Summary
In this lesson, students begin by viewing two short interviews with journalists before reflecting on the role of journalism in a democratic society. Next, students analyze excerpts from speeches and newspaper editorials by Frederick Douglass and William Lloyd Garrison. Working in groups, students use evidence from their document analysis to show how abolitionists used the media to fight for the end of slavery. Students connect the role of journalism to the words of Douglass and Garrison. Finally, students draft brief summary statements describing how the work of Douglass and Garrison has influenced modern journalism.
Essential Question(s)
How can citizens create change? How can ordinary citizens use the media to influence public opinion? How did the abolitionist movement use media to fight for the end of slavery?
Snapshot
Engage
Students watch interviews with an editor and a columnist and discuss their roles and the importance of journalism in a democratic society.
Explore
Using the Sentence-Phrase-Word strategy, students analyze excerpts from 19th-century media (speeches and newspaper editorials) by leading abolitionists Frederick Douglass and William Lloyd Garrison.
Explain
Working in collaborative groups, students use evidence from their document analysis to complete a chart showing how abolitionists used the media to fight for the end of slavery.
Extend
Students listen to a person working in journalism today and consider the importance of the media.
Evaluate
Students write statements describing how Douglass’s and Garrison’s work relates to journalism today.
Materials
Lesson Slides (attached)
Magnetic Statement Posters (attached; one set; print single-sided)
Magnetic Statements (attached; one per student)
Abolitionist Speeches and Newspaper Editorials (attached; one assigned source per student)
Media Chart (attached; one per student)
Media Chart Sample Responses (attached)
Magnetic Statements Sample Responses (attached)
Preparation
Print the attached Magnetic Statement Posters and display the posters around the classroom.
Engage
20 Minute(s)
Use the attached Lesson Slides to guide the lesson. Begin by telling students they will watch two short videos that introduce the role of an editor and a columnist who work in news media. Display slide 3, which has students think about what the difference is between an editor and a columnist. Move through slides 4–5 to play the videos.
Move to slide 6 and provide a few minutes for students to discuss the question with a partner. Invite a few students to share their responses.
Display slides 7–8 to review the essential questions and learning objectives with students. Ask students to consider the essential questions and learning objective throughout the lesson.
Explore
30 Minute(s)
Tell students that during the 1800s, the issue of slavery and its expansion into new U.S. territories was discussed widely. Without mass media outlets like television, radio, and the internet, the public’s understanding of issues like slavery was shaped through media such as speeches and newspapers. Speeches were given in public settings and were often reprinted in newspapers or released as pamphlets. Newspapers were used to influence public opinion. The abolitionist movement used these methods to inform and persuade the American people to demand an end to the system of slavery and, in some cases, equal rights for Black people.
Display slide 9 to share prominent abolitionist William Lloyd Garrison's background with the class. Move to slide 10 to show students the masthead of Garrison's newspaper, The Liberator. Move to slide 11 to share more information about Frederick Douglass, another prominent abolitionist who escaped slavery. Share the masthead of Douglass's newspaper, The North Star, on slide 12.
Using the Jigsaw strategy, distribute one source to each student from the attached Abolitionist Speeches and Newspaper Editorials handout. There are four sources, but each student analyzes only one. Move to slide 13 and introduce students to the Sentence-Phrase-Word strategy as detailed on the slide.
After providing time for students to analyze their documents, place students into groups by the source they read. Display slide 14 and have each group share the sentence, phrase, and word they selected from the source they analyzed. Have each group select a spokesperson to identify the source and share the sentence, phrase, and word that best represent it.
Explain
30 Minute(s)
Have students return to their original groups and distribute the attached Media Chart handout to each student. Display slide 15. As a class, work together to complete the chart. For each author, identify and summarize three arguments presented across the two sources. Provide time for students to review each source and ask for volunteers to share what points should be added to the chart.
Extend
15 Minute(s)
Move to slide 16. Tell students they will watch a video about a journalist working today. Ask students to consider how journalism has changed and remained the same since the time of Frederick Douglass and William Lloyd Garrison. Display slide 17, play the video, and stop it at 7:30.
After the video, move to slide 18 and provide time for students to discuss the video with a partner. Ask students to discuss with a partner how journalism has changed and whether they are interested in a journalism career. Ask for a few volunteers to share what they discussed.
Display slide 19 and introduce students to the Magnetic Statements strategy. Tell students to read the posters on the walls, then stand by the poster they agree with the most. After students have gathered by their magnetic statement, have each group discuss why they chose that statement. After a few minutes of discussion, ask a volunteer from each group to explain why the group selected its statement. Have students return to their seats.
Evaluate
15 Minute(s)
Move to slide 20 and distribute the attached Magnetic Statements handout to each student. Tell students to choose two of the five statements and write a 2–3 sentence statement to explain how the work of Frederick Douglass and William Lloyd Garrison relates to journalism today. Have students complete this portion individually.
Once students have finished writing, consider asking volunteers to share one of the connections they made. If time allows, invite volunteers to share one of the connections they made. Collect the handouts to assess students’ understanding of the lesson content.
Resources
K20 Center. (2024, July 25). K20 ICAP: The truth is out there [Video]. YouTube. https://www.youtube.com/watch?v=NphSY4EGUgc
K20 Center. (n.d.). Jigsaw. Strategies. https://learn.k20center.ou.edu/strategy/179
K20 Center. (n.d.). Magnetic statements. Strategies. https://learn.k20center.ou.edu/strategy/166
K20 Center. (n.d.). Sentence-phrase-word. Strategies. https://learn.k20center.ou.edu/strategy/54
The Guardian. (2018, November 14). ‘Changing the world for the better’: Katharine Viner tells us about her role [Video]. YouTube. https://www.youtube.com/watch?v=DqxNKbwwNo8
The Guardian. (2018, December 5). What’s the difference between news and opinion? Gary Younge tells us about his role [Video]. YouTube. https://www.youtube.com/watch?v=jgJJgvLaahg