Integrated Lesson Plan

For my integrated lesson plan, the teacher will be asking the students to become acclimated with the First Amendment's provision for Freedom of the Press, and how this was interpreted by the 1971 Supreme Court Case The United States v. The New York Times which arose after the Times obtained access to the controversial "Pentagon Papers."  The lesson's objective will be to have the students think critically about when it is legitimate, in the name of national security, to censor what is published by the press, and to think about what conflicts this has with our safeguards for liberty and our desire for government transparency.  The lesson will also ask students to think about the ways in which modern technology may further effect the relationship between the government and the press (citing, for example, the U.S. government response to WikiLeaks' release of diplomatic cables last year).  In doing so, my lesson aims to address the NJ state curriculum standard that pertains to "Active Citizenship in the 21st Century" and that reads as follows:
D. History, Culture, and Perspectives
6.3.12.D.1
Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights.    

(5-10 minutes)
Students will be prepared for a class discussion by reading about the "Pentagon Papers" controversy via a prior reading assignment in a textbook or at this website.  For homework, they may also be informed with a quick viewing of a video on the topic available here.  To generate student interest, at the beginning of class, the teacher may show a clip from the film, All the President's Men, also available on YouTube.  The ultimate line, "Be careful how your write it," is meant to provoke thought about how journalists or those who speak in public must be careful about what they say when it comes to issues of national security.  Meanwhile, the teacher will be writing the definition for "prior restraint" on the board and, after showing the video clip, explain "prior restraint" to the class.  The teacher will also lead a quick, guided conversation about some of the main and important themes relevant to the topic.

(10-15 minutes)
After this, students will be divided into groups of 3 or 4 and receive handouts that have a list of the following scenarios:

• A television network plans to broadcast soldiers’ flag-draped coffins being returned to the U.S.
• A magazine will feature an interview with and photographs of a seriously wounded soldier.
• A newspaper article will detail a major city’s response plan in case of a terrorist attack.
• A news report will contain a map of Iraq, illustrating American troop positions. 

Students will be asked to circle the items that they think would be "ok" to publish if they were a reporter.  In discussion with the class, each group will present their choices and reasons for each.

(10 minutes)
Returning discussion back to the Pentagon Papers, students will be posed with some of the following questions:
The Pentagon Papers was about the Vietnam War. How is that different from the actions of the press in current coverage of the Iraq war?
Given current technology, can prior restraint ever be effective?
In light of the recent WikiLeaks scandal, how does "prior restraint" apply in this case?  Is Julian Assange protected by the Freedom of the Press?

For the remainder of the period (if students have access to internet) or for homework (if resources don't exist in classroom), each group will be asked to look up a local news source (a newspaper, web site, or TV/radio station) and find the contact information for an editor or reporter.  Students will draft and ultimately send a professionally written e-mail to their contact, asking them when they decide or decide not to publish sensitive material, whether they deal with national security or sensitive local government topics.  Students will CC the teacher on their sent e-mail.

By using clips from YouTube, I believe that the use of mixed media should help gain the immediate attention of students.  Although this is not necessarily interactive, I believe that showing artifacts such as quick documentary clips or popular films might help illustrate a broader political and cultural context for the students.  As for the online research and e-mail assignment, I believe that integrating technology into the lesson in this manner will help sharpen students internet-based research skills, make them aware of what local publications or news outlets exist, as well as to communicate professionally and effectively using electronic tools, i.e. e-mail.  In my mind, this is an important 21st century skill which will be useful to them throughout their adult lives and as long as e-mail remains a dominant form of communication.

To assess their understanding of the term "prior restraint" and its relation to the First Amendment, the teacher will look at the student responses to the initial handout, which they will turn in.  The teacher will also pay close attention to the students' oral discussion responses and class participation to assess their understanding of "prior restraint".  The research and e-mail correspondence component will be assessed by viewing the student's e-mails to media professionals, and judging their performance against the assessment included in this rubric.  The teacher should be able to judge the student's learning by their articulation of the legal concepts embedded in the Freedom of the Press and "prior restraint," through their responses to the in-class handout, an in-class discussion, and their written letters to media professionals.  Ultimately, the lesson would hope to instruct students in an age where availability of publishing tools has expanded exponentially to include nearly all persons who have access to the internet.

Video Tutorials for Instruction

Although I have hit some technical hurdles in attempting to install video tutorial software on my laptop, I was able to check out the Jing introductory video and some other materials, and could begin to see how having the capability to provide a video tutorial could be a useful device for communicating instruction.  A video tutorial is a fantastic way to provide students with step-by-step instructions in a manner that integrates video, audio, and is interactive enough that allows a student to pause or rewind if they need to see something again.  In the past, I have benefited from online video instruction (via YouTube) to learn how to do things such as adjust the derailleur on my bicycle or learn how to make repairs on my guitar. 

A video tutorial such as Jing, however, has its advantages over such YouTube instruction in a way that it is less demanding of the instructor to videotape themselves physically doing something.  All the instructor needs is to be able to demonstrate a lesson with a computer screen, while the tutorial software captures the process in real time.  In a way, the instruction is limited to what you can demonstrate with a computer screen, but given the vast amount of tasks that we are able to accomplish on our personal computers today, there is much that can be taught in this way. 

For example, an art teacher could conduct a fantastic graphic design tutorial by capturing a Photoshop session with Jing, or a physics teacher could demonstrate a lesson on vectors using any illustrative software or tools they may have available as well.  Such video tutorials could be implemented in classrooms, or to help guide students through work at home, as either a supplement or as a lesson in and of itself.  I heard somebody say in one of my classes last week, "Pretty soon, there will be no such thing as snow days."  I could see how video tutorials could help bridge said physical divides and make oral/visual instruction possible from anywhere.

Integrated Lesson Plan (Proposal)

For my integrated lesson plan, the teacher will be asking the students to become acclimated with the First Amendment's provision for Freedom of the Press, and how this was interpreted by the 1971 Supreme Court Case The United States v. The New York Times which arose after the Times obtained access to the controversial "Pentagon Papers."  The lesson's objective will be to have the students think critically about when it is legitimate, in the name of national security, to censor what is published by the press, and to think about how this runs in opposition to our safeguards for liberty and our desire for government transparency.  The lesson will also ask students to think about the ways in which modern technology may further effect the relationship between the government and the press (citing, for example, the U.S. government response to WikiLeaks' release of diplomatic cables last year).  In doing so, my lesson aims to address the NJ state curriculum standard that pertains to "Active Citizenship in the 21st Century" and that reads as follows:
D. History, Culture, and Perspectives
6.3.12.D.1
Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights.    

(5-10 minutes)
Students may be prepared for a class discussion by reading about the "Pentagon Papers" controversy via a prior reading assignment in a textbook or at this website.  Or they may be informed with a quick viewing of a video at the beginning of the class available here.  To generate student interest, at the beginning of class, the teacher may show a clip from the film, All the President's Men, also available on YouTube.  The ultimate line, "Be careful how your write it," is meant to provoke thought about how journalists or those who speak in public must be careful about what they say when it comes to issues of national security.  Meanwhile, the teacher will be writing the definition for "prior restraint" on the board and, after showing the video clip, explain "prior restraint" to the class.

(10-15 minutes)
After this, students will be divided into groups of 3 or 4 and receive handouts that have a list of the following scenarios:

• A television network plans to broadcast soldiers’ flag-draped coffins being returned to the U.S.
• A magazine will feature an interview with and photographs of a seriously wounded soldier.
• A newspaper article will detail a major city’s response plan in case of a terrorist attack.
• A news report will contain a map of Iraq, illustrating American troop positions. 

Students will be asked to circle the items that they think would be "ok" to publish if they were a reporter.  In discussion with the class, each group will present their choices and reasons for each.

(10 minutes)
Returning discussion back to the Pentagon Papers, students will be posed with some of the following questions:
The Pentagon Papers was about the Vietnam War. How is that different from the actions of the press in current coverage of the Iraq war?
Given current technology, can prior restraint ever be effective?
In light of the recent WikiLeaks scandal, how does "prior restraint" apply in this case?  Is Julian Assange protected by the Freedom of the Press?

For the remainder of the period (if students have access to internet) or for homework (if resources don't exist in classroom), each group will be asked to look up a local news source (a newspaper, web site, or TV/radio station) and find the contact information for an editor or reporter.  Students will draft and ultimately send a professionally written e-mail to their contact, asking them when they decide or decide not to publish sensitive material, whether they deal with national security or sensitive local government topics.  Students will CC the teacher on their sent e-mail.

By using clips from YouTube, I believe that the use of mixed media should help gain the immediate attention of students.  Although this is not necessarily interactive, I believe that showing artifacts such as quick documentary clips or popular films might help illustrate a broader political and cultural context for the students.  As for the online research and e-mail assignment, I believe that integrating technology into the lesson in this manner will help sharpen students research skills, make them aware of what local publications or news outlets exist, and ask them to demonstrate ways to communicate professionally and effectively using electronic tools, i.e. e-mail.  In my mind, this is an important 21st century skill which will be useful to them throughout their adult lives and as long as e-mail remains a dominant form of communication.

To assess their understanding of the term "prior restraint" and its relation to the First Amendment, the teacher will look at the student responses to the initial handout, which they will turn in.  The teacher will also pay close attention to the students' oral discussion responses and class participation to assess their understanding of the concept.  The research and e-mail correspondence component will be assessed by viewing the student's e-mails to media professionals, and judging their performance against the assessment included in this rubric.  The teacher should be able to judge the student's learning by their articulation of the legal concepts embedded in the Freedom of the Press and "prior restraint," through their responses to the in-class handout, an in-class discussion, and their written letters to media professionals.  Ultimately, the lesson would hope to instruct students in an age where availability of publishing tools has expanded exponentially to include nearly all persons who have access to the internet.


Parts of this lesson plan were inspired by:
Doremus, J.  http://www.hsj.org/modules/lesson_plans/detail.cfm?LessonPlanId=53
University of Idaho's "Constitution Day".  http://www.uidaho.edu/class/constitutionday/consitutiondaylessons/lesson5/background

Promoting Tech Ethics in the Wake of "Sexting"

Although it may be nearly impossible - physically - for schools to control what students are doing with their personal digital devices (phones, iPods, etc.), I believe that it is completely within our schools' ability to try and inform students as to the nature and pitfalls of the technology that plays such an immense role in their lives.  Warning students that media shared via phone or on the internet becomes and stays accessible for an audience that they may not be able to select and control is an important lesson to be taught.  In the example of "sexting," as soon as somebody else has access to view the image, they may just as easily have the means to further distribute it.  Demonstrating a couple popular "viral" internet videos on YouTube could help begin a discussion about the new power that people have, via technology, to distribute media with extreme ease. 

One way that schools can address the topic in a formal setting could be - for example - as part of the curriculum for a required health course.  If schools have already taken the responsibility of promoting the practice of safe sex, explaining to students how to protect themselves from other forms of sexual exploitation, such as the unwarranted distribution of images or video, could just as easily become part of that health lesson.  Promoting responsible use of technology not only could provide emotional protection for young people, but also serves as a lesson in ethics which they will need to carry with them as active members of society, in the workplace, and in the general public.  With a reduction in activities, such as "sexting," educators also ensure that there is one less distraction that could prevent their students from performing their best while in school.

Fair Use and Intellectual Property Hazards

     According to Kate A. Thompson, fair use is an exemption that was made in copyright law to allow limited portions of an original work to be used for educational purposes.  Furthermore, it is often used as part of a defense claim to rebut accusations of copyright infringement.  She breaks down the legal analysis of fair use into four factors: 1) whether the work is used for educational or commercial purposes, 2) the nature of the work (fact-based or creative), 3) "the amount of work used in relation to the work as a whole," and 4) the effect of the use on the market "or potential income for the work" (p. 11-12). 
      Other copyright commentators, such as Doug Johnson and Carol Simpson, point out that the concept of fair use often leads educators to take careless liberties in the distribution of protected works, feigning ignorance that if they are providing access to a work for the benefit of students, that they are automatically exempt from the tenets of intellectual property law.  Furthermore, the fact that teachers are not necessarily making money from distributing or presenting protected works, does not necessarily protect them either (p. 15).
     Some important items that teachers might want to consider when presenting or distributing a work, or in allowing students to do so, are the following:
     1) Using the work for educational purposes, and avoiding recreational or entertainment use of media. For example, playing a DVD or VHS for a class as a recreational reward for good behavior, should be avoided, or at the very least, done so carefully (i.e. acquiring proper licenses).
     2) Limiting the amount of work that is distributed for free in a classroom.  For example, photocopying an article from a magazine to share with the class would be acceptable, but photocopying the entire magazine, or large segments of it, would not (in this case, due to its impact on the market place).
     3) Limiting the audience viewing student or teacher-produced materials to the classroom or the school (not the general public, and not many places on the internet).  In the case that a student borrowed images, text, or other media to complete a class report, the teacher and student should be aware of potential legal hazards posed by sharing the report beyond the classroom.

Technology Integration Matrix and Learning Environments

Within the Technology Integration Matrix, I have chosen the Authentic Learning / Adoption Level / One-to-One Access cell to take a look at how it stacks up against the NETS for Teachers.  By having students participate together in geographically charting recent hurricanes, the teacher addresses the standard that asks teachers to "promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes" (1.c.).  This is done by having students take turns demonstrating to the class - on an electronic chalkboard - where hurricanes were detected in longitude and latitude.  This classroom assignment likewise addressed standard 1.d., which offers that teachers "model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments."  With the help of resources such as that electronic chalkboard, and all students' access to a laptop, the teacher is also addressing 2.b. by "develop[ing] technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress."

At the beginning of this course, I believe that I would have been able to supply a level of classroom technology integration somewhere between what is deemed Entry or Adoption.  However, after becoming acquainted with technologies newly introduced to me with this course (especially Powerpoint, podcasts, and slidecasts), I believe I could, with a bit of practice, confidently Adapt my classroom to a degree where students are not only introduced to software, but shown how to manipulate and use it to accomplish tasks and draw meaningful connections beyond their classroom.

Podcasting Class Lectures

The MP3, or "podcast," embedded in this blog post below is a brief lecture in civil rights history on school desegregation.  The lecture basically serves as a substitute for an in-class version of the lesson, to which students can listen.  Students would be encouraged to take notes and be prepared to discuss either orally (in class) or as a written assignment (at home or in class).  Another discussion component could involve an online message board if the class were to be conducted to a large extent, through online media and tools. 

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