The Role of the Media

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Overview

In this lesson students will examine media coverage of events and public policy situations and determine how the news media have influenced the political process.

 

Grade Levels

9 – 12

 

Objective

Students will:

• explain the role of the media in government.

Estimated Time

2 days

 

Materials Needed

• Interactive Learning Module: How a Member Decides to Vote
• Internet-enabled computer with Macromedia FLASH ® installed
• Projection device

Procedure

Day 1

1. It is important for students to understand the role of the media historically in affecting the political process, both in the election of candidates and the defeat or passage of public policy. One way of doing this is by examining a Supreme Court case involving the Fairness Doctrine. The Fairness Doctrine no longer exists, but the Red Lion Broadcasting vs. FCC case heard and decided by the U.S. Supreme Court does focus on the issue of what the role of the media is or should be. It might be used as a case study to help students consider the value of a contemporary Fairness Doctrine. At a minimum it would raise questions that they should use in examining the impact of the media on elections and public policy.
2. To obtain an edited version of this case for this lesson plan, click here. An unedited version of the case can be found on the Findlaw Web site at http://www.findlaw.com/casecode/supreme.html
3. Have students read the case. Then either have students write a short paper stating what they think the decision should be and explaining the reasoning behind their decision, or have different students take the roles of the Supreme Court justices and the attorneys and role play the arguments in the case.

Day 2

1. Ask students to explain how they would find out about political events or form their political opinions without newspapers, radios, televisions, or the Internet.
2. Explain to students that most people rely on the media to get information about political events. People often base their political judgments and actions on this information.
3. Tell students that many people aren't very critical of the media. But critics say that the people in charge of the media have too much power to mold citizens' perspectives on politics.
4. Discuss whether or not students feel the media has too much influence. Use this discussion to also address the need for readers and viewers to be critical of the media. Specifically, emphasize that readers and viewers need to evaluate the credibility, bias, and truthfulness of media programs or statements about a political candidate and/or proposed public policy. Having students analyze as a class two newspaper articles, for instance, could help better illustrate this point.
5. Have students watch the Interactive Learning Module: How a Member Decides to Vote. Use this to jump-start a discussion, wrapping up the day's activities on the role of media.
6. For homework, have students choose one event from the four listed below. Have students conduct an Internet search or go to the local library and read newspaper and magazine archives of articles and editorials that were published during the time of their chosen event. Ask students to write a paper including the following:
   • 3 examples of how the event impacted the presidential election that followed the event
   • 3 public policies that were enacted in direct or indirect response to the event.
   • A description of the ways in which the student thinks the media impacted the public policy or presidential election

Events

• Watergate
• Iran-Contra Affair
• Impeachment of President Bill Clinton
• September 11, 2001

Individualizing the Curriculum

Ask advanced students to create a time line that shows how technology has changed the media throughout the years — e.g., newspapers, radio, TV, the Internet. Tell students to write a paper that explores how each of these changes in the media affected politics. For example, students may discuss how televised political debates changed the way Americans perceived political candidates.

 

Assessment

Basic Concepts and Processes

Ask your students to respond to the following request for information and assess their knowledge of key concepts taught in this lesson.

1. Describe the role of media in government.

Scoring Guide For Paper about the Media’s Influence

The following rubric was designed to help you assign grades to students for the writing activity.

Elements	Possible Score	Assigned Score	Notes
Good Spelling	10
Good Grammar	10
Good beginning, middle, and end	10
Good overview of the event	10
Relates 3 effects on presidential election and 3 on public policy	30
Describes ways in which the media affect either presidential election or public policy	20
Uses sound reasoning	10

 

Lesson Plan Feedback

If you have suggestions for improving this lesson plan, or if you have ideas for others using the module, please let us know. We value your input. Thank you!

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