What is the role of Journalism in ensuring justice in society? In what ways has the Universal Declaration of Human Rights been violated in the world and our community? How do individuals and groups uphold the Universal Declaration of Human Rights in the world and our community?

This 15-day unit focuses on the fragility of the Universal Declaration of Human Rights and our responsibility to uphold the document. It looks at the role of the media in defining our universe of obligation and highlights the importance of underreported news stories.

In their analysis of journalism, justice and the Universal Declaration of Human Rights, students will use Pulitzer Center texts and materials to identify human rights violations in underreported global and local news. Students will analyze how individuals and groups uphold the Universal Declaration of Human Rights in the world and our community. In the culminating project for this unit, students will take civic action to address an underreported violation of the Universal Declaration of Human Rights within their community using the LAUNCH design thinking model.

Bring media literacy and media making to your teaching with FREE self-paced online courses with step-by-step videos and hands-on activities brought to you by public media station KQED, an NPR and PBS member station.

Empower students through media making and authentic audience. Join a Youth Media Challenge to engage student voice and choice, while fostering civic engagement. Challenges are open to middle and high school students across the U.S.

These standards-aligned projects, for multiple content areas, come with ready-to-use curricular supports for self-directed learning. All student media submissions will be published on the KQED Youth Media Showcase.

The objective of this lesson is to teach kids about food advertising. To compare and contrast the portrayal of real food versus processed food in the media.

Provides a basic understanding of legal issues that corporations meet during their existence. Follows one firm throughout its life; from birth to bankruptcy, first as a breakaway from an established high-tech firm, then proceeding through initial funding efforts, establishment of its capital and corporate structure, and through problems in labor, trade secrets, contracts and antitrust, product liability, and resolution of transnational and domestic business disputes. This course provides a basic understanding of legal issues that corporations face during their existence. The course starts by providing the basic building blocks of business law. We then follow a firm through its life cycle from its "breakaway" from an established firm through it going public. The materials covered during 15.647 (the first half of the semester) emphasize the organization and financing of the company. In the second half of the course we examine a broad array of law-sensitive issues relating to intellectual property, product development, M&A transactions, international trade, the duties of directors and officers, business disputes, and bankruptcy and reorganization. The goal of the course is not to impart technical legal skills, but to enhance the judgment which students will bring to their responsibilities as entrepreneurs, managers in established companies, or consultants and advisors. There are two take-home exercises, and no exams.

Wikipedia contains a vast supply of information and is the 5th most trafficked website in the world. Still, it continues to be a controversial site, and many teachers advise students against using it. If students learn to use Wikipedia wisely, it can be a powerful resource for lateral reading, verifying claims, a starting point for research, and a springboard to more resources.

This lesson introduces students to Wikipedia’s standard of verifiability, which requires article authors to provide reliable citations to support any claims they make. By following these citations, students can verify the claims in Wikipedia and locate a variety of reliable resources with which to continue their research.

Photographs and other images circulate rapidly online and are often gripping, persuasive forms of evidence. It is difficult to tell if these images accurately depict what their posters claim they do, and it is often tempting to take these images at face value. If we trust images without verifying their accuracy, we risk believing false claims and narratives.

This lesson introduces students to a strategy for learning more about online images: the reverse image search. Students can use this tool to learn more about an image, including where else it has been posted online and what (if any) stories have been written about it. Students practice this strategy in groups, using the Internet to learn more about a single image posted within it.

Lateral reading is challenging, and an approach that may work for one type of source might not work for another. This lesson is designed to provide students with the opportunity to practice lateral reading with a variety of sources.

This lesson is designed to be taught after the Intro to Lateral Reading lesson.

When trying to determine who is behind online information, students may be inclined to read vertically—to make judgments based on features internal to a website like its URL, design, functionality, or content. However, these features are not effective ways to evaluate a site and need to be explicitly challenged. This lesson asks students to evaluate a website and a post on social media by engaging in both vertical and lateral reading to see how they compare.

This lesson is designed to be taught after the Intro to Lateral Reading lesson.

Once students have completed the Intro to Lateral Reading lesson, they need opportunities to practice the strategy and develop flexible approaches for using it. This lesson is designed to provide students with focused practice reading laterally with articles from fact-checking organizations. Students are briefly introduced to fact-checking organizations and then practice reading laterally about a website using a fact-checking site.

This lesson provides students with opportunities to practice reading laterally with news stories. This lesson is designed to be taught following the Intro to Lateral Reading lesson.

In order to navigate news effectively, students need to understand how the genre of an article affects its reliability. Editors of reputable publications hold news articles and opinion pieces to different standards, and savvy readers consider these differences when evaluating online information. This lesson will teach students how news articles and opinion pieces differ.

We all look forward to occasions that give us time to spend time with family and friends and to give thanks for all the blessings they bring to your life. This project will result in the creation of a Life Story video honoring a family member or someone else special to you. The following list of activities will provide you with background and information you need to complete this project.

Make your students’ game play more meaningful with activities designed specifically for NewsFeed Defenders. This easy-to-use resource set means deeper learning for students and best practices around game-centered learning for you!

Extension Packs require PowerPoint and are designed for use with projectors or interactive whiteboards.

This classroom activity has students compare and contrast headlines of Breonna Taylor coverage from a selection of Sept. 24 front pages published across the United States.

An examination of several news reports to consider how different new organizations handle corrections.

This activity asks students to read and analyze news coverage of Chauvin’s trial.

This resource will help students identify whether stories published by a news organization are also written by that news organization.