The History of Journalism
Teacher Resources

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Differentiation
Targeted Learning Styles and Preferences

Field Dependent Field Independent
Global Understanding Analytical Understanding
Active Reflective
Visual Auditory Tactile Kinesthetic

Have students use assistive tools in BCPS databases including labeled reading levels or lexiles, audio read-aloud features, and embedded dictionaries.
Student Resources

Research and Investigation Guides
Provides scaffolding to support student inquiry learning, including links to interactive tutorials and resources for each process step.

Elementary (K-5) Information Literacy Process Model and Interactive Research Guide
Secondary (6-12) Information Literacy Process Model and Interactive Research Guide

Time Frame
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About one week.
One 50 minute class period for scenario discussion and background reading.
One-three class periods for group research and product creation.
One class periods for presentations.
One class period for writtent assessment and reflection.
 

Notes to the Teacher

  • Collaborate with your School Library Media Specialist for integration of 21st Century skills instruction.
  • To facilitate the collaborative nature of this project, consider creating a project-based wiki or using another Web 2.0 tool (VoiceThread, MindMeister, Groupsite.com, etc.) as a collaborative workspace. See your Library Media Specialist for help, or visit the BCPS Resource Wiki for Software, Assistive Technologies, Web 2.0 Tools, Digital Content, and Resources.
  • Differentiation can be accomodated by assigning mixed level groups and assigning topics within historical periods. Students who need more direct guidance can use a timeline note sheet for collecting research.
  • Assignment length can be modified by adapting the rubric's presentation requirements.
  • Additional text content for the extension activity is included below in the supplemental resources.
  • Teacher could use butcher paper or an interactive white board to record group responses for the "Code of Ethics."
  • Extension question could be used for informal discussion or a homework assignment.

Supplemental Teaching Resourcesweb 2.0

BCPS Curriculum Alignment

magnifying glassEssential Question for Enduring Understanding

Essential Question

How have the practices, purpose and philosophy of journalism evolved over time?

BCPSBCPS Curriculum for
Grade 7 Mass Communications
(BCPS)

Grade 7 Mass Communications - History of Journalism

O-1 Students will recognize the influence of mass communications in their daily lives, understanding both
its positive and negative effects, and will recognize elements and uses of bias in the media in order to
make ethical choices in the development of products and productions.

KSI-A/1 Students will explore the history of journalism in order to make connections to
modern forms of journalism. Students will examine early forms of media such as
newspapers and radio and compare them to how we receive our news today via
television and the internet.

KSI-A/2 Students will learn about early forms of journalism and the rise of print
journalism in order to understand the power of the press. Students will study the
rise of the printing press and the importance of the freedom of the press.

Maryland flagMaryland State Curriculum for Grade 7 Reading/ELA
(MSDE)

List applicable standards, indicators, and objectives including any numbers and letters
Standard 2.0 Students will read, comprehend, interpret, analyze, and evaluate informational text.
Indicator 1.Apply comprehension skills by selecting, reading, and interpreting a variety of print and non-print informational texts, including electronic media
Objective a. Read, use, and identify the characteristics of primary and secondary sources of academic information such as textbooks, trade books, reference and research materials, periodicals, editorials, speeches, interviews, articles, non-print materials, and online materials, other appropriate content-specific
Standard 4.0 Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.
Indicator 2.Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
Objective c. Compose to inform using relevant support and a variety of appropriate organizational structures and signal words within and between paragraphs
Indicator 7. Locate, retrieve, and use information from various sources to accomplish a purpose
Objectives
a. Identify, evaluate, and use sources of information on a self-selected and/or given topic
b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a self-selected and/or given topic
c. Use appropriate note taking procedures, organizational strategies, and proper documentation of sources of information
d. Synthesize information from two or more sources to fulfill a self-selected or given purpose
e. Use a recognized format to credit sources when paraphrasing, summarizing, and quoting to avoid plagiarism
Maryland flagMaryland State Environmental Literacy Standards
(MSDE)

Standard 7: Environment & Society
The student will analyze how the interactions of heredity, experience, learning and culture influence social decisions and social change.

C. Cultural Perspectives and the Environment
1. Investigate cultural perspectives and dynamics and apply their understanding in context to:

    • Explain that differences in the behavior of individuals arise from the interaction of culture and experience.
      • Different groups of people place greatly differing values on the same kind of good or service.
      • Those who will receive the benefits are not necessarily those who will bear the costs.
    • Give past and current examples to show how the decisions of one generation both provide and limit the range of possibilities open to the next generation.
    • Give past and current examples to show how one generation may have to bear the costs or benefits of the decisions of another generation.
Maryland flagMaryland Technology Literacy Standards for Students
(MSDE)
1.0 – Technology Systems: Develop foundations in the understanding and uses of technology systems.
2.0 – Digital Citizenship: Practice ethical, legal, and responsible use of technology.
3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.
4.0 – Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats.
5.0 – Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information and data.
6.0 – Technology for Problem-Solving and Decision-Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions.

common core

 

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
(MSDE)

College and Career Readiness Anchor Standards for Reading
Key Ideas and Details:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure:
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas:
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes:
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge:
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

U.S.National Educational Technology Standards for Students
(ISTE)

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

 

U.S.Standards for the 21st-Century Learner
(AASL)

 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.
2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.2 Organize knowledge so that it is useful.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
3.1.6 Use information and technology ethically and responsibly.

Created by: Natalie Avallone July 2011
Baltimore County Public Schools

BCPS Research Model, Copyright 2011, Baltimore County Public Schools, MD, all rights reserved.
This Research Model may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. The Baltimore County Public schools does not guarantee the accuracy or quality of information located on telecommunications networks. We have made every reasonable attempt to ensure that our school system's web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the BCPS Telecommunications Policy. The linked sites are not under the control of the Baltimore County Public Schools; therefore, BCPS is not responsible for the contents of any linked site, links within the site, or any revisions to such sites. Links from BCPS Copyright © 2011 Baltimore County Public Schools, Towson, MD 21204, all rights reserved. Images used through subscription to clipart.com, from the public domain, according to free license, or with permission. Documents and related graphics may be duplicated for educational, non-profit school use only. All other uses, transmissions and duplications are prohibited unless permission is granted expressly. Contact Margaret-Ann Howie, Esq. 410-887-2646

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