JournalismII

Journalism II
Elective Course

COURSE DESCRIPTION

This integrated, collaboratively taught Journalism II class will provide advanced journalism students an opportunity to explore the world of the journalist in depth. This course provides the student with an overview of modern journalism and the technology used by journalists. The student will explore some of the ways in which journalists report on and effect the world around them. Students will explore several different vehicles for jounalistic expression including, print and electronic media. Applications software will be explored, including advanced word processing, graphic design, web authoring, and desktop publishing software applications. This course is vital to all students interested in journalism and information presentation. By satisfying requirements of this study, all students will become more informed, skilled, productive, employable, and socially responsible citizens.

SRS OUTCOMES

Outcome 1: Students demonstrate many forms of communication.
Outcome 6: Students exhibit a positive attitude and self-initiative.
Outcome 7: Students use a variety of ways to think and to reason when solving
problems and making thoughtful decisions.
Outcome 6: Students use technology for adapting to and initiating productive change.
Outcome 6: Students demonstrate leisure, vocational and life skills.

COURSE OUTLINE

CONTENT

Major Units of Study

A. Basic Journalism Writing Skills

Alaska Content Standard(s): English/Language Arts Standards - Standard A: A student should be able to speak and write well for a variety of purposes and audiences.
Alaska Content Standard(s): Employability Standards - Standard C: A student will be able to develop skills that promote personal knowledge, growth, and responsibility.

Key Elements: Student will know about, understand, and demonstrate the ability to
1. Gather and write a variety of quality news stories.
a. Use basic interview skills (preparation, note-taking, social skills, questioning skills).
b. Select ideas which are newsworthy, complete, and appropriate to the audience.
c. Write a sound lead and develop news stories in correct order of details (inverted
pyramid).
d. Write brief and focused paragraphs with key word first, if possible.
e. Gather and use appropriate quotes and citations.
f. Write using clear, concise, correct, precise, and objective language.
2. Gather and write a variety of quality feature stories.
a. Adapt interview skills to feature stories (observed details, focus questions).
b. Determine whether a situation has news or human interest value and is appropriate to the
audience.
c. Be able to write an appropriate hook or summarization lead.
d. Be able to select and apply correct order of details (inverted pyramid, chronological, joke
to punch line, logical).
e. Select details and quotes for color, human interest, and completeness.
f. Write brief and focused paragraphs with key word first, if possible.
g. Write in clear, concise, precise, and correct language which reflects a controlled and fair
subjectivity.
4. Write an editorial which is soundly argued on the basis of evidence, sound logic, or both.

B. Understand Role of the Journalist

Alaska Content Standard(s): English/Language Arts Standards - Standard A: A student should be able to speak and write well for a variety of purposes and audiences.
Alaska Content Standard(s): Employability Standards - Standard C: A student will be able to develop skills that promote personal knowledge, growth, and responsibility.

Key Elements: Student will know about, understand, and demonstrate the ability to
1. Understand the place of a free press in a democracy.
a. Know applicable parts of the constitution and significant terms (ethics, yellow
journalism, prior restraint, libel, Freedom of Information Act, National Security Act,
etc.).
b. Know how American legal cases have affected the free press.
c. Know how several current free press issues affect the free press and be able to predict
future impacts.
2. Be familiar with journalism and related fields as career options.
a. Know about seven career options: reporter, editor, technical writer, public relations,
advertiser, printer, and broadcaster.
b. Know the preparation for, expectations, and likely rewards of four of these and be able
to state your interest in each.

C. Understand Basic Computer Operations

Alaska Content Standard(s): Technology Standards - Standard A: A student will be able to operate technology-based tools.
Alaska Content Standard(s): Employability Standards - Standard C: A student will be able to develop skills that promote personal knowledge, growth, and responsibility.

Key Elements: Student will understand, and demonstrate the ability to
1. define basic computer terminology.
2. list and describe the differences between working in a network environment and a stand-alone computer environment.
3. demonstrate proper file and disk management.
4. be able to use a checklist to determine why a computer is not functioning properly.
5. use technological tools for learning, communications, and productivity.
6. manage and maintain technology tools
7. diagnose and solve common technology problems.

D. Be A Responsible Computer User

Alaska Content Standard(s): Technology Standards - Standard E: A student will be able to use technology to responsibly and understand its impact on individuals and society.
Alaska Content Standard(s): Employability Standards - Standard C: A student will be able to develop skills that promote personal knowledge, growth, and responsibility.

Key Elements: Student will understand, and demonstrate the ability to
1. be able to handle a disk properly.
2. be able to boot the system and log out.
3. describe ethical and unethical behavior as it relates to computer usage.
4. list the various types of licenser and regulations that apply to computer usage, such as copyright, site licenses, and confidentiality.
5. be able to show respect for other computer users.
6. evaluate thepotentials and limitations of existing technologies.
7. respect others’ rights of privacy in electronic environments.
8. discriminate between responsible and irresponsible uses of technology.
9. demonstrate ethical and legal behavior regarding intellectual property, which is the
manifestation of an original idea, such as computer software, graphic art, music or
literature.

E. Demonstrate an Advanced Understanding of Word Processing.

Alaska Content Standard(s): Technology Standards - Standard D: A student will be able to use technology to express ideas and exchange information.
Alaska Content Standard(s): Employability Standards - Standard A: A student will be able to apply critical and creative thinking skills to make decisions and solve problems.

Key Elements: Student will understand, and demonstrate the ability to
1. understand computer terminology relating to word processing.
2. correctly use the insert and type over modes to edit business documents.
3. correctly delete characters, words, lines, and pages of a word processing document.
4. edit rough draft copy by selecting items and using move and copy commands.
5. format various documents using such features a hyphenation, justification, margins & tabs.
6. apply page numbers, headers and footers to business documents.
7. print documents from screen and from disk, using various output devices.
8. manage files on a hard disk or a network drive, including renaming, deleting, moving, and
copying.
9. access help screens on the computer.
10. work with multiple documents at the same time.
11. create graphics, horizontal and vertical lines, and tables.
12. convey ideas to a variety of audiences using publishing, multimedia and communication
tools.

F. Demonstrate an Advanced Understanding of Desktop Publishing Applications.

Alaska Content Standard(s): Technology Standards - Standard D: A student will be able to use technology to express ideas and exchange information.
Alaska Content Standard(s): Employability Standards - Standard A: A student will be able to apply critical and creative thinking skills to make decisions and solve problems.

Key Elements: Students will understand, and demonstrate the ability to
1. define terminology related to desktop publishing applications.
2. apply advanced features of desktop publishing software.
3. demonstrate ability to work with reference materials, documentation, and other resources related to desktop publishing.
4. design attractive, multi-page desktop publishing documents.
5. produce attractive, multi-page desktop publishing documents.
6. import text and graphics from other software programs.
7. convey ideas to a variety of audiences using publishing and communication tools.
8. use advanced graphics editing software to create graphics for publishing.

H. Demonstrate an Advanced Understanding of Web Page Design.

Alaska Content Standard(s): Technology Standards - Standard D: A student will be able to use technology to express ideas and exchange information.
Alaska Content Standard(s): Employability Standards - Standard A: A student will be able to apply critical and creative thinking skills to make decisions and solve problems.

Key Elements: Students will understand, and demonstrate the ability to
1. define terminology related to web page design/HTML editing applications.
2. apply advanced features of web page design software (video and audio insertion, tables,
forms, etc.).
3. demonstrate ability to work with reference materials, documentation, and other resources related to web page design.
4. design attractive world wide web documents and sites.
5. produce attractive world wide web documents and sites.
6. import text and graphics from other software programs.
7. post finished web pages to a web site and create links to new materials.
8. use technology to explore new and innovative methods for interaction with others.

I. Be able to use current and additional technologies

Alaska Content Standard(s): Technology Standards - Standard D: A student will be able to use technology to express ideas and exchange information.
Alaska Content Standard(s): Employability Standards - Standard A: A student will be able to apply critical and creative thinking skills to make decisions and solve problems.

Key Elements: Student will know about, understand, and demonstrate the ability to
1. use technology to explore new and innovative methods for interaction with others. 2. operate a scanner.
3. use modem/fax machine.
4. use CD-ROMs
5. use video capture equipment
6. use a digital camera.

SKILLS

Major Categories of Skills

A. Cross-curricular and/or Integrative Skills

Key Elements: Student will understand, and demonstrate the ability to

1. effectively communicate (listen, observe, read, write, discuss, present, persuade, defend)
2. apply a variety of mathematical concepts and skills (logic, statistical interpretation, plotting
and analyzing graphs, concluding, predicting trends) to solve common problems
3. use a variety of higher order thinking skills (hypothesizing, estimating, analyzing,
classifying, synthesizing, evaluating,inferring, generalizing) to solve common problems
4. set and achieve goals (brainstorm, plan, research, manage time, persist, complete)
5. produce quality products (plan, organize, draft, evaluate, revise, improve, complete)
B. Technological Skills

Key Elements: Student will understand, and demonstrate the ability to

1. use modern technology (computers, scanners, copiers, printers, calculators, audio/visual
tools, telephones, fax machines, calculators) to solve common, day-to-day problem 2. apply basic computer applications (word processing, spreadsheet, database, graphics,
desktop publishing, Internet, e-mail) to produce quality products, including
• multimedia presentations (speeches, demonstrations, lectures)
• reports, bids, proposals, instructions, manuals
• research polls, surveys, checklists
• graphs, tables, charts, maps, illustrations, photographs
• letters (complaints, requests, replies, recommendations, applications, resumes)
• expository essays, research papers, literary works related to Jounalism II

C. Life and/or Employability Skills

Key Elements: Student will know about, understand, and demonstrate the ability to

1. behave responsibly and produce quality products related to Journalism II
• attend, be punctual, follow directions, manage time, stay on task, meet deadlines • safely, effectively, efficiently, accurately use the work area, materials, tools, &
technology
• set short and long-term goals, plan, use higher order thinking skills, seek help, persist
2. work well with others (cooperate, develop group unity, determine leadership roles,
contribute to group success, allow others to contribute, resolve group conflicts, make
group decisions)
3. relate Journalism I content and skills to your personal life and the lives
of others
• respect and treat others equally, from the perspective of the needs and rights of all
people
• responsibly examine (be aware, know resources, research, consider, discuss) current Journalism I issues and/or events that personally affect you or others
• effectively support opinions in productive ways (preplan, research, logically organize, give specific examples, illustrate, recommend)
4. use new knowledge, understanding, skills and tools to solve real life problems, make
decisions or choices, and predict logical consequences or possibilities
5. acquire career knowledge and skills related to employment opportunities in technology
related fields.
• compare colleges, technical, or business schools (locations, size, costs, special
programs)
• apply for admission, complete applications for scholarships or other financial aids
• develop a four-year schedule of classes, including alternatives for those not available

D. Cultural Relevance:

Alaska Content Standards for Culturally Responsive Schools: Student Standards A-E

Key Elements: Student will know about, understand, and demonstrate the ability to

1. respect ones own cultural heritage, traditions, and language
• interview elders in order to compile personal genealogies and/or a local history
• identify local cultural values and traditional responsibilities to the environment
• respect and live in tune with local cultural values and traditions
2. build on local knowledge and skills to achieve future success in the world at large by
• using methods from ones own traditions to learn about the world beyond one’s village • understanding how the local culture relates to others in the area, state, nation, and
world
• making appropriate choices regarding the long-term consequences of one’s own actions
3. participate in a variety of traditional activities related to the local culture, including
• subsistence activities, arts and crafts, dance and music, sports and recreation
• community government, tribal, and church affairs
• total wellness programs (drug and alcohol free programs, parenting, nutrition, exercise)
4. engage in family-related activities based on traditional ways of knowing and learning,
including
• consistent, respectful, loving interactions with Parents and Elders that show
appreciation of their roles as providers and care givers, culture bearers, and
educators in the community

• self-assess ones own strengths and needs in order to make appropriate life choice

INSTRUCTIONAL RESOURCES AND MATERIALS

A. Community Resources Related to Course

Each individual and/or team of instructors, with the help of long time staff, students, parents and other concerned community members should cooperatively compile and periodically update a list of village elders, parents, local government leaders, business persons, and other concerned, active members of the community willing to share their wealth of experiences, knowledge and skills.

B. Major Internet Web Site Addresses Related to Course
• see bookmarks file avaiable at http://szmanokotak.manokotak.swrsd.schoolzone.net - look in Staff Resources area on website - list is huge and constantly changing...

C. Itinerant Travel Kits and/or Permanent Core Skills Instructors’ Materials
• Videos Related to Course
CNN - reporting on Oklohoma Bombing- interesting clips from first three hours of live broadcast after the bombing.

• CD ROMs/Software Related to Course
ClarisWorks 4.0 or Appleworks 5.0
Adobe PageMill
Netscape Messenger, Navigator and Composer
Adobe PageMaker
SimpleText (for html editing)
Adobe Photoshop (for graphics editing)

• Text and/or Supplemental Books Related to Course
ClarisWorkshop for Teachers Janet Caughlin - for word processing, drawing, painting, database, and spreadsheet basics.
Teach Yourself to Create a Home Page in 24 Hours, Rodgers Cadenhead - good tutorial
HTML In Plain English, Sandra Eddy - good, complete reference
Every Writer’s Guide to Copyright and Publishing Law, Ellen M. Kozak - excellent source
Creating Cool HTML 4 Web Pages, Dave Taylor - good for adv. students
HTMl 4 for Dummies, Deborah S. Ray & Eric J. Ray - good quick reference
Setting Up An Internet Site for Dummies, Jason Coombs, et. al. - good resource for teachers and web site builders starting out
HTML Publishing for Netscape, Gayle Kidder & Stuart Harris - authorized by Netscape

ASSESSMENT GUIDELINES AND GRADING

The primary goal of this class is to give all students an opportunity to gain essential new knowledge, comprehension, and skills. To determine if all students are actually attaining this goal, regular, in-progress assessment of student progress will be part of daily in-progress activities and final student projects.

• cooperatively develop traditional teacher-made daily/weekly quizzes, unit tests, and final exams
designed to measure student knowledge and comprehension of basic course content.
• cooperatively plan and consistently apply a variety of student performance assessments (rubrics,
check-lists) to evaluate in-progress and summary student skill development.

CONTENT KNOWLEDGE TESTS

Teacher-created\ Tests (multiple choice, completion, true/false, matching, short essay).
• daily or weekly Quizzes should be given as part of normal, on-going classroom procedures.
• periodic reviews and subsequent summary Unit Exams will be given in every course.
• comprehensive reviews and summary Trimester Final Exams will be given in every course.
• Unit and Trimester Final Exams should measure student retention and comprehension of the
most important factual content (who, what, where, when, why, how) and improvement of
basic skills (recall, reading, thinking, writing, calculating).

STUDENT PERFORMANCE RUBRICS

• Rubrics will be used to better teach and assess the development of essential Skills (listening,
reading, speaking, critical thinking,writing, research, cooperative group work, discussion,
problem solving, decision-making, use of technology, social behavior, employability, social
behavior/citizenship, cultural relevance) and to determine the quality of final products.

GRADING
All students will be held accountable for meeting the minimum requirements of all courses and will earn grades based on their ability to demonstrate the acquisition of basic content knowledge and comprehension, and their ability to apply specific essential skills to produce quality finished products. Final Grades in all courses will follow on a traditional “A”, “B”, “C”, “D”, “F”, “I”, system.