Version 1. Gayle Robinson, seventeen year old daughter of Samuel Robinson, disappeared from her home five days ago. Miss Robinson left no note, but she did take a suitcase and some clothing. According to her distraught parents, the girl had about twenty dollars when she left. Last night Mr. Robinson asked the police for assistance in finding his daughter. Mr. Robinson is a candidate for the City Council. He is scheduled to speak tonight at a Teenager in Politics meeting and expects to be there, indicating that while there was little he could do at the moment for daughter, there might be much he could do to inform other young adults of their political rights and responsibilities. Version 2. Last night several detectives talked to Samuel Robinson, a candidate for the City Council, about the sudden and strange disappearance of his seventeen year old daughter Gayle, who dropped out of sight five days ago. In her closet are dozens of skirts and designer jeans. The girl’s bank account was untouched; as was the "piggy bank," actually a Raggedy Ann, in which she has collected pennies and nickels since she was a little girl. Today the Robinson home is a restless, unhappy place. A friend of the missing girl whispered something about a quarrel between Gayle and her father. Gayle’s twelve year old brother Charles is lonely, and Mrs. Robinson’s eyes are red from crying. Mr. Robinson is scheduled to speak tonight at a political rally. When asked if he would keep the engagement, Mr. Robinson said emotionlessly, "Of course I’ll keep it." 1. What are the difference between the leads in these stories? 2. How do the choice of words differ in the two stories? 3. What facts are emphasized in each story? 4. What is the underlying apparent purpose in each story? 5. Rewrite the story as best you can to have no bias, follow the inverted pyramid format, and to stick to facts.

In the second part of the unit, the students serve as reporters in the

community and use the skills they learned and developed in actual experiences and situations outside the classroom. The approach and

organization within the classroom become individualized as students

select their own area of interest to pursue. This is an exciting and

interesting time as students begin to investigate, research, and write

their stories for a journalism class newspaper project. Students keep

a log of their leads and their activities, and a folder that contains

their tapes, photographs, notes, stories, and revisions.

Students share their experiences with each other as they offer suggestions and constructive criticism. This is the part of the unit that

is so motivating to the student-reporters. Their enthusiasm becomes

contagious and even those students who are timid and unsure become

caught up in the spirit of journalists who seek interesting, accurate,

and unusual stories.

The requirements for the project are quite specific and are included

in this booklet. Along with practices and procedures which proved

successful in this unit, suggestions for additional enrichment activities and problems students encountered are included.

Depending upon the structure in your school, this journalism curriculum

can be taught as a separate unit or a unit within the traditional

the curriculum at some point during the semester. Time as well as your

students' abilities will determine just how much of the curriculum you

do cover within your particular classroom situation.

1. read the following excerpt from franklin d. roosevelt's "fireside chat 19":

on the other side of the picture, we must learn also to know that guerilla warfare against the germans in, let us say serbia or norway, us; that a successful russian offensive against the germans us; and that british successes on land or sea in any part of the world strengthen our hands.

remember always that germany and italy, regardless of any formal declaration of war, consider themselves at war with the united states at this moment just as much as they consider themselves at war with britain or russia. and germany puts all the other republics of the americas into the same category of enemies. the people of our sister republics of this hemisphere can be honored by that fact.  

the true goal we seek is far above and beyond the ugly field of battle. when we resort to force, as now we must, we are determined that this force shall be directed toward ultimate good as well as against immediate evil. we americans are not destroyers — we are builders.

analyze the effectiveness of this excerpt. how does it function within the speech as a whole? how does the structure of the excerpt to convey the speech's purpose and key points? support your argument with evidence from the speech. (10 points)

a because they still enjoy the fire.

explanation: