It’s based on an article ‘Why editorial ethics are important‘ which we suggest trainers read before adapting the lesson plan for your own purposes.

Learning objective

Students will evaluate editorial decisions by applying ethical guidelines to various journalistic scenarios. They will identify potential ethical challenges and propose solutions to ensure integrity and fairness in reporting.

• Student-facing objective: By the end of this lesson the student will be able to assess editorial choices using ethical standards and suggest ways to handle ethical dilemmas in journalism.
• Standards: Students will learn how to navigate some of the ethical challenges they might face as they go about their work.

Learning activities

Warm-up

Begin with a brief discussion on the concept of bias in newsgathering and media production. Ask students to think about a news story they’ve recently encountered. Prompt them with questions:

• What was the main message of the story?
• Did the story seem to favour a particular viewpoint?
• Were multiple perspectives presented?

Encourage students to share their thoughts with a partner. After a few minutes, ask volunteers to share insights with the class. This will activate prior knowledge and set the stage for exploring editorial ethics.

Direct instruction

1. Conceptual understanding: Introduce the core principles of editorial ethics. Discuss key concepts such as accuracy, impartiality, and integrity. Use real-world examples to illustrate these principles. For instance, present a case where a journalist faced an ethical dilemma, such as whether to publish sensitive information. Ask students to identify the ethical considerations involved.
2. Procedural skills and fluency: Explain the process of evaluating a news story for ethical compliance. Break down the steps:
   • Identify the journalistic purpose.
   • Assess the inclusion of diverse perspectives.
   • Evaluate the thoroughness and fairness of the reporting.
3. Asking critical questions: Provide a sample news article (without revealing its source) and guide students through these steps, prompting them to ask critical questions about the article’s content and approach.
4. Application: Present a hypothetical scenario where students must make editorial decisions. For example, a story about a local protest with conflicting reports from different sources. Ask students to:
   • Determine which sources to trust and why.
   • Decide how to present the story to ensure fairness and accuracy.
   • Consider the potential consequences of their editorial choices.
5. Group discussion: Facilitate a class discussion on the decisions made and the ethical implications, encouraging students to justify their choices based on the principles discussed.

Guided practice

Think, Pair, Share: Guide students through a structured discussion to apply ethical guidelines to a real-world scenario.

• Think: Present a brief news article with potential ethical issues. Ask students to individually identify and note any ethical challenges they observe, considering questions like: What is the journalistic purpose? Are diverse perspectives included? Is the reporting thorough and fair?
• Pair: Have students pair up to discuss their observations. Encourage them to compare notes and refine their understanding of the ethical issues present in the article.
• Share: Facilitate a class-wide discussion where pairs share their findings. Encourage students to articulate their reasoning and propose solutions to the ethical challenges identified.
• Connect: As a class, connect the discussion back to the core principles of editorial ethics. Highlight how the students’ observations align with or challenge these principles.
• Reflect: Conclude with a reflection on how applying ethical guidelines can impact journalistic integrity and public trust. Encourage students to consider how they might handle similar ethical dilemmas in their future work.

Independent practice

• Provide students with a set of brief news scenarios, each containing potential ethical dilemmas.
• Ask students to individually analyse each scenario, applying the ethical guidelines discussed in class.
• Instruct them to identify the ethical challenges, propose solutions, and justify their decisions based on the principles of editorial ethics.
• Encourage students to document their thought process and conclusions for each scenario.
• Circulate to observe and support students as needed, ensuring they are engaging critically with the material.

Assignment

Ask students these questions:

1. What is one ethical guideline you applied today, and how did it influence your decision-making?
2. Can you identify a potential consequence of not following editorial ethics in journalism?
3. What’s one question you still have from today’s lesson?

Suggested answers:

1. Suggested answer to Question 1: I applied the guideline of ensuring diverse perspectives, which helped me present a balanced view in the scenario.
2. Suggested answer to Question 2: Not following editorial ethics can lead to biased reporting, which may mislead the public and damage trust in journalism.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore complex ethical dilemmas in journalism, such as conflicts of interest or the balance between public interest and privacy. Suggest they research real-world cases where editorial ethics were challenged and present their findings to the class.
• Striving learners: Simplify scenarios and focus on one or two key ethical principles at a time. Provide structured guidance and examples to help them identify ethical challenges. Use visual aids or graphic organisers to help them map out their thought process and ethical considerations.
• Recommended reading: This lesson plan is based on an article ‘Why editorial ethics are important‘ which we suggest you read before adapting the lesson for your own purposes.

Notable definitions

• Editorial ethics: A set of principles guiding journalists to ensure their work is fair, accurate, and impartial, avoiding bias and maintaining integrity in reporting.
• Impartiality: The practice of reporting news without favoritism or bias, ensuring all relevant perspectives are considered and presented fairly.
• Integrity: Upholding honesty and moral principles in journalism, ensuring that reporting is truthful, transparent, and free from conflicts of interest.

Required materials

• Sample news articles with potential ethical issues
• Printed copies of ethical guidelines for reference
• Whiteboard and markers for class discussions
• Projector for displaying case studies and scenarios
• Notebooks or digital devices for student reflections and notes

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

The post Lesson: Editorial Ethics first appeared on Media Helping Media.

Learning objective

Students will evaluate how news content can cause offence and ensure it has a clear editorial purpose. They will analyse the balance between media freedom and sensitivity to audience reactions.

• Student-facing objective: By the end of this lesson the student will be able to assess how news stories might offend people and explain why it’s important for journalists to have a clear reason for sharing such stories.
• Standards: Students will learn about how some news content could cause offence and ensure that it has a clear editorial purpose.

Learning activities

Warm-up

Begin with a brief discussion prompt: “Think of a time when you read or heard a news story that was controversial or offensive. What made it controversial or offensive?” Allow students a few minutes to reflect and jot down their thoughts. Then, ask them to share with a partner. Afterward, invite a few students to share their examples with the class. This will activate prior knowledge about media content and set the stage for analysing the balance between media freedom and audience sensitivity.

Direct instruction

• Conceptual understanding: Introduce the concept of editorial purpose. Explain that journalists must have a clear reason for including potentially offensive content. Use real-world examples, such as a news report on a violent protest, to illustrate how editorial purpose justifies the inclusion of graphic content. Discuss the importance of context and intent in journalism.
• Procedural skills and fluency: Present a case study of a controversial news story. Break down the editorial decisions made, focusing on how the journalists balanced offence with the need to inform. Guide students through identifying the editorial purpose and the potential for offence. Use a step-by-step analysis to demonstrate how journalists decide what content to include.
• Application: Assign a hypothetical scenario where students act as editors for a news outlet. Provide a brief description of a sensitive topic, such as a political scandal involving offensive language. Ask students to determine the editorial purpose and decide what content to include or exclude. Have them justify their decisions, considering both media freedom and audience sensitivity.

Guided practice

Think, Pair, Share: Guide students through a structured discussion to deepen understanding of editorial purpose and offence in journalism.

• Think: Pose the question, “How can journalists balance the need to inform with the potential to offend?”
• Pair: Have students pair up to discuss their thoughts. Encourage them to consider different perspectives and refine their ideas.
• Share: Invite pairs to share their insights with the class. Facilitate a discussion that highlights diverse viewpoints and reinforces the importance of editorial purpose.
• Connect: As students share, connect their ideas to the real-world examples discussed earlier. Emphasise how editorial decisions impact audience perception.
• Reflect: Conclude with a brief reflection. Ask students to write a sentence summarising their understanding of balancing offence and editorial purpose.

Independent practice

• Assign students to analyse a recent news article that contains potentially offensive content. Provide a list of articles to choose from.
• Instruct students to identify the editorial purpose of the article and evaluate how the journalists balanced offence with the need to inform.
• Ask students to write a brief analysis, focusing on:
  • The editorial purpose of the article.
  • The potential for offence and how it was addressed.
  • Their opinion on whether the balance was effectively achieved.

Circulate to observe and support students as needed.

Assignment

Ask students to answer these questions :

1. What is one reason journalists might include potentially offensive content in a news story?
2. How can journalists ensure that offensive content serves a clear editorial purpose?
3. What’s one question you still have from today’s lesson?

Here are some suggested answers:

• Suggested answer to Question 1: To provide a complete and accurate portrayal of events, ensuring the audience is fully informed.
• Suggested answer to Question 2: By clearly explaining the context and intent behind the content, and providing warnings if necessary.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore the ethical implications of editorial decisions. Ask them to research a controversial news story and present a case study on how different media outlets handled the offence. Challenge them to propose alternative approaches that balance media freedom and audience sensitivity.
• Striving learners: Simplify the case study analysis by providing a guided worksheet with specific questions to answer. Pair them with peers for collaborative analysis. Offer additional examples of editorial purpose to reinforce understanding. Use visual aids to illustrate key concepts and facilitate comprehension.
• Background reading: This lesson plan is based on the article ‘Offence and journalism‘ which is published on Media Helping Media. We recommend reading the piece before adapting this lesson plan for your own purposes.

Notable definitions

• Editorial purpose: The clear and justified reason for including specific content in a news story, ensuring it serves the audience’s need for information while considering potential offence.
• Media freedom: The right of journalists to report news without censorship or restraint, balanced against the responsibility to avoid unnecessary offence.
• Offensive content: Material in news stories that may upset or disturb audiences, requiring careful consideration and justification for its inclusion.

Required materials

• Computers: For accessing news articles and conducting research.
• Projector: To display real-world examples and case studies.
• Printed articles: A selection of recent news articles with potentially offensive content.
• Worksheets: For guided analysis and reflection activities.
• Writing materials: Pens and paper for note-taking and reflections.

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used as a basis for converting the original article into a lesson plan.

Related article

Offence and journalism

The post Lesson: Offence and Journalism first appeared on Media Helping Media.

Learning objective

Students will evaluate news reports for accuracy by identifying factual errors and verifying sources. They will also apply techniques to ensure transparency and reliability in their own reporting.

• Student-facing objective: By the end of this lesson students will be able to spot mistakes in news stories, check facts, and make sure their own reports are clear and trustworthy.
• Standards: Helping journalists to produce accurate news reports.

Learning activities

Warm-up

Notice and wonder: Display a short, factual news headline and a brief social media post about the same event. Ask students, “What do you notice? What do you think?” Give them a few minutes to discuss with a partner. Then have several students share their observations and questions. Record these for all to see. Guide the conversation towards noticing differences in detail, tone, and source reliability, setting the stage for evaluating news accuracy.

Direct instruction

• Conceptual understanding: Begin with a discussion on the importance of accuracy in journalism. Present a real-world example of a news story that was later corrected due to inaccuracies. Ask students to identify the potential consequences of the initial errors. Highlight the role of accuracy in maintaining public trust and the ethical responsibilities of journalists.
• Procedural skills and fluency: Introduce the process of fact-checking. Provide a step-by-step guide on how journalists verify information, including:
  • Identifying and using first-hand sources.
  • Double-checking facts and figures.
  • Validating information with multiple independent sources.
  • Attributing information to credible sources when verification is incomplete.
  • Keeping notes as a record of your fact-checking, in case this is later challenged.
  • Hypothetical example

Use a hypothetical news story then walk through the fact-checking process, pausing to allow students to suggest verification methods.

Application: Present a brief, fictional news report containing deliberate inaccuracies. Divide students into small groups and task them with identifying errors and suggesting corrections. Encourage them to apply the fact-checking techniques discussed. Afterward, facilitate a class discussion to review findings and reinforce the importance of accuracy and transparency in journalism.

Guided practice

Think, Pair, Share: Distribute a short news article with potential inaccuracies.

• Think: Individually, students read the article and note any factual errors or unclear information.
• Pair: Students pair up to discuss their findings, focusing on discrepancies and potential corrections.
• Share: Pairs share their insights with the class. Facilitate a discussion on the importance of verifying facts and the impact of inaccuracies.
• Clarify: As a class, clarify any misunderstandings and correct the article collectively.
• Reflect: Conclude with a reflection on how this exercise enhances their ability to produce accurate news reports.

Independent practice

• Provide students with a set of brief news excerpts, each containing potential inaccuracies or unverified claims.
• Instruct students to work individually to identify and correct these inaccuracies using fact-checking techniques.
• Encourage students to document their process, noting sources used for verification and any challenges faced.
• Direct students to practice a related exercise by placing placeholders where they should link to said exercise.
• Circulate throughout the class to observe students as they work and provide support as needed.

Assignment

Ask students to answer these questions:

1. What is one technique you learned today for verifying the accuracy of a news report
2. Why is it important for journalists to attribute information to credible sources?
3. What’s one question you still have from today’s lesson?

Here are some suggested answers:

• Suggested answer to Question 1: Double-checking facts with multiple independent sources.
• Suggested answer to Question 2: It ensures transparency and helps maintain public trust in the news report.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by asking them to evaluate the impact of inaccuracies on public perception and trust. Assign a research task to explore historical cases where journalistic errors had significant consequences. Challenge them to propose strategies for improving accuracy in journalism.
• Striving learners: Simplify tasks by providing a checklist for fact-checking steps. Pair them with peers for collaborative work to build confidence. Use visual aids to illustrate the fact-checking process. Offer additional practice with guided examples to reinforce understanding.
• Background reading: This lesson plan is based on the article ‘Accuracy in journalism‘ which is published on Media Helping Media. We suggest you read the article before adapting the lesson outline for your own purposes.

Notable definitions

• Accuracy: The quality of being correct and precise. In journalism, it refers to the careful verification of facts and information before publication to ensure truthfulness and reliability.
• Fact-checking: The process of verifying information in a news report to confirm its truthfulness and accurate. This involves cross-referencing with reliable sources and evidence.
• Attribution: The act of crediting a source for information used in a news report. It is essential for transparency and helps maintain the credibility of the report.

Required materials

• Notebooks for note-taking and recording observations.
• Printed copies of news articles and excerpts for analysis.
• Access to computers or tablets for online fact-checking.
• Highlighters for marking potential inaccuracies in texts.
• Whiteboard and markers for class discussions and recording observations.
• Projector for displaying news headlines and social media posts.

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used as a basis for converting the original article into a lesson plan.

Related article

Accuracy in journalism

The post Lesson: Accuracy In Journalism first appeared on Media Helping Media.

Sources are one of the most valuable resources for a journalist. They need to be handled with care in order to build trust and gain knowledge.

Without sourced information, the reports produced may end up being padded with rumour and personal opinion – and that isn’t journalism. But what about dealing with suspects as news sources? Don Ray shares his experience.

Note: The following article by Don Ray was originally written in American English. It is published here, with permission, in English English which is the MHM house-style. Don looks at how to deal with suspects as sources.

20 ways suspects can help a journalist

The following is my tip sheet – “The Source Whisperer” – where I set out how I have interviewed suspects or criminals in the course of my investigative journalism in order to unearth valuable information.

1. He gives you videotapes of the crime taking place, confesses on camera and names his accomplices.
2. She confesses on camera, names her accomplices and takes you to the scene of the crime.
3. He confesses on camera and names his accomplices.
4. She confesses on camera and takes you to the scene of the crime.
5. He confesses on camera with full face.
6. She confesses on camera in silhouette or otherwise disguised.
7. He confesses off camera and gives you permission to use the confession.
8. She gives you important information about the case, but off camera.
9. He goes on camera, full face, but doesn’t confess. He either lies or refuses to answer.
10. She goes on camera in silhouette or otherwise disguised, but she lies or refuses to answer.
11. He allows you to videotape him walking or working, but doesn’t sit down for an interview.
12. She provides you with photographs or video of herself and gives you permission to use them.
13. He confirms information unrelated to his actual involvement, i.e. information about others.
14. She confirms that, indeed, there’s an investigation, but will not comment on it.
15. He will not talk on the record, but draws you a map that leads you to important information.
16. She will not talk on the record, but confirms that she is, indeed, the person you’re looking for.
17. He will not talk on the record now, but leaves the door open to talk later.
18. She will not talk on the record, but will allow you to call again.
19. He will not even talk to you, but doesn’t threaten your life.
20. She will not even talk to you, except to threaten your life.

Related articles

Why would anyone want to talk to a journalist?

How to investigate official documents

The investigative journalism dossier

The post Dealing with suspects as news sources first appeared on Media Helping Media.