September 26, 2001

CONSIDER THE SOURCE
Comparing News Coverage About the Taliban Regime from Around the World

Grades:  6-8,9-12

Subjects:  Current Events, Global History, Journalism, Language Arts, Media Studies, Social Studies

Related New York Times Article
"Saudi Arabia Cuts Ties With Taliban", By JOHN F. BURNS with CHRISTOPHER S. WREN,September 26, 2001

Overview of Lesson Plan: In this lesson, students learn to critically compare news reporting from around the world, focusing on coverage of the Taliban regime.

SUGGESTED TIME ALLOWANCE:
1 hour

OBJECTIVES:
Students will:

  1. Think critically about their news sources.
  2. Discuss the positions of foreign countries and organizations with regard to American military action in Afghanistan by reading and discussing "Saudi Arabia Cuts Ties with Taliban."
  3. Compare United States and foreign media coverage of this issue by analyzing news reports from various English-language news sources.
  4. Assess television news reports addressing the topic; compare and contrast television and print media reporting on the issue.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO-NOW: Students respond to the following questions in their journals (written on the board prior to class): "Where do you get your news? Do you think your sources are reliable? Why or why not?" Students then share their responses. What different types of news sources can students name? How are these sources similar and different?
  2. As a class, read and discuss "Saudi Arabia Cuts Ties with Taliban," focusing on the following questions:
    1. What did Saudi Arabia announce on September 25, 2001?
    2. According to the Saudi source, why had the Afghan people earned their country "a special status," and what does this mean?
    3. How did the Taliban work against that status, according to the source reported in this article?
    4. Who is Osama bin Laden, according to the article?
    5. What might be some consequences of the Saudi Arabian government's decision?
    6. Which holy sites are mentioned in the article, and where are they located?
    7. What was the government of Pakistan's position on the Taliban, according to the article?
    8. What roles might the Pakistani military forces play in relation to the proposed American military strikes on Afghanistan, according to this report?
    9. What types of future military action might the United States have planned, according to the article?
    10. Who is Mullah Muhammad Omar?
    11. What is Osama bin Laden and Mullah Muhammad Omar's official response to the planned military strikes, and how was this message conveyed?
    12. Where do officials believe Osama bin Laden to be, and why?
    13. What is the Taliban embassy's official position on United States military action, according to the article?
    14. How are the people of Afghanistan responding to planned military strikes on their country, and why?
  3. It is strongly suggested that you engage students in a discussion of the historical and political contexts of the Taliban regime and its relationship with the United States and other countries before starting the main activity (see Background section above). You may wish to create a timeline on the board starting with the Soviet invasion of Afghanistan in 1979 and ending with the current crisis.
    Divide students into small groups, and give each group three articles, each from a news source from a different country, all published on the same day and focusing on the Taliban. Sources may include, but are not limited to, American, continental European, Middle Eastern (Arab and Israeli), and Latin American sources. Groups should read the articles (either aloud as a group or individually, rotating the articles among them until all articles are read), and then respond to the following questions (one student in the group should act as the "secretary"; questions written on the board for easier student access):
    "Consider all of the articles read in class today to answer these questions:
    • Look at the headlines of the articles. What can you tell about the articles from their headlines?
    • Which articles contain photographs? What do they depict? What emotions do you think they are supposed to evoke?
    • How are the articles similar in their accounts of the subject or event?
    • How are the articles different?
    • What information do some articles provide that others do not? Why do you think that is?
    • What information do some articles omit that others include? Why do you that is?"
    Allow students the opportunity to discuss their findings, either at the end of class or in a future class.
  4. WRAP-UP/HOMEWORK: Ask students to watch at least one international news report on television this evening, jotting down notes about how these news reports explore the issues discussed in the articles read in class. Then, each student writes a brief (one to two page) thoughtful evaluation of the information presented, comparing and contrasting print and television news reports of the same topic. Students should be sure to watch with same critical perspective from which they read their print news reports.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated based on their written journal entries, participation in class discussions and group work, and thoughtful comparison-contrast essays exploring television and print news coverage.

VOCABULARY:
diplomatic, harboring, championed, enforcing, lofty, gullible, defaming, volatile, diminish, belligerent, crusader, infidels, oppressors, populous, bloodshed, originated, authenticity, partisanship, welter, unattributed, ambiguous, formulations, fractious, hedged, delegation, ultimatum, sympathetically, occupying

EXTENSION ACTIVITIES:

  1. Many pieces of false information were spread after the attacks on the World Trade Center and the Pentagon on September 11, 2001. The New York Times article "As Thick As the Ash, the Myths are Swirling" (http://www.nytimes.com/2001/09/25/nyregion/25RUMO.html) addresses these rumors and the ways in which they were disseminated. Read the article and write a personal response. How vulnerable were you to the myths and stories? Why do you think these myths began and were spread? What is the responsibility of the news media in checking facts before disseminating them?
  2. The article mentions the Islamic holy site of Mecca. Research the significance of this place, and create a brochure for non-Muslims explaining the "haj," or pilgrimage, to Mecca.
  3. Read about the history of the Arabic alphabet and language. Then, create a list of words used in our common everyday vernacular that have their roots in Arabic.
  4. Collect accounts of the social consequences of the terrorist attacks of September 11, 2001. Create a collage depicting the ways in which Americans have responded to these events. Make sure to include both positive and the negative aspects.
  5. Assign each student a different country, and have each research the response of that country's government regarding participating in a coalition against terrorism. Then, host a world summit meeting about the topic, allowing each representative to share his or her country's position. As a group, outline the measures that the coalition will take in combating terrorism.
  6. Investigate formal coalitions that exist among different countries, such as the European Union, NAFTA and the United Nations. Assign small groups to research different coalitions. Then, each group creates a guide to that coalition, explaining its history, goals and actions.
  7. Develop an encyclopedia entry about the history of the Taliban. Keep your "coverage" free of bias.

INTERDISCIPLINARY CONNECTIONS:
American History- Learn more about the United States' complicated relationship with Pakistan, Saudi Arabia and other countries mentioned in the New York Times article read in class. Create a timeline of significant events and how these events affected each relationship.

Geography- Create a "monotheism chart" tracing the roots of Islam, Christianity, and Judaism historically. Make sure to show the connections among all three faiths and to include key events and changes to (or divisions in) each.

Copyright 2001
The New York Times Company

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