.
ACTIVITIES AND PROCEDURES:
1. Review with students the First Amendment guarantee of
freedom of the press: "Congress shall make no
law...abridging the freedom of speech, or of the
press." Ask: Does this cover TV news? What other
media are covered? (Movies, documentaries, videos,
radio, tabloids, magazines, books, pamphlets, etc.)
Ask students what they think a free press really means
to them. Explain that they will be seeing a segment of
a film that provides some insight into the role of the
press.
2. Ask students to recall what is know about the Watergate
affair. (If students lack a knowledge base, provide a
short lecture or have them review the section of their
textbook describing the incident.) You may wish to
show the beginning and end of the film during lunch or
some other period for students who wish to see it in
its entirety.
3. Explain that students will be viewing a segment of a
film about the two Washington Post reporters whose
stories prompted the congressional investigations that
culminated with the resignation of President Nixon.
Tell them that you want them to view the film from one
of four perspectives: the investigative reporters, the
editors, the people being investigated (the President
and his advisors, John Mitchell, the burglars, and
employees of the Committee to Reelect the President),
and U.S. citizens. Divide the class into four groups,
assigning each a perspective.
4. Each group should collect information for a large-group
discussion following the viewing. Using the
perspective assigned, students should collect
information about:
(1) The techniques used by investigative reporters.
What types of questions do they ask? How do they
develop sources of information? What ethical
standards do they follow?
(2) The concerns and work editors in contrast to the
reporters. What risks are involved in running a
controversial story such as this? What ethical
standards do editors follow?
(3) How people being investigated respond to the
press. How does it feel to have a call from
reporters? Are people honest in their remarks?
5. Following the film segment, ask students to work
individually or in their groups to develop the points
they want to make during class discussion on the
following day.
6. On the following day, post the questions from step 4
and have students share perspectives. What values seem
to conflict with freedom of the press? (individual's
right to privacy, trust in government, smooth operation
of government)
7. Point out that in this case the press had an influence
on the story they were covering. Could such influence
ever be negative? (Possibly in cases of terrorism or
revealing defense secrets) Would possible negative
effects justify limiting press freedom?
8. Conclude the lesson by asking students what role they
want a free press to fill in our society. What can we
do to ensure that we continue to enjoy the benefits of
a free press? What limits, if any, do they think we as
a society should place on the press?
ADDITIONAL ACTIVITIES:
1. Invite one or more journalists to class to discuss
their views on what limits operate on reporters and
media. Discuss their views on prior restraint in
relationship to those of the class.
2. Some writers and educators have said that people
function in seven social roles: self, member of social
groups, citizen, worker, friend, family member, and
consumer. Present these seven roles to students and
have them brainstorm kinds of information the press
could provide that would be useful to a person in each
of those roles. For example, humorous articles or
cartoons might be useful to the self in maintaining a
healthy mental balance. Information about testing of
new products might be useful in acting as a consumer.
Information about political events or new technological
developments that may affect the environment might be
useful to the citizen.
Divide the class into four groups, assigning one to
newspapers, one to newsmagazines, one to television
news, and one to radio news. Each group's task is to
determine what roles the press is most helpful to
people n fulfilling. Groups may want to create a chart
on which they can keep track of the stories, column
inches, or minutes of news devoted to each area (note
that the roles are not mutually exclusive; a story
could be useful to a person in several roles). What
kinds of stories do not seem to fit any role? Why do
they continue to be covered? In what areas does the
press do an especially good job?
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John Kurilecjmk@ofcn.org