![]() ![]() Related | The article “Solution on Syria Remains Elusive for White House” examines how the Obama administration is handling its relationship with Syria given the violence there and is an example of an article that some students might find to be a demanding read due to lack of context Reading or watching more complex news stories? How can people who work in media make the news more accessible to young people? Ask: Did any trends emerge? What do they think would help them read and/or watch the news more regularly? What would help them not get lost when What, if anything – kinds of features in newspapers and on newspaper Web sites, school activities, and so on – would encourage you to follow the news more closely?Īfter students have completed the questionnaire, discuss their answers.Do you ever look up information when you’re reading or watching a news story? If so, what resources do you use?.When you lack background knowledge for a news story, do you tend to try to find out more or stop reading or watching the story?.How often do you encounter a news item that contains unfamiliar references that hinder your interest in or understanding of the story?.How often do you read the newspaper (in either print or online) or watch the news?.Warm-Up | Give students the following five-question questionnaire about their news habits: Materials | Computers with Internet access. They also reflect on what the news media can do to engage more readers. Overview | What do you do when you read a news article, but don’t understand it? How can news coverage be made more accessible for teenagers and other readers? In this lesson, students createĪnnotated versions of Times articles using reliable and engaging materials, to facilitate greater interest and understanding. Dunnow's tongue-in-cheek approach to developing his article entertains but doesn't distract the reader from the issues covered in the article.Teaching ideas based on New York Times content. ![]() Included are results of four surveys of first time voters conducted during the 1990s. I.ĭunnow's humorous satire of young voters also includes considerable research. "Predictors of Young Adult Voting Behavior the Beavis and Butthead' Experience." Annals of Antipathy 30.1 (1995): 57-98. (Example from: The Civil Rights Movement: References and Resources, by Paul T. The foremost consideration in this campaign was the need to elicit "unprovoked white violence aimed at peaceful and unresisting civil rights demonstrators." Garrow argues that at Selma "a strategy that bordered on nonviolent provocation supplanted the earlier belief in nonviolent persuasion." SCLC correctly assumed that police violence would generate national media coverage and this, in turn, would stimulate reactions "throughout the country, and especially Washington," leading to pressure for federal voting rights legislation. He contends that the choice of Selma as a site for civil rights protests and the specific tactics that SCLC adopted in Selma were part of a plan to force the introduction and passage of national voting rights legislation. Garrow describes how the strategy of protest employed by Martin Luther King, Jr., and SCLC at Selma influenced the emergence of the Voting Rights Act of 1965. Protest at Selma: Martin Luther King and the Voting Rights Act of 1965. ![]() Here's an example of an entry from an annotated bibliography, with the citation of the book in Chicago style and a brief description of the book: ![]()
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