May 20, 2002

NEWSWORTHY INTENTIONS
Exploring the Risky and Edifying Dimensions of Satire

Grades:  6-8,9-12

Subjects:  Civics, Journalism, Language Arts, Social Studies

Related New York Times Article
"Satire, Lost on Some, Spins into a Libel Suit, By ADAM LIPTAK", May 20, 2002

Overview of Lesson Plan:: In this lesson, students explore the legal distinction between satire and libel, then research libel precedents before writing an opinion on a libel suit in Texas.

SUGGESTED TIME ALLOWANCE: 1 hour

OBJECTIVES:
Students will:

  1. Describe situations in the media they find humorous; learn definitions for satire and libel.
  2. Learn about satire and libel in the news by reading and discussing "Satire, Lost on Some, Spins into a Libel Suit."
  3. In groups, research and analyze United States court cases involving libel; present findings to the class.
  4. Synthesize their learning by writing editorial article expressing their opinion on whether or not Ms. Farley deserves to be sued for libel.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. 1. WARM-UP/DO NOW: Students respond to the following prompt in their journals (written on the board prior to class): "What do you find funny? Name television shows, commercials, movies, comedians, events or situations that make you laugh. Explain why you think these things are funny." After a few minutes, allow students to share their responses and write some of their examples on the board. Allow time for specific scenes, lines, etc. to be mentioned. Then provide definitions (adapted from http://www.dictionary.com for "satire" and "libel" (written on the board prior to class for easier student access): "satire: witty language used to expose something stupid, humorous or insulting, and usually uses falsehoods to reach this goal; libel: false publication in writing, print, signs or pictures that damage a person's reputation." Using what students find funny (if possible), teacher will then explain how the students' journal responses are satirical. Then discuss the following questions: What was being made fun of in your journal examples? How could this information be seen as false?
  2. As a class, read and discuss the article "Satire, Lost on Some, Spins into a Libel Suit," focusing on the following questions:
    1. Why was Christopher Beamon sent to jail in 1999?
    2. What did Ms. Farley write in her Dallas Observer article?
    3. According to the article, what type of newspaper is the Dallas Observer?
    4. Why are two officials named in the article suing the newspaper?
    5. What did the Texas appeals court say about actual malice in a satire case?
    6. Why didn't Ms. Farley think the audience would take her article seriously?
    7. Who is Judge Darlene Whitten? Why is she suing?
    8. Who is Bruce Isaacks? Why is he suing?
    9. What law makes libel cases hard to try in court, according to the article?
    10. How does the plaintiff's lawyer, Michael Whitten, define libel?
    11. What are some characteristics of satire mentioned in the article?
    12. Why is the question of what the readers understand important in this libel case?
  3. Divide the class into five or six groups. Explain that each group will be researching United States legal cases of libel to discover the circumstances under which false publication has occurred. Each group will be responsible for researching and developing a short oral presentation to share with the class. Using all available classroom resources, students will research the following questions as they relate to satire and libel (written on the board prior to class for easier student access):
    • Who is involved in the case?
    • What is the central legal issue?
    • When did this case come before the court?
    • What were the intended results of the action on trial?
    • Why is this issue considered libel?
    • --How was this case resolved?
    [You may want to direct students to The Consumer Projection Technology's Page on Defamation and Libel Cases http://www.cptech.org/ecom/jurisdiction/defamation2.html, The Freedom Forum http://www.freedomforum.org/, or FindLaw.com http://www.findlaw.com/ to search for libel cases.]
    After groups complete their research, allow time for each group to present its findings to the class. Allow the other students to question the presenters, and encourage all students to take notes on the types of actions that resulted in the libel cases, as this information will provide an understanding of legal precedent that will be instrumental to completing the Wrap-Up/Homework assignment. Be sure that students understand each presentation before moving to the next group.
  4. WRAP-UP/HOMEWORK: Individually, students will write an editorial article to The New York Times supporting or opposing of the case against Rose Farley, a reporter for The Dallas Observer. Students should read Ms. Farley's article, "Stop the Madness" (http://www.dallasobserver.com/issues/1999-11-11/satire.html/1/index.html). When writing the editorials, ask students to begin by responding to these guiding questions (written on the board for students to copy before leaving class): "What were Ms. Farley's intentions? Why would readers of The Dallas Observer be upset? Should the readers be upset? What was believable or unbelievable about the article? Based on your understanding of other libel cases, do you think Ms. Farley's action qualifies as liber?" Allow time in a future class for students to share their opinions through an in-class debate.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated based on written journal entries, participation in class and group discussions, thoughtful completion and presentation of group research on libel cases, and thoughtful completion of editorial articles evaluating Ms. Farley's case.

VOCABULARY:
graphic, satire, libel, deadpan, defendant, malice, irrelevant, treatise, certified, akin, prosecute, parody, appellate, shackled, ponder

EXTENSION ACTIVITIES:

  1. Read "A Modest Prosposal" by Jonathan Swift, then write an analytical essay explaining why this piece of literature is considered satire. Students may want to research Irish history before doing this assignment.
  2. Create posters defining and explaining what satire is using political cartoons. Read examples of editorial cartoons at Editorial Cartoons.net ( http://www.editorialcartoons.net/) and the New York Times Cartoons ( http://www.nytimes.com/diversions/cartoons/).
  3. Research libel laws in the United States. Write a research paper outlining the limitations and exceptions for libel law in the United States. What are some famous precedents that are commonly cited in your research? How do these cases help define the law?
  4. What is the difference between "libel," "slander" and "defamation"? Define each of these words, then write sentences that give an example of each term. Try writing sentences using two of the words to further clarify the distinctions between the terms.

INTERDISCIPLINARY CONNECTIONS:
Fine Arts- Create a series of cartoons illustrating the article "Satire, Lost on Some, Spins into a Libel Suit." How could you demonstrate visually how fact differs from fiction, or show how satire is meant to be a commentary on life, not trickery.

Global Studies- Are tabloid papers meant to be satirical or libelous? What evidence can you gather about how tabloids are read in different countries? Create a visual aid that compares and contrasts tabloid papers around the world. What people, places or events do these papers focus on? How do they attract readers to their publication? Are the articles more humorous than harmful?

Media Studies- Write an article that tracks the history of comedy in your country. What were some of the earliest venues and comedians that built up this art form? Who are some famous comedians? What were they best known for? What subject matter did they use as comedic material?

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