establishment

Freedom of the Press
Activity #3 - Political Cartoons
Skills - Students will be able to:
• Analyze current events.
• Interpret symbols.
Materials Needed:
Several different (or same) editions of newspapers, Glue or glue sticks, Construction paper
Procedure:
1. Distribute several different editions of newspapers among the students.
2. Ask students to find examples of political cartoons and cut them out.
3. Students will paste the cartoons on construction paper and write brief explanations of the cartoons’ meanings.
4. When finished, students will share the cartoons with their classmates and discuss which First Amendment Freedom(s)
protects the publishing of each cartoon and/or which of the Five Freedoms is portrayed in the cartoon.
Discussion Questions:
• What is the event portrayed and the opinion expressed?
• What symbols do you see, and why were they chosen?
• What does the symbol represent to you?
• What is the cartoonist’s point of view?
Activity #4 - Create Your Own Political Cartoon
Skill - Students will be able to: Demonstrate an understanding of a First Amendment issue in today’s society.
Materials Needed:
Page titled “Nine Categories of Unprotected Speech” (from the Speech Unit in this Guide).
Procedure:
1. Have students review the “Nine Categories of Unprotected Speech” or the teacher will review these with students.
2. Students are to become a cartoonist for the newspaper. Their job is to create a political cartoon - being careful to stay within
the boundaries set by the First Amendment (as contained in the “Nine Categories”).
Teacher’s Note: Ideas for illustrations could include high lunch prices, crowded hallways, length of school day, bathroom
location, homework policies and student workload.
3. Students submit cartoons to Editor for approval. (Editor may be teacher or several students as Editorial Committee.)
4. Provide students with a copy of the rubric (located in this unit).
Activity #5 - Front Page Stories
Skill - Students will be able to: Use inference skills to prioritize newspaper headlines.
Materials Needed:
A list of 10 headlines representing stories from the morning newspaper.
Procedure:
1. Students select five headlines for front page placement and rate each of the five in priority for appearing on Page 1.
2. In small groups, students compare lists, and strive for consensus on which five headlines should appear on Page 1.
3. Have a group representative present rationale for choices. Hold class discussion on the ethics of placing stories in the
newspaper. Sample questions:
• What responsibility does an editor have to emphasize “important” informational stories on the front page?
• What responsibilities does the editor have to satisfy business interests of the newspaper by putting “sensational” stories
on Page 1 to help “sell” the newspaper?
• Is there a proper balance the editor can achieve between emphasizing what the reader “should read” and what the reader
“wants to read”?
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