Tuesday, April 24, 2012

Post #75

LAST DAY
(If you are done, try to find the article that won for best FEATURE STOR?Y. It is a very distrubing article but well worth reading for its dramatic impact. If the link off Pulitzer.org doesn't work, go to the Philadelphia Inquirer website to access it.)

Go to Pulitzer.org and find the articles that won this year's award for Public Service.
Click on this link, then click on Works and then click on Philadelphia Inquirer.

Read the first article about violence in the Philadelphia school system. (I have had some difficulities with the first article freezing the screen. If this happens go to one of the other articles.) These articles are lengthy so feel free to pick and choose which parts of which articles you will summarize.

Write a summary of what you have read and then highlight the parallels you see between Philadelphia and the New York City school system. Post this on your blog.

Aim: How do we read and analyze a news article?

Obj: Read, analyze, and summarize given article.
Systhesize information in article and compare and contrast Philadelphia schools to NYC schools


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PULITZER BIOGRAPHY ASSIGNMENT PAST DUE !
### We spoke about William Randolph Hearst and his connection to both Joseph Pulitzer
and Yellow Journalism. Here's a link to see his crib.###
Go to Pulitzer.org and read the biography on Joseph Pulitzer.
(Find this on the left hand side of the page after you click on "The Prizes." )
Find out what the Pulitzer Prizes are and who receives them.

Aim: What are the origins of the Pulitzer Prizes?

Obj: SWBAT read biography of Joseph Pulitzer and answer questions
                      encapsulate this information on their blog.
                     
Who was Joseph Pulitzer?
Why was he important in journalism?
What was his role in the history of "yellow" journalism?
Why did he do what he did in his newspapers related to the Spanish-American War?
How did he do society a service through his newspapers? (What scandals did he expose?)

Post your summary on your blogsite.

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