English Language Arts · 9th Grade

Active learning ideas

Memoir vs. Autobiography

Active learning is crucial for exploring the nuances of journalistic ethics, as it moves students beyond passive reception of information to active engagement with complex dilemmas. By participating in simulations and role-playing, students can directly grapple with the pressures and choices journalists face, fostering a deeper understanding of ethical frameworks.

• Common Core State Standards
• CCSS.ELA-LITERACY.RI.9-10.3
• CCSS.ELA-LITERACY.RI.9-10.2

• 30–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 45 min · Small Groups

Simulation Game: The 'Deadline' Dilemma

Groups act as 'Editorial Boards.' They are given a 'breaking news' story with several 'unverified' details and one 'private' photo. They have 10 minutes to decide: 'What do we publish now?' and 'What do we wait for?' They must justify their choice using a 'Journalism Ethics Code.'

What is the difference between an autobiography and a memoir?

Facilitation Tip

During the 'Deadline' Dilemma simulation, circulate to ensure groups are assigning roles within their 'Editorial Board' and making decisions based on the ethical considerations presented, not just expediency.

What to look for

Provide students with two short excerpts, one from an autobiography and one from a memoir. Ask them to write one sentence explaining which is which and one sentence justifying their choice based on the excerpt's focus or tone.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Think-Pair-Share
• 30 min · Pairs

Think-Pair-Share: The 'Clickbait' Audit

Students find three 'clickbait' headlines from their own social media feeds. They pair up to 'rewrite' them into 'ethical' and 'accurate' headlines. They discuss: 'Which one would get more clicks?' and 'What is the 'cost' of the clickbait to the reader's trust?'

How do authors select specific memories to build a cohesive thematic message in a memoir?

Facilitation Tip

When facilitating the 'Clickbait' Audit Think-Pair-Share, encourage students to move beyond simply identifying clickbait to collaboratively rewriting headlines with a focus on accuracy and integrity.

What to look for

Pose the question: 'Is a memoirist obligated to be objective, or is subjective truth more important?' Facilitate a class discussion where students must justify their stance using examples from texts studied or personal reasoning.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Role Play
• 40 min · Pairs

Role Play: The 'Source' Negotiation

One student acts as a 'Whistleblower' with a big secret; the other acts as a 'Journalist.' They must negotiate: 'Will the source be anonymous?' 'How will the journalist verify the story?' They discuss the 'risks' for both sides.

Is a memoirist obligated to be objective, or is subjective truth more important? Justify your stance.

Facilitation Tip

In the 'Source' Negotiation role play, prompt students to actively listen to each other's arguments and push for justifications when one party makes an ethical claim or demand.

What to look for

Present students with a list of potential memories from a hypothetical life story. Ask them to select three memories that could form the basis of a memoir about overcoming a challenge and briefly explain why each memory is significant to the theme.

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

This topic benefits from a pedagogical approach that centers on authentic ethical dilemmas, moving beyond simple rules to explore the 'why' behind journalistic principles. Teachers should foster a classroom environment where students feel safe to debate controversial issues, recognizing that there are often no easy answers, but rather reasoned judgments based on established ethical standards.

Students will demonstrate a nuanced understanding of journalistic responsibilities by articulating the tensions between competing ethical principles, such as the public's right to know versus individual privacy. They will be able to critically evaluate the ethical implications of modern media practices and justify their reasoning using evidence and logical arguments.

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Watch Out for These Misconceptions

• During the 'Deadline' Dilemma simulation, students might assume that 'impartiality' means presenting all sides as equally valid, even if one side is demonstrably false.

  Redirect groups by asking them to consider the journalistic duty to truth: If one source is providing verifiable facts and the other is spreading misinformation, how does impartiality guide their reporting choice?

• In the 'Clickbait' Audit, students may equate any attention-grabbing headline with unethical practice, failing to distinguish between engaging content and deliberately misleading content.

  During the pair-share, prompt students to compare their rewritten headlines: What specific changes made the headline more ethical while still being informative or engaging?

• During the 'Source' Negotiation, students might focus solely on the 'scoop' and overlook the ethical implications of how they obtained information or the potential harm to sources.

  Ask the 'Journalist' role to articulate their ethical justification for pushing for information, and the 'Whistleblower' to explain the personal stakes involved, ensuring both sides consider the human element.

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Methods used in this brief

• Simulation Game
• Think-Pair-Share
• Role Play