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yellow journalism
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- Office of the Historian - U.S. Diplomacy and Yellow Journalism, 1895–1898
- United States History - Yellow Journalism
- Free Speech Center at Middle Tennessee State University - Yellow Journalism
yellow journalism , the use of lurid features and sensationalized news in newspaper publishing to attract readers and increase circulation . The phrase was coined in the 1890s to describe the tactics employed in the furious competition between two New York City newspapers, the World and the Journal .
Joseph Pulitzer had purchased the New York World in 1883 and, using colourful, sensational reporting and crusades against political corruption and social injustice, had won the largest newspaper circulation in the country. His supremacy was challenged in 1895 when William Randolph Hearst , the son of a California mining tycoon, moved into New York City and bought the rival Journal . Hearst, who had already built the San Francisco Examiner into a hugely successful mass-circulation paper, soon made it plain that he intended to do the same in New York City by outdoing his competitors in sensationalism , crusades, and Sunday features. He brought in some of his staff from San Francisco and hired some away from Pulitzer’s paper, including Richard F. Outcault , a cartoonist who had drawn an immensely popular comic picture series, The Yellow Kid , for the Sunday World . After Outcault’s defection, the comic was drawn for the World by George B. Luks , and the two rival picture series excited so much attention that the competition between the two newspapers came to be described as “yellow journalism .” This all-out rivalry and its accompanying promotion developed large circulations for both papers and affected American journalism in many cities.
The era of yellow journalism may be said to have ended shortly after the turn of the 20th century, with the World ’s gradual retirement from the competition in sensationalism. Some techniques of the yellow journalism period, however, became more or less permanent and widespread, such as banner headlines, coloured comics, and copious illustration. In other media, most notably television and the Internet , many of the sensationalist practices of yellow journalism became more commonplace.
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Yellow journalism and the explosion of the uss maine, lesson plan, grade levels, course, subject.
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Evaluate the interpretation of historical events and sources , considering the use of fact versus opinion , multiple perspectives, and cause and effect relationships.
Evaluate how conflict and cooperation among groups and organizations in the U.S. have influenced the growth and development of the world.
- Ethnicity and race
- Working conditions
- Immigration
- Military conflict
- Economic stability
Evaluate the role groups and individuals played in the social, political , cultural, and economic development throughout world history.
- Big Ideas Historical context is needed to comprehend time and space. Historical interpretation involves an analysis of cause and result. Perspective helps to define the attributes of historical comprehension. The history of the United States continues to influence its citizens, and has impacted the rest of the world. World history continues to influence Pennsylvanians, citizens of the United States, and individuals throughout the world today.
- Concepts Biography explores the life of an individual. Biography is a historical construct used to reveal positive and/or negative influences an individual can have on civilization. Biography is a historical construct used to reveal positive and/or negative influences an individual can have on world history. Comprehension of the experiences of individuals, society, and how past human experience has adapted builds aptitude to apply to civic participation. Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending society in the United States. Domestic instability, ethnic and racial relations, labor relation, immigration, and wars and revolutions are examples of social disagreement and collaboration. Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending the American society. Historical causation involves motives, reasons, and consequences that result in events and actions. Historical causation involves motives, reasons, and consequences that result in events and actions. Some consequences may be impacted by forces of the irrational or the accidental. Historical comprehension involves evidence-based discussion and explanation, an analysis of sources including multiple points of view, and an ability to read critically to recognize fact from conjecture and evidence from assertion. Historical literacy requires a focus on time and space, and an understanding of the historical context of events and actions. Historical literacy requires a focus on time and space, and an understanding of the historical context, as well as an awareness of point of view. Historical skills (organizing information chronologically, explaining historical issues, locating sources and investigate materials, synthesizing and evaluating evidence, and developing arguments and interpretations based on evidence) are used by an analytical thinker to create a historical construction. Human organizations work to socialize members and, even though there is a constancy of purpose, changes occur over time. Learning about the past and its different contexts shaped by social, cultural, and political influences prepares one for participation as active, critical citizens in a democratic society. Social entities clash over disagreement and assist each other when advantageous. World history can offer an individual discerning judgment in public and personal life, supply examples for living, and thinking about one’s self in the dimensions of time and space. World history can offer an individual judicious understanding about one’s self in the dimensions of time and space.
- Competencies Articulate the context of a historical event or action. Construct a biography of a non-American and generate conclusions regarding his/her qualities and limitations. Contrast how a historically important issue in the United States was resolved and compare what techniques and decisions may be applied today. Contrast multiple perspectives of individuals and groups in interpreting other times, cultures, and place. Evaluate cause-and-result relationships bearing in mind multiple causations. Summarize how conflict and compromise in United States history impact contemporary society. Synthesize a rationale for the study of a non-American individual in world history.
Common Core Standards
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Yellow Journalism
William Randolph Hearst
Joseph Pulitzer
Spanish-American War
In studying the Spanish-American War, students will be able to:
List and analyze the events that led to US involvement in Cuba during the Spanish-American War.
Evaluate the cause behind the explosion of the USS Maine.
Define yellow journalism and illustrate its connnection to United States involvement in the Spanish-American War.
Identify William Randolph Hearst and Joseph Pulitzer and their connections to the Spanish-American War and the USS Maine explosion.
Construct a piece of yellow journalism based on the cause of the USS Maine's explosion.
Lesson Essential Question(s)
What role do multiple causations play in describing a historical event?
Student-Centered Essential Question: How does media influence the value and importance of news?
Four 45 minute periods
2 sensationalist newspapers such as the National Enquirer
Articles from the "National Briefs" and "World Briefs" sections of local newspapers such as the Pittsburgh Post Gazette or Tribune Review (at least one article per student)
Yellow Journalism PowerPoint Yellow Journalism.pptx
Spanish-American War PowerPoint The Spanish-American War.pptx
Yellow Journalism Activity Worksheet - copy for each partner group of two Yellow Journalism Activity.docx
USS Maine Activity Worksheet - copy for each student USS Maine activity.docx
Essay Quiz - copy for each student Essay Quiz.docx
Computers for each student
Suggested Instructional Strategies
: | Students learn the strategies and techniques behind yellow journalism. Students then connect the techniques used during yellow journalism to the impact of the USS Maine explosion in Cuba and the entrance of the United States into the Spanish-American War. |
: | Students will use relevant examples of yellow journalism to learn its techniques before creating their own pieces of yellow journalism concerning the USS Maine explosion. |
: | Students will use news stories of today as examples of yellow journalism. Students will have a greater understanding of yellow journalism tactics by reviewing articles they may read already on a daily/weekly basis. By building off current use and then creating yellow journalism from news briefs, students will understand the use of bias in the news. |
: | Students will be asked to analyze news, who is reporting it and possible bias. Through this lesson, students will gain an awareness and appreciation of news and the larger implications of what is reported. |
: | Students will complete a three step process in analyzing yellow journalism and its connection to the Spanish-American War. Students will deconstruct a current piece of yellow journalism from a sensationalist newspaper. Students will then turn a news brief into a piece of yellow journalism. Lastly, students will construct a piece of yellow journalism taking a stance on the cause of the USS Maine explosion. |
: | The lesson uses scaffolding by first addressing an actual piece of yellow journalim, then providing students with an actual news article and turning it into yellow journalism before creating their own piece based on lecture and reading. Students will be placed in flexible groups to help with identifying the strategies and techniques of yellow journalism. Discussion and examples will help to aid students in the construction of their articles. |
: | This lesson in designed to build understanding of yellow journalism and its influence on the Spanish-American War. Students are guided through the techniques of yellow journalism and provided an example that is demonstrated in class before students are broken up into groups and asked to identify these techniques. Students then create a piece from current news before creating a piece independently concerning the USS Maine explosion. Students will need to complete each step in the process, ensuring understanding of strategies and the implications of this tactic before being able to complete the independent activity of creating their own piece concerning material learned in class. By investigating the strategy and applying its concepts, students will demonstrate an understanding of the impact of yellow journalism during the Spanish-American War. |
Instructional Procedures
Begin class with the yellow journalism PowerPoint and the journal prompt on slide one. Have the journal prompt on the board when students enter the room and instruct them to begin answering the questions in their journal. Give students several minutes to answer the questions in their journal; the instructor should float around the room to check for completion and prompt students to remain on task. After several minutes, have students share their responses with a neighbor; responses will then be shared with the class through a discussion.
After the discussion, the instructor will proceed through the PowerPoint presentation that defines yellow journalism. Students will learn the strategies of yellow journalism through direct instruction and then watch a short video clip that addresses the origins of yellow journalism, connecting it to the Spanish-American War. After the video, students will be asked to identify present-day examples of yellow journalism. The instructor will write student responses on the board.
The instructor will present students with a current issue of the National Enquirer newspaper. The teacher will display an article from the newspaper and identify the techniques utilized in the article that make it an example of yellow journalism. Students will then be divided into groups of two. Each partner group will receive one copy of the Yellow Journalism Activity worksheet and will have the opportunity to choose one article from the National Enquirer . The instructor will move to the next slide that provides the directions for Activity One. The partner groups will work through the worksheet, identifying the yellow journalism techniques in their article.
Students will use the remaining time in class to finish the worksheet with their partner.
To begin class, any groups that were unable to finish the Yellow Journalism Activity worksheet will receive five minutes to complete it. Those groups that have finished will meet with a different group and share the articles each selected and why they are considered yellow journalism.
After those five minutes, the instructor will choose two groups to share their articles with the class. Groups will summarize the contents of their article and then why it is considered a piece of yellow journalism.
The instructor will move on to the last slide in the yellow journalism PowerPoint entitled Activity Two. The instructor will use a National Brief article from a local newspaper to provide students with an example. The instructor will read the article to the class and then ask students to brainstorm headlines for the article as well as picture ideas. Students will select a headline for the article and the instructor will write the headline on the board. Students will then be asked to brainstorm a way to take the 'brief' containing simple facts and turn it into a sensationalist piece of yellow journalism. The instructor will write the ideas on the board and then verbally construct the new piece of news (if the instructor desires, this can be done before class and handed to students as an example; students can then go over this example with the class.)
Students will then have the opportunity to create their own piece of news. Provide students with both national and world briefs from the paper. Students will have the opportunity to choose one article. Using the directions listed on the Activity Two slide, students will turn their brief into a piece of yellow journalism. Students will use a computer to complete the activity. The new article must contain a headline, picture and sensational text to draw in the reader. Although students may not contradict the facts of the brief, they may expand on its content to fulfill the criteria of a yellow journalism piece. The article should fill an 8.5x11 sheet of paper--students may adjust the font size to 16 point font.
Students will have the remainder of the period to complete the activity. Students must turn in their original brief with their new interpretation.
Begin class by asking a few students to share their news brief/yellow journalism activity. Have students summarize the brief and then explain what they did to turn it into a piece of yellow journalism. Then collect each students news brief/yellow journalism piece. Ask students if they had any difficulties with the activity. Address those concerns and issues with the class.
The instructor will then cover the events that led to the US involvement in Cuba and the beginning of the Spanish-American War by utilizing the the Spanish-American War PowerPoint and direct instruction. The instructor will incorporate discussion into the PowerPoint by utilizing the questions in the slideshow.
After the PowerPoint, each student will receive the USS Maine Activity worksheet . The instructor will inform students that they will now create their own piece of yellow journalism as they attempt to determine the cause behind the explosion of the USS Maine. The instructor will read through the directions with the class and then the grading scale for the assignment; any questions concerning the assignment will be addressed at this point during the lesson.
Students will have the remaining time in class to begin working on the assignment. The assignment will be due the following day at the beginning of class.
Students will turn in their USS Maine article at the beginning of class. After the articles have been collected, students will discuss what they believe to be the cause behind the USS Maine explosion. The instructor will facilitate the discussion to ensure that all students provide a response and a rationale for their response.
After ten minutes, each student will receive a copy of the essay quiz as well as lined paper. The instructor will read through the directions of the quiz and answer any questions. Students will have the rest of the period to finish the essay quiz and turn their responses into the instructor.
Formative Assessment
Provide feedback to ensure student understanding through the group discussions and the relatve activities on yellow journalism.
Collect actvities for individual assessment.
Collect essay quiz for individual assessment.
Related Materials & Resources
USS Maine - This website provides information on the events leading up to the USS Maine explosion as well as the impact of the explosion. http://www.history.navy.mil/faqs/faq71-1.htm
Crucible of Empire: The Spanish American War - This website addresses the Spanish-American War and the role of yellow journalism. https://www.pbs.org/crucible/
Date Published
Insert template, information.
Home » Articles » Topic » Yellow Journalism Yellow JournalismCleveland Ferguson III New York newspapers publishers William Randolph Hearst and Joseph Pulitzer engaged in a fierce competition readers in the late 1800s, employing sensationalism, big headlines and salacious stories to attract readers. The conservative press derided the aggressive play for readers as "yellow journalism" and even successfully got the Hearst and Pulitzer newspapers removed from libraries and news racks in some places. Here, an illustration published in the New York Evening Post makes fun of William Randolph Hearst as a jester tossing newspapers to a crowd of eager readers. (Image via Library of Congress, public domain) Yellow journalism refers to sensationalistic, salacious and sometimes slanted stories that newspapers present as objective truth. The term was coined in the late 1800s in New York by established journalists to belittle the unconventional techniques of their new rivals: William Randolph Hearst, publisher of the New York Journal, and Joseph Pulitzer , publisher of the New York World. Hearst and Pulitzer themselves were locked in a furious circulation battle, one-upping each other with big stories with big headlines to sell papers appealing to the working-class populace. Although Eric Burns in his book "Infamous Scribblers" demonstrated that the press in early America could be quite raucous, yellow journalism is generally perceived to be a late 1800s phenomenon full of lore and spin, fact and fiction, tall tales, and large personalities. It was aided by advances in technology that allowed faster turnarounds in getting printed news to readers. Characteristics of yellow journalismYellow journalism had the following characteristics:
Conservative press organized boycott against Pulitzer, Hearst papersThe conservative press thought these characteristics amounted to misconduct in the gathering of news and launched a boycott of both newspapers. The boycott was successful in excluding the two newspapers from the stands in the New York Public Library, social clubs, and reading rooms, but it only served to increase readership among average citizens who rarely frequented such establishments. Overall, the boycott backfired. Circulation for both newspapers increased, and Hearst purchased other newspapers and insisted on the use of the same techniques in other cities. One illustration published in the New York Evening Post shows William Randolph Hearst as a jester tossing newspapers to a crowd of eager readers. It includes a note in the bottom left from the New York mayor which says: ”The time is at hand when these journalistic scoundrels have got to stop or get out, and I am ready now to do my share to that end. They are absolutely without souls. If decent people would refuse to look at such newspapers the whole thing would right itself at once. The journalism of New York City has been dragged to the lowest depths of degradation. The grossest railleries and libels, instead of honest statements and fair discussion, have gone unchecked.” The conservative press was itself not above printing the occasional fantastical story. Moreover, within 10 years, almost every newspaper in the country began using large headlines for election day editions or illustrations and pictures to contextualize a crisis or celebration. Hearst's and Pulitzer's newspapers eventually declined in circulation, but not before others had copied their methods. The Yellow Kid comic strip appeared first in Joseph Pulitzer's New York World in February 1895. It was created by illustrator Richard Outcault and may be the first source of the term "yellow journalism." Where did the term "yellow journalism" come from?Lore has suggested that the use of a comic strip illustrated by The World’s Richard Felton Outcault entitled “The Yellow Kid” (later poached by the Journal) was the source of the phrase “yellow journalism.” The comic strip poked fun at industry, political, and society figures, was the source of the phrase “yellow journalism.” Other sources point to a series of critical editorials by Ervin Wardman of the New York Press as coining the phrase. Wardman had first attempted to stigmatize the practices as “new” and then “nude” journalism. He then used the term “yellow,” which had the more sinister, negative connotation that Wardman sought. Other editors began to use the term in their newspapers in New York, and it eventually spread to Chicago, San Francisco, and other cities by early 1897. While yellow journalism is largely associated with the newspaper wars in New York, scholar Patti Piburn has documented the use of the same scurrilous reporting, attention-grabbing news and front-page illustrations in what was then territorial Arizona. In "Discovering the Arizona Republican Newspaper, 1890-1900: Yellow Journalism in America’s Territorial Press," (2024) Piburn notes how advances in printing technology allowed swifter reporting and was coupled with the desire to appeal to huge audience of the poor and working class with a broader definition of news that included "topics such as crime, violence, disasters, sex, divorce, scandal, pseudoscience, sports, international diplomacy, and weather events." Yellow journalism and the Spanish-American WarAn artist's illustration of the sinking of the USS Maine in the harbor of Havana, Cuba, was featured largely on the front page of the New York World, which was published by Joseph Pulitzer. The use of large, dramatic images to attract newsstand buyers is one of the characteristics that came about during the age of yellow journalism. Yellow journalism is sometimes linked with arousing public sentiment against Spain's occupation of Cuba and President William McKinley 's decision to enter a war with Spain, particularly after sensational and nonstop coverage of the sinking of the USS Maine in Havana, Cuba, in 1898. Others discount such press influence, but the journalistic practices of the day nevertheless marked a turn in how such events were covered. In "Breaking the News: Telegraphy and Yellow Journalism in the Spanish-American War," scholar Craig Carey recalls the popular, but now regarded as probably fictional, ancedote that reflected the idea that new journalism featured people who did not merely chronicle an event, but took part, sometimes as decisive agents. Carey writes how war correspondent and illustrator Frederic Remington who was sent to Cuba by William Randolph Hearst dispatched back that “Everything is quiet. There is no trouble. There will be no war. I wish to return.” Hearst famously replied: “Please remain. You furnish the pictures and I’ll furnish the war.” Furthermore, Carey documents how electrical telegraphy allowed newspapers "to produce the continuous spectacle of war news and sensational journalism." The fact that Remington , who would later become a famous sculptor and painter of the American West, was sent to Cuba to provide illustrations for Hearst's newspaper also underscores the importance of such images in the age of yellow journalism, as David Spencer writes in "The Press And The Spanish American War Political Cartoons of the Yellow Journalism Age." Supreme Court has set high bar for restraining the pressAlthough modern journalistic standards are arguably as high as they have ever been, some Supreme Court decisions have allowed room for sensational coverage and criticism, especially of public figures. In Near v. Minnesota (1931), the Supreme Court set a strong presumption against prior restraint of publication, and New York Times Co. v. Sullivan (1964) further set a high bar for public figures who thought that articles printed about them were libelous. McIntyre v. Ohio Elections Commission (1995) also ruled that individuals can publish anonymous criticisms of political issues, and newspapers’ use of anonymous sources is largely governed by a code of journalistic ethics. This article is originally published in 2009. It was updated in June 2024 by Deborah Fisher. How To Contribute The Free Speech Center operates with your generosity! Please donate now! Yellow Journalism Creative Writing ActivityDescriptionQuestions & answers, three reays of sunshine.
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Step 3: CreateDigital options to Create your own Newspaper. Use the Google Docs Newspaper Templates or Word Document Newspaper Templates to complete this assignment. Click here for Google Doc Templates (also available in Schoology) 1. Make sure to share it with my email before you submit: [email protected]. 2.
Yellow Journalism- Assignment # 5. The Spanish-American War is often referred to as the first "media war." During the 1890s, journalism that sensationalized—and sometimes even manufactured—dramatic events were a powerful force that helped start the US war with Spain. Led by newspaper owners William Randolph Hearst and Joseph Pulitzer ...
yellow journalism newspaper assignment you are tasked with creating a newspaper frontpage that summarizes the events of american and european imperialism while using yellow journalism tactics to sweep up the american people. topics you must include: • annexation of hawaii • purchase of alaska • spanish-american war (causes and outcomes)
yellow journalism, the use of lurid features and sensationalized news in newspaper publishing to attract readers and increase circulation. The phrase was coined in the 1890s to describe the tactics employed in the furious competition between two New York City newspapers, the World and the Journal. William Randolph Hearst, 1906. Joseph Pulitzer ...
Objectives. In studying the Spanish-American War, students will be able to: List and analyze the events that led to US involvement in Cuba during the Spanish-American War. Evaluate the cause behind the explosion of the USS Maine. Define yellow journalism and illustrate its connnection to United States involvement in the Spanish-American War.
Yellow journalism examples show you how it can use sensationalism and exaggeration to attract readers. Browse this list to see this writing style in action.
First, open the Yellow Journalism Quiz. Using the links provided, answer the questions as completely as possible. Your answers will be e-mailed to you and me. If you do not have an e-mail, or do not want an e-mail sent to you, enter a fake email in order to take the quiz (example [email protected]) Once you have completed the questions, you are ready to ...
This assignment introduces students to the concept of yellow journalism and gives them a chance to apply their learning. The assignment begins by asking the students to use their textbooks to define yellow journalism and how it was used in a famous event in U.S. history. Students will then follow an...
Students use their creativity to create a headline, picture, and article about the explosion of the U.S.S. Maine, modeled after yellow journalism of the time period.The download includes:- Article template- Planning guide for writing- Grading rubric...
Yellow journalism is sometimes linked with arousing public sentiment against Spain's occupation of Cuba and President William McKinley's decision to enter a war with Spain, particularly after sensational and nonstop coverage of the sinking of the USS Maine in Havana, Cuba, in 1898.. Others discount such press influence, but the journalistic practices of the day nevertheless marked a turn in ...
In this assignment, students create their own "yellow journalism" about an event that occurred during American Imperialism. I like to give this right after I teach about the USS Maine. There are two parts to this assignment: 1) Students create a yellow journalism 1) heading, 2) subheading, 3) brief paragraph of what happened, 4) a picture.
Introduction to. Yellow Journalism. In reading the issues of the yellow journals, it is difficult to remain unimpressed by their zeal and their enterprise in obtaining confidential reports and documents. The Journal's scoops in this regard were notable. They included obtaining and publishing in 1896 the text of an ill-fated arbitration treaty ...
Writing: Yellow Journalism This Writing: Yellow Journalism is a unique teaching resource designed to facilitate advanced learning among students in grades 9 through 12. This product provides an effective tool for school educators and homeschooling setups, focusing on Social Studies. ... Hands-On Approach The assignment starts with engagement ...
Yellow Journalism Today. Yellow journalism and the sensational headlines of the Journal and the World raged into the early 1900s, but eventually people began to mistrust what they read. This led some newspapers to go in the opposite direction, emphasizing that their reporting was "unbiased" and fact-based. The New York Times set itself ...
Yellow journalism is the term used for a style of journalism based on presenting sensationalized news to try and make the newspaper more exciting, with the ultimate aim of luring more readers and increasing circulation. It uses eye-catching, multicolumn headlines, oversized pictures and dominant graphics, and is often based on distorted or ...
Ellen Broglio. Journalism teacher/English I Carl Junction High School Carl Junction, Missouri. Title: Journalism history: The muckrakers. Description of school, students and class. This unit will be taught to a 9th-through 12th-grade newspaper production class. No journalism class is currently offered, so we devote portions (about 20 to 30 ...
Yellow Journalism- Assignment # 5. The Spanish-American War is often referred to as the first "media war." During the 1890s, journalism that sensationalized—and sometimes even manufactured—dramatic events were a powerful force that helped start the US war with Spain. Led by newspaper owners William Randolph Hearst and Joseph Pulitzer ...
This inquiry kit features Library of Congress sources about yellow journalism and its impact on America's entry into the Spanish American War. Thinking Questions Make a list of 5 words that should describe the press in a free society. What did the press do to make people think about The Spanish-American War? Why did yellow journalists publish untrue stories about the Spanish-American War?
In fact, the term "yellow journalism" was born from a rivalry between the two newspaper giants of the era: Joseph Pulitzer's New York World and William Randolph Hearst's New York Journal ...
In journalism, yellow journalism and the yellow press are American newspapers that use eye-catching headlines and sensationalized exaggerations for increased sales. The English term is chiefly used in the US. In the United Kingdom, a similar term is tabloid journalism.Other languages, e.g. Russian (Жёлтая пресса zhyoltaya pressa), sometimes have terms derived from the American term.
The Modern Journalism course consists of six online modules and related skill-building activities. Each module is 3-5 hours, broken into shorter lessons that students complete at their own pace. Upon finishing the course, students earn a non-credit certificate of completion from NYU journalism school. MODULE 1 Acts of Journalism today.