Unit 3 – Politics and Mass Media
Lesson 1 – The Influence of Mass Media
Anticipatory Set
Bellwork: Students will complete the “Media” survey.
 This survey will ask students to reflect on the amount of time they spend watching
TV, listening to the radio, checking facebook, e-mail and other social media sites.
 Then the teacher will discuss the students survey result and lead this into the
discussion about how the media affects the way that individuals interrupt the
world around them.
Standard/Objective
State Standard: 3.5.7 Explain the role of television, radio, the press, and the internet in
political communication.
Objective: Students will reflect on their own experiences with the media and apply the
way that they receive information today and how that information affects the way that
they interrupt information (via the media)
Instructional Input
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Teacher will provide guided reading notes, and all worksheets
Teacher will lecture on PowerPoint slides 1-2
Teacher will show students a video from Stay Tuned: Television’s Unforgettable
Moments
o The First Great Debate: Kennedy versus Nixon
 4:52 minute long
The teacher will give the students a worksheet to answer while watching this video.
Teacher will have the students take notes on slides 3-6
o Government protection of Mass Media
Modeling
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Teacher will model on the board the way to answer survey questions.
Teacher will model how to look for important details in The Media and Presidential
Politics worksheet
Checking for Understanding
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The class will go over the answer to the questions of The First Great Debate:
Kennedy verses Nixon worksheet.
Guided Practice
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Students will work in groups to answer questions regarding the protection of mass
media
Independent Practice
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Students will read and answer the three critical thinking questions of The Media and
Presidential Politics worksheet.
Closure
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Teacher will make a connection to the influence of modern day media and the affect
that the media had on the 1960 presidential election.
Assessment/Reflection
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The teacher will assess the students level of understanding on the affect of media on
political campaigns and the protections on media by:
o Moving around the room during the group work to see what areas the students
are struggling with
o By checking The Media and Presidential Politics worksheet & The First Great
Debate: Kennedy versus Nixon worksheet
Name: ___________________________________ Date: _________________ Hour: _________
The First Great Debate: Kennedy versus Nixon
1. Why did Nixon feel that television affected his fate?
2. The 1960 presidential debate was broadcast on ____________________________.
3. How did television help JFK?
4. What did Nixon think about this debate’s affect on the 1960 presidential campaign?
5. Who looked better on TV?
 John F. Kennedy or Richard M. Nixon
6. Who won the debate?
 Televison:
 Radio:
7. How did this debate change the way political campaigns are run in the United States?
Name: ___________________________________ Date: _________________ Hour: _________
The First Great Debate: Kennedy versus Nixon
1. Why did Nixon feel that television affected his fate?
2. The 1960 presidential debate was broadcast on ____________________________.
3. How did television help JFK?
4. What did Nixon think about this debate’s affect on the 1960 presidential campaign?
5. Who looked better on TV?
 John F. Kennedy or Richard M. Nixon
6. Who won the debate?
 Televison:
 Radio:
7. How did this debate change the way political campaigns are run in the United States?
Questions for the students to answer in a group
1. What does the term libel mean?
2. Give three examples of a libel statement
3. Should the government have the power to sensor information before it is broadcast?
(prior restraint)
4. Should the government protect journalists from being forced to reveal their sources?
(shield law)