Springboard Unit 2
Unit Sequence
“Introducing the Media” exercise p. 102
“Oh My! The Future of News”
1. Complete a SOAPSTone (Subject, Occasion, Audience, Purpose, Speaker, Tone) of
Wagstaff’s article.
2. In what different ways does Wagstaff define “news?” Cite two lines in which he uses
different definitions for the word.
3. How do you respond to Wagstaff’s article? How do his purpose (identified in #1) and
tone (identified in #1) influence your position on his views?
4. Are you a producer and not just a consumer of news? Explain.
5. Like the Modernists, Wagstaff seems threatened by “audience fragmentation.” What is
audience fragmentation, and why does he feel threatened by it?
6. Do you agree with Wagstaff that audience fragmentation is a bad thing? Explain your
position.
7. Wagstaff implies that people’s attention to “hyperlocal” news makes them less informed.
Do you agree or disagree with this position? Explain.
8. Wagstaff says, “What we’re seeing with the Internet is not a revolution against the values
of old media; a revolution against the notion that it’s only us who can dictate what is
news.” Do you agree or disagree with this statement? Explain.
“Debating the Newspaper” Exercise pp. 112-114
“How the Rise of the Daily Me Threatens Democracy”
1. Mark the text as you read, and identify the two reasons and two pieces of evidence
Sunstein uses to justify his claim that the diminished role of the newspaper is a problem
for American democracy.
2. A rhetorical question is a question that is asked for effect, or one for which the answer is
obvious. Cite an example of rhetorical question in Sunstein’s article, and explain his
purpose in asking the question.
3. According to Sunstein, what are the three effects the Daily Me has on society?
4. Read the definitions of inductive reasoning and deductive reasoning on page 117. Based
on these definitions, does Sunstein use inductive reasoning or deductive reasoning in his
article? Defend your answer.
5. Evaluate the effectiveness of Sunstein’s article. Explain whether his reasoning and
evidence convincingly support his claim that the diminished role of the newspaper is a
problem for American society.
“The Newspaper is Dying: Hooray for Democracy”
1. Mark the text as you read and identify two concessions Andrew Potter makes in his
editorial.
2. Pick one of the concessions you identified and paraphrase Potter’s refutation of the
concession.
3. Cite an example of a rhetorical question used by Potter, and explain his reason for asking
it.
4. Using the definitions on page 117, label Potter’s argument as either deductive or
inductive, and defend your answer.
5. How does Potter respond to Sunstein’s claim that the new media cause polarization?
6. According to the report cited by Potter, why is the readership of newspapers declining?
7. Which argument do you find more convincing, Sunstein’s or Potter’s? Explain your
answer.
Activity 2.6: “News or Views: A Closer Look” pp. 124-126
1. Define the following terms:
a. Objectivity
b. Subjectivity
c. Bias
d. Propaganda
e. Opinion
f. Perspective
g. Prejudice
h. Point of view
i. Slant
j. Spin
2. Read pages 124-126 and paraphrase the explanation of one of the types of bias (assigned
by the teacher).
3. On the chart on page 127, identify one important question that one should ask when
evaluating a news article for each type of bias listed on the chart.
4. Would you rather get your news from a source that is completely objective, or from a
source that shares your view of the world? Explain your reasoning.
5. In your opinion, does a completely (or mostly) objective news source exist? Give an
example or explain your reasoning.
“Facebook Photos Sting Minnesota High School Students”
1. Read the article, marking the text, and identify any evidence of bias you encounter in the
article.
2. What is the connotation of the word “Sting” in the headline?
3. The article starts out with a description of a student walking out in protest of the
punishment of other students. How is this different from starting with the punished
students, their parents, or the administration?
4. How is the phrase “more than a dozen students” different from saying “a small group of
students?”
5. The student protester, Nick Laurent, makes an accusation that the Facebook photos only
show students holding red plastic cups, but the reporter does not present any response to
this accusation. What type of bias is this an example of?
6. How reliable is the information reported in the first paragraph on page 129?
7. What, if anything, is implied about the school administration in the second and third
paragraphs on page 129?
8. The statements from the principal and superintendent were taken from emails to the
parents before the story broke. How does this impact the reader’s perception of them? Is
this source control?
9. Does superintendent Krull’s comment offer adequate explanation for no additional
comment from school authorities? If so, why does it appear so late in the article?
10. Does the crowd count of “a few cars” affirm or undermine the credibility of the protest?
11. Does the wording about “a new reality” indict the student’s behavior or only the
technology that captured it?
12. Why do you think the reporter includes quotes from McGeveran, “an expert on data
privacy”?
13. What behavior is labeled as “foolish” on page 130?
14. What is the purpose of the reporter including the phrase “even over the summer” on page
130?
15. What is the effect of ending with this quote about how most of us wouldn’t have liked to
have been surrounded by this technology?
Activity 2.7 “Fair and Balanced: Part I”
1. Watch the 1964 political ad “Peace Little Girl (Daisy)” that Lyndon B. Johnson used to
suggest that electing Barry Goldwater would lead to nuclear war:
www.livingroomcandidate.org . What is your reaction to the ad? What images, sounds,
or dialogue affected you, and why?
2. What elements of the ad contribute to its power?
3. Why do you think the ad was pulled from the air after running only once during the 1964
campaign?
4. Do you think the strategy of appealing to fear in order to persuade people to vote for or
against a political candidate is ethical? Explain your reasoning.
5. Do you think the strategy of appealing to fear is effective? Explain your reasoning.
6. This ad is an extreme example of the use of slanters – rhetorical devices used to present
the subject in a biased way. Read through the different kinds of slanters on pages 134135 of the SpringBoard text. Paraphrase one of the definitions (assigned by teacher) and
provide two additional examples of that type of slanter.
“Abolish High School Football!”
1. Mark the text as you read and identify Schroth’s feelings about the topic of high school
football.
2. Identify an example of all of the following in this editorial:
a. Labeling
b. Rhetorical definition
c. Innuendo
d. Hyperbole
e. Ridicule/sarcasm
3. Fill out the SMELL (sender-receiver relationship, message, emotional strategies, logical
strategies, language) graphic organizer on page 138.
4. Choose one specific passage from Schroth’s editorial and revise it so it is less slanted.
5. In your opinion, is the passage you revised above more persuasive in its revised form, or
in its original form? Explain.
6. At some point, an author’s use of biased language undermines his or her credibility. In
your opinion, does Schroth’s essay cross that line?
7. Do you think it is ethical to use slanters in a persuasive piece? Explain your reasoning.
8. Do you think it is effective to use slanters in a persuasive piece? Explain your reasoning.
“Facing Consequences at Eden Prairie High”
1. Examine the headline before you read. What will the editorial be about? What guesses or
assumptions can you make about the writer’s perspective at this point?
2. Read the first two or three paragraphs carefully. What issue is the writer discussing, and
what is his or her stance on the issue?
3. After reading the first three paragraphs, stop and answer these questions:
a. What is the other side of the issue?
b. Who might think differently?
c. What are one or two reasons that you know that might support a side opposite of
the writer’s stance?
4. What is the strongest piece of evidence the writer uses to support his or her side of the
issue? Why is this evidence effective?
5. Did the writer address and refute the main objections of the opposition? Give an
example.
6. Is there any point that the opposition has that was not addressed in this editorial? If so,
what is it?
7. Did the tone of the editorial seem fair and balanced? Why or why not?
8. Identify one slanter used in this editorial.
9. Did you find the editorial persuasive? Explain your reasons.
10. Complete a SOAPSTone analysis of the editorial.
“Time to Raise the Bar in High Schools”
1. Examine the headline before you read. What will the editorial be about? What guesses or
assumptions can you make about the writer’s perspective at this point?
2. Read the first two or three paragraphs carefully. What issue is the writer discussing, and
what is his or her stance on the issue?
3. After reading the first three paragraphs, stop and answer these questions:
a. What is the other side of the issue?
b. Who might think differently?
c. What are one or two reasons that you know that might support a side opposite of
the writer’s stance?
4. What is the strongest piece of evidence the writer uses to support his or her side of the
issue? Why is this evidence effective?
5. Did the writer address and refute the main objections of the opposition? Give an
example.
6. Is there any point that the opposition has that was not addressed in this editorial? If so,
what is it?
7. Did the tone of the editorial seem fair and balanced? Why or why not?
8. Identify any slanters used in the editorial.
9. Did you find the editorial persuasive? Explain your reasons.
“New Michigan Requirements Shortchange Many Students”
1. Examine the headline before you read. What will the editorial be about? What guesses or
assumptions can you make about the writer’s perspective at this point?
2. Read the first two or three paragraphs carefully. What issue is the writer discussing, and
what is his or her stance on the issue?
3. What is the strongest piece of evidence the writer uses to support his or her side of the
issue? Why is this evidence effective?
4. Did the writer address and refute the main objections of the opposition? Give an
example.
5. Is there any point that the opposition raised that was not addressed in this editorial? If so,
what is it?
6. Did the tone of the editorial seem fair and balanced? Why or why not?
7. Identify any slanters used in the editorial.
8. Which editorial on raising school standards did you find more persuasive, and why?
“Fallacies 101” Activity 2.13 – Matching logical fallacy examples with the correct terms
1. Review“Fallacies 101” pp. 156-158 in the SpringBoard book. Go back and find five
examples of logical fallacies from the selections we have read in this unit.
Editorial Cartoon Activity 2.14 – Read an editorial cartoon and answer the following questions:
1. Since there is so little space for an editorial cartoonist to make his or her point, the
cartoonist often uses symbols and allusions as shorthand for the meaning of the
cartoon. Examine the cartoon you have been given. What symbols or allusions are
present, and why might the cartoonist have chosen these symbols or allusions?
2. Most editorial cartoons present a specific political perspective. Does the cartoon you
are examining have a specific point of view? How does the cartoonist demonstrate
this perspective?
3. Editorial cartoons are designed to evoke emotion: humor, anger, or outrage, for
example. What are the feelings created by your cartoon, and how does the cartoonist
achieve this?
4. Based on the questions above, what does the message of the cartoon seem to be, and
what can you infer about its intended purpose?
5. Do you agree or disagree with the message of the cartoon, and explain why.
6. Is it possible to find an editorial cartoon funny, and also strongly disagree, or even be
offended by it? Explain.
“Let’s Hear It for the Cheerleaders”
1. Some writers use humor to convey a serious message. While reading, mark the text
and identify two brief passages that you find humorous.
2. Complete the chart on page 172 and turn in for a grade. Analyze a minimum of five
humorous passages for full credit.
3. Read through the “Introduction to Satire” pp. 174-175 and complete the writing
prompt at the bottom of page 173.
4. Complete questions 1-3 p. 176.
5. Think back on the editorial cartoon you analyzed in activity 2.14, and complete
questions 4-5 p. 177.
“How to Poison the Earth”
1. Mark the text as you read and identify the tone of Saukko’s satirical essay.
2. Give an example of diction in Saukko’s essay that helps to establish her tone.
3. Does the tone of the essay shift, or is it consistent throughout the essay? If there is a
shift, where does it occur?
4. If someone who disagrees with Saukko were to write a satirical response to her essay,
suggest one point he or she could make in such an essay.
5. Do you think Saukko’s essay is an effective persuasive piece? Explain your reasoning.
“Gambling in Schools”
1. What issue is addressed in Mohr’s satirical essay, and what is his position on the issue?
2. What is the tone of Mohr’s essay?
3. Give an example of diction in Mohr’s essay that helps to establish his tone.
4. Does the tone of this essay shift, or it consistent throughout the essay? If there is a shift,
where does it occur?
5. If someone who disagrees with Mohr were to write a satirical response to his essay,
suggest one point he or she could make in such an essay.
6. Do you think Mohr’s essay is an effective persuasive piece? Explain your reasoning.
“Maintaining the Crime Supply”
1. As of 2008, the United States contained 5% of the world’s population, but 25% of the
world’s prison population. The U.S. had 2.3 million criminals behind bars, more than
any other nation. China, which had four times the population of the U.S., was a distant
second with 1.6 million people in prison. The U.S. had 751 people in prison or jail for
every 100,000 in population. If you count only adults, one in 100 Americans is locked
up. The only other major industrialized nation that came even close was Russia, with 627
prisoners for every 100,000 people. The other industrialized nations had much lower
rates. England’s rate was 151; Germany’s was 88, and Japan’s was 63. What could
explain these statistics? Do they say something about cultural attitudes in the Unites
States? If so, what?
2. Explain what you think accounts for the statistics mentioned in #1.
3. As you read Ehrenreich’s satirical essay, mark the text and identify two places where she
seems to be making satirical comments regarding our attitudes towards crime and
punishment in the United States.
4. Use the SOAPSTone strategy to analyze the rhetorical strategy Ehrenreich uses in the
satirical essay.
5. Do you think Ehrenreich makes a persuasive argument that America is too quick to
imprison its citizens? If not, what factors is she failing to consider when it comes to
crime and punishment in the United States?
“Advice to Youth” (Teacher should read to students)
Pre-reading Questions:
1. What is one piece of advice that parents typically give to teenagers?
2. Why do parents think that it is necessary to give teenagers advice?
3. Does the advice given to you by your parents typically help you, and do you typically
follow their advice? If not, why not?
Questions to Answer As You Read:
4. A “loose sentence” is a string of main clauses connected with conjunctions, commas, or
semicolons, creating a sense of equality. Mark the text as you read and identify two
examples from Twain’s satirical essay where he uses loose sentences to cause the writing
to make a surprising departure from where it seems to be going.
5. Write your own original satirical loose sentence. Start with a clause that sounds familiar
or cliché, and add a surprising twist.
“The War Prayer”
1. “Horatian satire” is satire that is subtle, playful, good-humored, and sympathetic.
“Juvenalian satire” is satire that is harsher, more pointed, and even intolerant. Which of
Twain’s two satirical essays is more Horatian, and which is more Juvenalian? Explain
your answer.
2. Choose two of the “Elements of Satire” from pages 174-175 in the SpringBoard book,
and identify examples of each in this essay.
3. Complete a SOAPSTone analysis of this essay. You may use the chart on page 199.
4. In each of Twain’s essays, is the type of satire he uses appropriate for the subject being
examined? If so, why? If not, why would a different type be more effective?
5. What would be the effect be if Twain used lighthearted satire to discuss war and religion?
6. Twain’s essay suggests that religious people who support war are hypocritical, and that
patriotism is simply an excuse for violence. How do you respond to these claims?