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Software Vault: The Gold Collection
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Software Vault - The Gold Collection (American Databankers) (1993).ISO
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CNN6-18
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1993-06-19
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****** *** *** * Friday, June 18, 1993
* * * * * *
* * * * * *
* * * * * *
********** *** *** ANCHOR DESK _____________________________
DAILY NEWS BRIEFING
--------------------------------------------------------------------
Title # Program Rundown Time
--------------------------------------------------------------------
OPENING 1 :40
TOP STORY 2 The U.N. launches an air and ground assault 4:25
in Somalia, driving Mohamed Farah Aideed's
militia out of Mogadishu. U.N. issues order
for Aideed's arrest.
IN THE 3 -PRESIDENT CLINTON URGES CONGRESS TO ENACT :30
HEADLINES HIS PLAN TO CUT FEDERAL DEFICIT
-PEPSI CAN CONTAMINATION HOAXES LEAD TO
NINE ARRESTS
****TEACHERS: TODAY'S AT ISSUE SEGMENT CONTAINS SCENES THAT MAY****
DISTURB SOME STUDENTS. PLEASE PREVIEW VIDEO BEFORE SHOWING.
EDITOR'S 4 (Part V in our series) Violence in T.V. 4:35
DESK programming assures networks big ratings --
and bigger "bucks."
DEFINITION 5 EQUESTRIAN: Of horses, horseman, horseback :15
riding, or horsemanship.
Webster's New World Dictionary, 3rd College Ed.
OUR WORLD 6 Teen equestrian in Pine Mountain, GA, works 3:40
hard at what she enjoys but it's not all
fun and riding.
CLOSE 7 :55
------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS ---------------
mastermind armored personnel carrier cross country dressage
--------------------------------------------------------------------
COPYRIGHT (C) 1993 CABLE NEWS NETWORK, INC. ALL RIGHTS RESERVED.
COPYRIGHT (C) 1993 TURNER EDUCATIONAL SERVICES, INC.
ALL RIGHTS RESERVED.
May be reproduced for class- Curriculum materials by
room use with CNN NEWSROOM Teachable Tech, Inc.
ANCHOR DESK June 18, 1993 (2)
TOP STORY - U.N./SOMALIA
1. Why was a warrant issued for the arrest of Mohamed Farah
Aideed? Why are authorities calling the latest series of
multi-national raids against Aideed a "success," in spite of
heavy casualties? Why did U.S. President Clinton say that the
raids are necessary? Do you think the U.N.'s course of action
will be effective in neutralizing Aideed? Explain.
2. If you were the Secretary-General of the U.N., what would you
say to the people of Somalia to reassure them or to convince
them that the world community's actions are in Somalia's best
interests? Have groups of students discuss this question and
work to compose speeches that would accomplish those objec-
tives. Have each group appoint one person to "deliver" its
speech to the class. Generate a class discussion about the
differences between the situations in Somalia and Haiti. Are
the United Nations' actions in each case appropriate for each
situation? Discuss.
OUR WORLD: HORSE TEEN
3. Have you ever ridden a horse? If so, describe your first
experience. Were you excited? Afraid? How would you
characterize the relationship between Leigh Ellen and her
horse, "By George"? Explain.
4. Honored in myth, legend and fiction, the horse is a powerful
image all over the world. Challenge students to write a poem
suggestive of one such larger-than-life image (e.g., Pegasus,
Rozinante, the horse in Picasso's GUERNICA, depictions in
films, such as THE BLACK STALLION, BEN HUR, etc.) and share
these. As a class, choose the best poems and bind into a
single volume with illustrations by one or more class artists.
5. Brainstorm with students a list of "horse expressions" (such as
"horse of a different color," "hold your horses," "horse
feathers," "horse play," etc.). First, have students define
the common use of each expression; then ask them to create
another meaning for the same expression. Use these to inspire
cartoons and display in class.
NEWSQUIZ
6. Distribute the NEWSQUIZ (pg 4). Have students work individu-
ally to fill in the last name of each newsmaker described. The
first letter of each last name is given to assist students.
ANSWERS: 1-Campbell, 2-Aideed, 3-Connally, 4-Aristide,
5-Lenin, 6-Gardel, 7-Simon. After reviewing answers with
students, have each student select one newsmaker about whom to
research and prepare a two-minute "mini-biography." Encourage
students to present not only personal and background data but,
also, the impact that person has had on his/her country and the
world.
***** ****** ***** ***** ***** ***** ** ***** June 18, 1993 (3)
* * * * * * * * * * **
*** * * * * * * **** ***
* * * * * * * * * ** U.S. T.V.
***** ****** ***** * ***** * * ***** DESK: VIOLENCE
1. PREVIEWING: What ingredients do you look for in your choice of
television programming?
2. AFTER VIEWING: Based on the kind of television programming
that is exported to other countries, what impression do you
think these countries have of U.S. society? In your opinion,
is this impression valid? Explain.
3. What media characteristics encourage the production of violent
T.V. programs? How does the "bottom line" impact the choice of
programming? What other media choices are available to the
viewer that drain profits away from the networks? Discuss: Is
there ever a point in business when concerns for the "bottom
line" should give way to social concerns? Explain.
4. What is censorship? In your opinion, is government regulation
of T.V. programming censorship? Explain. Should any standards
be applied to T.V. programming? Why/Why not? If yes, would
the same standards for network programming apply equally to
cable and pay-per-view? Explain. Discuss government
regulation, industry self-regulation or no regulation of U.S.
T.V. Then ask students to project 20 years into the future and
predict possible consequences to each alternative.
5. How much "formula" goes into the making of cheap shows? Refer
students to CNN NEWSROOM STUDENT HANDOUT for June 14, 1993.
Have them choose one show from the T.V. log, view the selection
and, while viewing, try to anticipate the dialogue and action.
In class have students compare and discuss their findings, then
rate the shows from MOST to LEAST predictable. Based on the
ratings, poll students about how likely they are to view these
programs again.
6. Challenge students to create a non-violent alternative to the
scripts encountered in Question #5. Divide the class into
groups. Have them use the premise of a show from the T.V. log
and redirect the story line and characterizations into other-
than-violent directions. Encourage students to talk through
several alternatives before attempting a rewrite. Have each
group submit their re-written portions to the class for
critique, then re-group for a final re-write and edit.
------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS ---------------
networks audience share parental advisory graphic programming
** * ****** ** ** ***** ***** * * * ****** 06/18/93 (4)
* * * * * * * * * * * * *
* * * **** * * * ***** * * * * * *
* ** * * * * * * * * * * * * * THE
* * ****** ** ** ***** ***** ***** * ****** NAME GAME
*
DIRECTIONS: Below are several phrases that describe some news-
makers from this week's CNN NEWSROOM. Write the last name of the
person described on the line below each phrase. The first letter of
the name is given to help you.
1. She will be Canada's first female Prime Minister when she is
sworn in on June 25th.
C______________________________________________________________
2. United Nations forces have launched bombing raids against this
Somalian warlord.
A______________________________________________________________
3. This three-time Governor of Texas, wounded in the assassination
of U.S. President John Kennedy in 1963, died this week.
C______________________________________________________________
4. The United Nations Security Council has voted to impose tough
sanctions unless this Haitian ruler is returned to power.
A______________________________________________________________
5. A statue of this Russian Revolutionary graces the entrance of a
Texas hamburger joint.
L______________________________________________________________
6. Argentines still honor this man who made their tango famous.
G______________________________________________________________
7. This U.S. Senator authored the Television Act of 1990 in an
attempt to hold the industry accountable for what it airs.
S____________________________________________________________
Check your answers. Choose any one of the names above and present a
two-minute "mini-biography" on that person. Include information
about the person's childhood and background and describe the impact
that person has had on his/her nation and the world.
*** END OF FILE *** Close Buffer *** Press [ENTER] to Continue.