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LESSON
PLAN: POLICING THE AIRWAVES: THE DEBATE OVER INDECENCY
By
Lisa Greeves, an English and journalism teacher Subjects:
social studies, civics, journalism, communications Estimated
time of completion: 1 to 2 class periods Overview:
By
now, everyone has heard about the controversy that swirled around the Super Bowl's
half-time show, and the hullabaloo that resulted. Now, the FCC, the Federal Communications
Commission, and the Senate are exploring ways to hold media outlets more accountable
for the material they broadcast in an effort to address the millions of complaints
they've received from viewers across the nation. But, is that the right approach?
Are the media outlets the ones who should be responsible? Explore these issues
with your students and encourage them to consider what parties should be held
accountable, how, and why. Materials Correlation
to National Standards
Activity
1.
Have the class read the NewsHour article "Policing the Airwaves: The Debate
Over Indecency". As a class, use the following discussion questions to ensure
that students read and understood the content of the article. Encourage students
to share their opinion about what they read as they are discussing each question. Discussion
Questions:
What are the FCC and Congress working together to try to
do regarding the broadcast industry? What prompted this? Why
might broadcast or "over-the-air" channels face stiffer regulation from
the FCC than cable and satellite channels like HBO? Why
might the original fines for on-air indecency (starting at $11,000) have been
considered not enough of a deterrent? Why
might some of the media companies have rushed to create new guidelines for themselves
voluntarily as opposed to waiting for the FCC to force them to do so? Why
might the FCC's reaction to foul language (as used on-air by U2's Bono) have been
different, originally, from their reaction to the Janet Jackson and Justin Timberlake's
antics? Do you agree with this?
2.
Provide students with copies of the supplemental NewsHour transcript "Indecency
on the Air". Assign students to read it silently and to consider it as background
material to help them form their opinions. Then, distribute copies of the worksheet
"Analyzing the Indecency Controversy" and assign students to complete
the worksheet using their copies of the articles to assist them. Collect their
worksheets when students finish. 3.
After students finish the worksheets, take a poll to see how many students were
for higher FCC fines for indecent programming and how many were against increased
regulation. Allow students to share their reasons for their informed opinions.
Encourage students to share their opinions on the online youth discussion Web
site Newzcrew.org. Standards
This lesson plan meets the following standards set forth by the NCTE that apply
also to high school journalism classrooms: Standard
1: Students read a wide range of print and non-print texts to build an understanding
of texts, of themselves, and of the cultures of the United States and the world;
to acquire new information; to respond to the needs and demands of society and
the workplace; and for personal fulfillment. Among these texts are fiction and
nonfiction, classic and contemporary works.
Standard 6: Students apply
knowledge of language structure, language conventions (e.g., spelling and punctuation),
media techniques, figurative language, and genre to create, critique, and discuss
print and non-print texts.
Standard 7: Students conduct research on issues
and interests by generating ideas and questions, and by posing problems. They
gather, evaluate, and synthesize data from a variety of sources (e.g., print and
non-print texts, artifacts, people) to communicate their discoveries in ways that
suit their purpose and audience.
Standard 11: Students participate as knowledgeable,
reflective, creative, and critical members of a variety of literacy communities.
About
the Author Lisa Greeves has taught journalism and English in two school systems
in Virginia. She has a B.A. in English and journalism and an M.A. in English.
She published a chapter titled "Vignette: Collaborating on an Editorial" in Applying
NCTE/IRA Standards in Classroom Journalism Projects, published by NCTE in 2002. To
find out more about opportunities to contribute to this site, contact Leah Clapman
at extra@newshour.org. | 
