This lesson would be utilized as part of a cross-cultural virtual exchange with a group of ~35 tenth through twelfth graders; 20 of whom reside in the United States and 15 of whom reside in China. I would preface these scenarios by co-constructing a list of norms and/or expectations for journalists in each cultural context and guide students through understanding commonalities and differences. As a whole group, we would need to discuss how ethics are culturally bound and how/why our norms/expectations for journalists may be similar/different because of where we live. Then students would engage in small group discussion with these media ethics scenarios. For the first round, students would be in intra-school groups, and for the second round, students would be in cross-school groups. In these groups, students would read the scenario and answer the questions, discussing how they would handle the situation if they were editors of their school newspaper. Then we would all come back together, and students would reflect on how their conversations differed/were similar when they were in intra-school groups vs. cross-school groups.
This could be a very generative way to examine societally-bound norms around journalism and the media; however, it might be too controversial of a topic for the students in China to take part in.
https://newseumed.org/tools/lesson-plan/what-would-you-do-media-ethics-scenarios
Hi, Marie - this is Melissa. Wow, this is a fascinating and challenging teaching situation! It is possible that the students will come in with all sorts of expectations for what the kids from the other school are going to say. I wonder if there would be any way for students in the two national groups to be guided to do research into the media environment and evolution of media environment in their own country and in the other country, and present their research to each other as a first step. I think that students might be surprised at how other students describe their perceptions of the media environment in the other country. That could clear up (or at least expose) some possible misunderstandings before they get started on the common media literacy task? Basically, I'm wondering what would happen if students participated in this part - assisting in constructing the list of norms and expectations as they understand them from their own cultural context and the other cultural context: "I would preface these scenarios by co-constructing a list of norms and/or expectations for journalists in each cultural context and guide students through understanding commonalities and differences." Another way to achieve the same back-and-forth would be to have students critique the list of norms/expectations provided by the teacher. Does this list match or not match their own perceptions of what journalists do in each context?
I love scenarios! It's also such a meaningful way for students to engage in thinking about important topics.
It sounds like a thoughtful layout to start in school groups and then mix students up. The more practice and repetition, the better for students to communicate effectively and share ideas with greater comfort.
Hi Marie! This is an excellent lesson plan. I have also worked in virtual exchange previously, and I really enjoy the cross-cultural examination of news in this lesson. I think the framing of the articles as school newspapers makes it perhaps a bit easier to discuss than if you were selecting an article from popular news outlets in both countries (i.e. examining an article from New York Times). I also wonder if reporting on the pandemic would factor into this conversation, as the reporting in different countries varied drastically around this topic. While I don't teach in a high school, I would think that within the context of virtual exchange students could have respectful conversation around framing of news stories in different countries, perhaps with some pre-work or scaffolding from the instructor. I enjoyed seeing Melissa's response and think she has also proposed some worthwhile considerations.
This is truly intriguing. I would love to hear how this works once you've tried it in your class. It seems like a great way to help students understand how where you live effects the way you see and participate in the world.
It seems like a great way to help student hone their voice and writing skills too.