Lesson 10 (Five Class Periods)

Spreading the Story – From TV to Internet – I want my IPTV!

“I am dumbfounded that there hasn't been a crackdown with the libel and slander laws on some of these would-be writers and reporters on the Internet.” Walter Cronkite

Now more than ever, information can be shared rapidly throughout the world thanks to IPTV (Internet Protocol Television). As more and more individuals begin to receive their information via the Internet, it is imperative students understand the vastness of webcasting and how the immediate dissemination of information is changing the face of broadcast. Additionally, it is important to decipher fact from fiction within the information highway, stressing the importance of “Lesson 7” Primary and Secondary Sources.

IPTV also has made it possible for everyone to become a broadcaster. How do you choose to receive your information? How can you trust the source? These are questions that students will explore in this lesson.

Objectives/Knowledge Retained

An understanding of IPTV and how it affects traditional broadcast mediums
How to check Internet sources
How to broadcast via the Internet


Activity 1 (Day 1): Students will research several different Internet sites on the same story. Students will answer the following questions: How do the stories compare? How do they differ? What sources do they use? How do you identify your own sources?

Activity 2 (Day 2, 3 and 4): Students will produce their own story using sources from the Internet and localize the story. Students will divide into groups of three or four and produce a story based on the information retrieved from the Internet. Remind students to cite Internet sources and double-check sources. If the teacher feels students are ready for actually going semi-live, this assignment can be pushed out to the district/school site as a “test.”

Materials/Resources Needed:

Internet access
One to three cameras (more than one, if possible, for switching purposes)

Anticipatory Set (Day 1):

Read the below excerpt to students:
An excerpt from Computerworld:
'A radical Islamic group that is on the U.S. State Department's
list of designated terrorist organizations has claimed responsibility for
the release of the Slammer worm late last month... In an exclusive exchange
of e-mails with Computerworld spanning two weeks, Abu Mujahid, a spokesman
for Harkat-ul-Mujahideen (HUM), a self-proclaimed radical Islamic jihadist
organization, said the group released the Slammer worm as part of a "cyber
jihad" aimed at creating fear and uncertainty on the Internet... According
to Mujahid, one of the worm's first instructions, a so-called "push"
command, includes the number 42, which is the sum of the letters H, U and M
if you add up the numbers that correspond to the point at which each one
falls in the Roman alphabet. H is the eighth letter; U is the 21st; M is
the 13th...' --Declan] (source: http://archives.neohapsis.com/archives/fulldisclosure/2003-q1/0643.html)
Ask students if they are familiar with the story. If students are familiar, what do they know about it? If students know this was a hoax, what could have been done to prevent this from happening? Below is the story exposing the hoax. The teacher can print this as a handout for students, if desired. If students didn’t know this was a hoax, ask if they think the amount of sources are sufficient and what additional sources, if any, they would check. After explaining to students that this story was a hoax played on a fellow journalist, ask students what they would have done to prevent this from happening. What ramifications, if any, does it have on students relying on information from Computerworld? Would they trust this as a source now?



Students will learn the impact of IPTV and how it has changed the face of broadcasting, as well as reinforce the importance of checking and rechecking sources.

Input (Day 2, 3 and 4)

Students will produce their own story using sources from the Internet and localize the story. Students will divide into groups of three or four and produce a story based on the information retrieved from the Internet. Remind students to cite Internet sources and double-check sources.

Model (Day 1)

Introduce Activity 1 after the Anticipatory Set. If teacher has access to a computer, choose a story off of the Internet using any media source (CNN, AOL, Yahoo, CBS, a local broadcast affiliate website, etc.) and show/read to students. Explain to students what kind of story could be localized and produced into a broadcast news story. For example, if there is a local story about a teenager who was hit and injured by a drunk driver, localize the story to where it affects the school, students, staff and administrators. A story about how many students have been impacted by a drunk driver would be a good example. Model for students how you would check sources (this could be verifying sources through AP or attempting to contact the source itself – depending on how much time is available for producing the story), as well as give examples of who would be interviewed to localize the story (students, teachers, medical examiner, a local MADD affiliate).

Check for Understanding (ongoing)

After the Anticipatory Set, students should have an understanding of IPTV and its impact on broadcast, as well as the importance of checking Internet sources.

Guided Practice (Day 1)

After the Anticipatory Set, students will immediately begin work on Activity 1. The teacher will offer guidance and be available for any questions students may have regarding the assignment.

Closure (Day 5)

Students will complete their stories and share with the class. Each group will critique their own work, as well as receive a critique from each individual. Did each group successfully produce their assigned story? Was it interesting? Was it localized? Was it important to school, students, staff and administration? What did you learn from the story? What would you have done differently? This lesson will be revisited when going through a live show, integrating these stories into the broadcast.

Independent Practice/Enrichment

Arrange a mentorship program with a local broadcast affiliate or a “fieldtrip day” involving students experiencing how stories are developed and why. Students can do a news story on how the news is created, edit the story and use for future lessons.

Integration into live broadcast

When producing a show, this lesson will be important in deciphering what types of news stories will be broadcast, as well as the importance and impact each story will have on the school, students, staff and administration.

National Educational Standards Met

Language Arts, Standard 1: Read a wide range of print and non-print texts to build an understanding of texts, of themselves and of the cultures of the United States and the world; to acquire new information, to respond to the needs and demands of society and the workplace, and for personal fulfillment.
Language Arts, Standard 4: Adjust their use of spoken, written and visual language to communicate effectively with a variety of audiences and for different purposes.
Language Arts, Standard 7: Conducts research on issues and interests by generating ideas and questions, and by posing problems. Gather, evaluate and synthesize data from a variety of sources to communicate discoveries in ways that suit purpose and audience.
Language Arts, Standard 8: Use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.
Civics, Standard 5: Citizen responsibilities, citizen rights
Technology, Standard 4: Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Technology, Standard 5: Uses technology to locate, evaluate and collect information from a variety of sources.
Technology, Standard 6: Uses technology resources for solving problems and making informed decisions; employs technology in the development of strategies for solving problems in the real world.



Additional MaterialResources and suggested reading