Final Paper – ASNE High School Journalism Institute, UT Austin, July 6-18, 2003
Carolynne Knox
July 28, 2003
School Profile
Name:
Ruidoso High School
School Location and Environment: Ruidoso High School is in the mountains of
southern New Mexico. Ruidoso is a resort village of approximately 7700 year round
residents. Twenty eight percent of the population has a bachelor’s degree or higher.
More than half the homes are occupied seasonally. The centerpiece of Ruidoso is the
12,000’ Sierra Blanca Mountain. Ski Apache attracts crowds to ski in the winter, and the
Ruidoso Downs RaceTrack and several golf courses attract summer visitors. The village
often swells to more than 15,000 people. The major employer is WalMart so most earn
their livings in resort and service related jobs.
Grades:
9-12
Type:
Public high school
Enrollment: Approximately 725 students
Percentage of minorities: Ruidoso High School serves a population that is
economically polarized with few in the middle class. Approximately 52% of the
students are Caucasian and 35% Hispanic, and 15% Native American.
College record: For the last three years, an average of 50% of graduates attended a 4year college, 30% a 2-year college, 5% vocational-technical school, 5% joined the
military, and 14% went to work. Scholarships of more than $1,000,000 have been
awarded RHS graduates each year. In 2003, 151 students graduated from RHS.
Overview of the Journalism-Newspaper Program:
In 2001-02, the Ruidoso High School newspaper, RHS Today, returned to a print format
after being published solely on-line the previous year. Prior to that, the print edition
had been a very successful 16-page tabloid published monthly. With the change in
adviser and the web based format, the entire staff became disheartened and left the
journalism program. For the 2003-04 year, we are well into rebuilding an excellent
program and plan to participate in UIL and other journalism competitions this year.
Who can enroll:
Grades 10-12 may enroll in journalism and earn “communication” credit which is
required to graduate. Students must have earned a C in English and be
computer literate. Enrollment in Journalism II, III, and IV requires permission
from the adviser.
Class and class size:
Journalism is offered two periods a day. Class size is limited to 15, a constraint
imposed by computer access. Newspaper staff meets together one period, and
students new to journalism meet the other period. However, all students
contribute to publishing the newspaper. Several students have journalism
internships and work on special projects such as writing for the Ruidoso News
and publishing a literary magazine.
Production and technology:
RHS Today is published monthly and formatted using PageMaker and
PhotoShop on five multi-media computer systems. All photos are digital or
scanned. For printing, the newspaper file is converted to .pdf and burned on a
CD. The local newspaper, Ruidoso News, prints the paper that generally runs 1216 pages. The paper is funded by a $500 activity budget and advertising sales.
Learning Environment and Issues:
Ruidoso High School is in a conservative community with supportive parents.
Standards for behavior and performance are high, and students are well
disciplined. The facility is well maintained and comfortable. The administration
is supportive of the newspaper program and an ally in guiding the staff toward
responsible and accurate reporting.
Journalism-newspaper is an inclusive class where we welcome all students and
work to find the best way for each student to contribute to publishing our
newspaper. In 2001-2002, only freshmen were enrolled in journalism-newspaper.
Our challenge was to publish with no experience. The first editions were
formatted in Publisher until students learned PageMaker. The first year,
students printed the paper in the RHS print shop using a “magazine” format. In
2002-03, we moved to a tabloid format, and with the support of the Ruidoso News,
by the end of the year students were publishing a 16-page paper monthly.
Focus of Curriculum Units and Lesson Plans:
For the 2003-04 school year, this curriculum will be used in both newspaper
production class and Journalism I and subsequent years only in Journalism I.
The newspaper staff will take several of the units to the “next step” by creating a
statement of ethics for RHS Today and by working towards having our
publication designated as a public forum.
Given the production challenges and the experience level of the staff, the writing
and reporting have been adequate but offer room for growth. Our greatest
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challenge this year is to improve the quality, scope, and depth of reporting and
writing both for news and features. While we will continue to work on layout
and production quality, the focus this year will be:
 First Amendment issues, ethics, and diversity in
journalism
 breadth and depth of news coverage
 interviewing skills
 reporting to include solid leads and clear, concise writing
 headline writing
 publishing on the Internet
Assessment and evaluation:
One of the greatest challenges is to evaluate student performance and
participation on newspaper staff. This year I will convert grading for
newspaper to a point system as shared by Rhonda Moore during Scholastic
Journalism, Where the Rubber Meets the Road. For example, for an A the
student will have to earn 700-750 points. Elements of newspaper
production will have a point value as will class assignments. Most of the
following activities earn 25 points each.
Class Format:
Students are responsible to manage their own time in class. One day a
week we have class discussions except for the final week before press. We
use a “workshop” format. Students report their use of time on a calendar
or Daily Staff Diary, turned in Monday along with a folder containing their
work for the week so points can be awarded. The Internet is the primary
resource for all the units supplemented by our in-class library provided by
ASNE.
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Lesson Plans
All Activities are worth 20 points unless otherwise noted.
Unit I
Student press law and ethics
This unit will take a practical approach to both the rights and the
responsibilities of journalists in dealing with First Amendment issues.
Additionally, we will consider ethical standard and the journalist’s
understanding of responsibilities and rights based on the First
Amendment and case law. High school students enjoy debate and
application of rules. This unit will encourage students to marry ethics to
rights. Additionally, we will consider the ethical responsibility of
diversity, what is it, what does it look like, what are its challenges?
Objectives:
Students will:
 conduct research using data from in-depth field studies
 synthesize information from multiple sources to draw
conclusions that go beyond those found in any of the individual
sources
 use language persuasively in addressing a particular issue
 find and interpret information effectively
 respond respectfully to viewpoints and biases
 demonstrate proficiency in accessing information electronically
Activity 1 – The First Amendment
 Locate and analyze a copy of the First Amendment. Paraphrase
the act and interpret its overall meaning
 Research and define the Alien and Sedition Acts. Briefly
summarize the acts. How does this information correlate with
the First Amendment?
 Read Brandenburg vs. Ohio, 1969. Summarize briefly the
decision. What conclusions can you draw given the First
Amendment?
 Turn in the activity along with other work on Monday to earn
points.
Activity 2 – The five elements of libel
 Locate and define the five elements of libel
 Give credit to the source you found the information
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Define negligence as it compares to malice.
What are the defenses to libel? to malice?
Given this information, what are your responsibilities as a
journalist?
Turn in the activity along with other work on Monday to earn
points.
Activity 3 – Student press law
 Locate and review the Tinker Case, 1969. Write a brief
summary of the decision
 Locate and review the Hazlewood Case, 1988. Write a brief
summary and compare that decision with Tinker.
 Which decision does RHS Today fall under and why?
 For additional information and help with this question, go to
www.splc.org
 Read one article from the Student Press Law Center site, and
write a brief summary of the case and how the First
Amendment applied.
 Turn in the activity along with other work on Monday to earn
points.
Activity 4 – What are ethics?
 Locate and review The Society of Professional Journalists –
Code of Ethics: www.spj.org/ethics_code.asp
 For each of the four subheadings, write a brief summary.
 Comment on what you have learned from this code compared
to your perception of journalistic integrity in today’s society.
 Write a personal code of ethics that includes at least two
subheadings and eight statements.
 Turn in the activity along with other work on Monday to earn
points.
Activity 5 – The truth, Jayson Blair, and The New York Times
 Locate and review at least three (you may have more) reliable
sources regarding Jayson Blair.
 Review briefly the cases of Steven Glass, New Republic and Janet
Cooke, The Washington Post. How is Blair’s case the same or
different?
 Write a 2-page paper that includes a brief summary of your
sources, your opinion, and what you have learned about the
responsibility of journalists generally and editors specifically.
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
Turn in the activity along with other work on Monday to earn
points.
Activity 6 – What is diversity and what does it mean to us? (30 pts)
 Research to learn the ethnicity of Ruidoso High School, and
Ruidoso, New Mexico
 Go to
http://poynteronline.org/content/content_view.asp?id=1187
and select two topics to review. Write a one-page analysis and
commentary on what you have learned.
 Review 2002-03 issues for diversity, and prepare a brief
summary on how we did.
 Write a 10 point plan to diversify news coverage in RHS Today.
Sources:
Journalism Law, Robert Jensen
Student Press Law, Mark Goodman
Ethical Concerns, Don Heider
Diversity Issues, Reginald Owen
Student Press Law Center
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Unit II
News: researching, interviewing, reporting, and writing
In order for the students to mature as journalists, we will focus on specific
skill building activities for research, interviewing, reporting, and writing
to include leads and headlines. In addition, we will practice developing
story ideas.
Objectives:
Students will:
 conduct research using data from in-depth field studies
 synthesize information from multiple sources to draw
conclusions that go beyond those found in any of the individual
sources
 use language persuasively in addressing a particular issue
 find and interpret information effectively
 respond respectfully to viewpoints and biases
 demonstrate proficiency in accessing information electronically
Activity 1 –Research
 Brief lecture on discussion day over handout: Reporting
Techniques by Ira Hadnot, The Dallas Morning News.
 Your assignment is to interview an adult about his/her high
school experiences.
 You must research to find out as much as possible before you
talk to the primary interview.
 You must have at least three sources of information. You may
use the Internet, interview other knowledgeable people, or use
the library.
 Finally, prepare a set of at least 10 questions in order of
importance. Remember to write “open ended” questions that
require more than a one word response.
 Turn in information from the secondary sources along with the
15 questions along with other work on Monday to earn points.
Activity 2 –The interview
 Group activity:
As a group, meet briefly to determine your “angle” on a
possible article on Ms. Knox. Prepare at least one question each.
 Each person in the room will interview Ms. Knox by asking one
question. You are responsible to take quick, careful, and
accurate notes.
 Discussion: what was helpful? what was difficult? how can
you improve note taking skills for your interview?
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In groups of three, listen for instructions. One student will be
interviewed, one will interview, one will observe. Students will
change roles. (The teacher will instruct the one being
interviewed – first time to be very interested and
accommodating, the second time to be very bored and
uninterested.) What happened? Discuss skill involved in
engaging a person in an interview.
Now, take the ten questions you prepared, review them
carefully so that you know at least the first five without looking.
Conduct the interview trying to be conversational and
engaging. Take brief notes, but maintain eye contact.
Write up your notes as soon as possible after the interview.
Write a plus/delta. What did you do well? What could you
have done better? Write a paragraph.
Turn in the activity along with other work on Monday to earn
points.
Activity 3 – Story ideas
(You may choose to do this activity with a partner for 15 points.)
 Print out the home page of an on-line newspaper such as The
Albuquerque Journal, The El Paso Sun Times, The New York Times,
or any other you choose.
 For each of the articles listed on the home page, write an idea
for a story that relates to RHS Today readers. For example: how
does the war in Iraq affect Ruidoso High School students?
 For each of these tired topics, come up with a new RHS angle
for a story: flip flops, crime, sex, drugs, rock n roll, parents,
nutrition, security, drinking, dress code, religion
 Turn in the activity along with other work on Monday to earn
points.
Activity 4 – Writing the lead (In class activity, earns 15 points)
 You will be given a set of facts from several stories that
appeared in last week’s Albuquerque Journal.
 For each article, you will have 5 minutes to construct a solid
lead that will hook the reader. The class will work together.
 Handout and discussion “Shouting out the Window” by Alison
Rittger.
 Handout and discussion, examples of feature leads by Wanda
Cash.
 Select any of the newspapers available in the classroom or go on
line to locate three articles. Highlight the lead and comment on
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how effective it is “hooking” the reader. Rewrite leads that are
not effective so that they are.

Turn in the activity along with other work on Monday to earn
points.
Activity 5 – Writing the headline
 On the Internet, research what makes a good headline by going
to www.journalism.org, www.asne.org, www.jea.org, or do a
google search. Summarize briefly what you will look for in a
good headline and how to write a good headline.
 Review at least three of the newspapers in the classroom or
online for good, bad, and indifferent headlines.
 How can you tell a good headline? What are its characteristics?
What makes a headline bad? When is it not appropriate to be
funny?
 For the handout of 5 articles provided with this activity, read
the articles and write a great headline.
 Turn in the activity along with other work on Monday to earn
points.
Activity 6 – Copy editing (In class activity, earns 15 points)
 In class discussion: Read the story LA International Airport
operates on emergency power. Use the list of elements at the
bottom of the page to mark the story. Is this a good story that
flows well? Why or why not?
 In class discussion: Now read Todd/Garbage, a self-proclaimed
bad article by Rusty Todd. Make notes about what doesn’t
make sense, what is missing, what could be better.
 Review the Copy Editing handout to learn correct marking
 Choose three articles from any issue of RHS Today. Mark all
edits that should have been made using the Copy Editing
Standard.
 Turn in the activity along with other work on Monday to earn
points.
Sources:
Styles of Writing and Reporting Specifics from Top Professionals,
Ira Hadnot
Editing and Headline Writing, Rusty Todd
Feature Writing, Wanda Cash
Scholastic Journalism, Where the Rubber Meets the Road,
Janet Elbom, Rhonda Moore, Randy Vonderheid
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Submitted by
Carolynne J. Knox
2814 Sudderth Drive, PMB #245
Ruidoso, NM 88345
505 257 0760
Ruidoso High School
125 Warrior Drive
Ruidoso, NM 88345
505 258 4910
W – knoxc@ruidoso.k12.nm.us
H – rcknox@zianet.com
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