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“Hot news, cold truths, utterly uncensored.” —Greg Palast
“Most journalists in the United States believe the press here is free. That grand illusion only helps obscure the fact that, by and large, the US corporate press does not report what’s really going on, while tuning out, or laughing off, all those who try to do just that. Americans–now more than ever–need those outlets that do labor to report some truth. Project Censored is not just among the bravest, smartest, and most rigorous of those outlets, but the only one that’s wholly focused on those stories that the corporate press ignores, downplays, and/or distorts. This latest book is therefore a must read for anyone who cares about this country, its tottering economy, and–most important– what’s now left of its democracy.” –Mark Crispin Miller, author, professor of media ecology, New York University.
“In another home run for Project Censored, Censored 2013 shows how the American public has been bamboozled, snookered, and dumbed down by the corporate media. It is chock-full of ‘ah-ha’ moments where we understand just how we’ve been fleeced by banksters, stripped of our civil liberties, and blindly led down a path of never-ending war.” –Medea Benjamin, author of Drone Warfare, cofounder of Global Exchange and CODEPINK.
“Project Censored shines a spotlight on news that an informed public must have . . . a vital contribution to our democratic process.” —Rhoda H. Karpatkin, president, Consumer’s Union
Buy it, read it, act on it. Our future depends on the knowledge this col-lection of suppressed stories allows us.” —San Diego Review
“Those who read and support Project Censored are in the know.” —Cynthia McKinney
“The staff of Project Censored presents their annual compilation of the previous year’s 25 stories most overlooked by the mainstream media along with essays about censorship and its consequences. The stories include an 813% rise in hate and anti-government groups since 2008, human rights violations by the US Border Patrol, and Israeli doctors injecting Ethiopian immigrants with birth control without their consent. Other stories focus on the environment, like the effects of fracking and Monsantos GMO seeds. The writers point out misinformation and outright deception in the media, including CNN relegating factual accounts to the “opinion” section and the whitewashing of Margaret Thatcher’s career following her death in 2013, unlike Hugo Chavez, who was routinely disparaged in the coverage following his death. One essay deals with the proliferation of “Junk Food News,” in which “CNN and Fox News devoted more time to ‘Gangnam Style’ than the renewal of Uganda’s ‘Kill the Gays’ law.” Another explains common media manipulation tactics and outlines practices to becoming a more engaged, free-thinking news consumer or even citizen journalist. Rob Williams remarks on Hollywood’s “deep and abiding role as a popular propaganda provider” via Argo and Zero Dark Thirty. An expose on working conditions in Chinese Apple factories is brutal yet essential reading. This book is evident of Project Censored’s profoundly important work in educating readers on current events and the skills needed to be a critical thinker.” -Publisher’s Weekly said about Censored 2014 (Oct.)
“[Censored] offers devastating evidence of the dumbing-down of main-stream news in America. . . . Required reading for broadcasters, journalists, and well-informed citizens.” —Los Angeles Times
“Activist groups like Project Censored . . . are helping to build the media democracy movement. We have to challenge the powers that be and rebuild media from the bottom up.” —Amy Goodman
“Project Censored continues to be an invaluable resource in exposing and highlighting shocking stories that are routinely minimized or ignored by the corporate media. The vital nature of this work is underscored by this year’s NSA leaks. The world needs more brave whistle blowers and independent journalists in the service of reclaiming democracy and challenging the abuse of power. Project Censored stands out for its commitment to such work.” —Deepa Kumar, author of Islamophobia and the Politics of Empire and associate professor of Media Studies and Middle Eastern Studies at Rutgers University
“Project Censored is one of the organizations that we should listen to, to be assured that our newspapers and our broadcasting outlets are practicing thorough and ethical journalism.” —Walter Cronkite
“Censored 2014 is a clarion call for truth telling. Not only does this volume highlight fearless speech in fateful times, it connect the dots between the key issues we face, lauds our whistleblowers and amplifies their voices, and shines light in the dark places of our government that most need exposure.” –Daniel Ellsberg, The Pentagon Papers
“At a time when the need for independent journalism and for media outlets unaffiliated with and untainted by the government and corporate sponsors is greater than ever, Project Censored has created a context for reporting the complete truths in all matters that matter. . . . It is therefore left to us to find sources for information we can trust. . . . It is in this task that we are fortunate to have an ally like Project Cen-sored.” —Dahr Jamail
“Project Censored interrogates the present in the same way that Oliver Stone and I tried to interrogate the past in our Untold History of the United States. It not only shines a penetrating light on the American Empire and all its deadly, destructive, and deceitful actions, it does so at a time when the Obama administration is mounting a fierce effort to silence truth-tellers and whistleblowers. Project Censored provides the kind of fearless and honest journalism we so desperately need in these dangerous times.” —Peter Kuznick, professor of history, American University, and coauthor, with Oliver Stone, of The Untold History of the United States
“For ages, I’ve dreamed of a United States where Project Censored isn’t necessary, where these crucial stories and defining issues are on the front page of the New York Times, the cover of Time, and in heavy rotation on CNN. That world still doesn’t exist, but we always have Project Censored’s yearly book to pull together the most important things the corporate media ignored, missed, or botched.” –Russ Kick, author of You Are Being Lied To, Everything You Know Is Wrong, and the New York Times bestselling series The Graphic Canon.
“Project Censored brings to light some of the most important stories of the year that you never saw or heard about. This is your chance to find out what got buried.” –Diane Ravitch, author of The Death and Life of the Great American School System.
“[Censored] should be affixed to the bulletin boards in every newsroom in America. And, perhaps read aloud to a few publishers and television executives.” —Ralph Nader
“One of the most significant media research projects in the country.” —I. F. Stone


Challenging Big Media News And Censorship:

Check out our new easy to use Censorship Guide for Teachers pdf here!

12 Ways To Use Project Censored In Your Classroom

1. “News” and “Censorship”: Beginning with definitions can be helpful. Have students define “news,” and make a list of topics THEY deem newsworthy. Compare their lists with what “news” they actually see, hear or read in various media outlets devoted to “news” – television, radio, print, the Internet. Then, have students define “censorship.” Ask them: Do we live in a society in which “news” is “censored”? Why might this be?

2. Media Ownership Chart: Most of our media sources are ultimately owned by a very small number of very large media corporations. Have students make a list of all the media they consume in a “typical” day – print media, television, video games, music, etc. Aim for a list of between 8-10 media examples. Then, ask students to research and chart who ultimately owns each media example. Use and to help you and your students with questions of ownership, parent companies, etc.

3. Media “News” Journal: Have each student monitor or explore ONE specific news source in your community – a local television or radio news show, or a local newspaper (often owned by a large media corporation). Have students make a list of the 4-6 major news stories covered in their particular news source over a 1-2 day period, and then compare their findings in class. What do they observe about the nature of news in their community? Are the same sorts of stories covered across the spectrum? Is there some diversity of news coverage? What stories are of real importance to your students, and which seem irrelevant? Ask them: How do they suppose news stories are chosen by media outlets?

4. Censored News Stories – Research: Have students select a Project Censored news story from the “Top 25” list and become an “expert” on the story, not only by reading the article, but also by finding at least 3 other independent news stories about the topic. Then, have students write a short summary of the story, concluding with some thoughts about why that particular story might be on the “censored” list.

5. Public Presentation: Have students prepare and present a 5-7 minute speech to the classroom or community on their Project Censored story, complete with a multimedia component if possible (PowerPoint, KeyNote, posters, a collage). Find public spaces for students to display their writing and work.

6. Critical Viewing: Have students watch and critique a “news” show, preferably one they have never seen before. Apply ACME’s “Questioning Media” principles, available for FREE download at ACME’s web site.

7. Critical Reading: Have students read and critique a daily newspaper or weekly news magazine, preferably one they have never read before. Apply ACME’s “Questioning Media” principles, available for FREE download at ACME’s web site.

8. Letters To The Editor: Have students draft and mail letters to the editor of their local newspaper highlighting what they have learned from their conversations and research.

9  Media Production – Radio Spot: Have students script and perform a 2-3 minute radio news story, complete with voice overs and sound effects. If possible, record the stories for public airing and send them to a local radio station.

10. Media Production – TV/Video Spot: Have students script, film and edit a 2-3 minute television news story. Send the VHS or DV copies of the stories to the local news station.

11. Class Visits: Invite a local television, radio, or print news anchor, editor, or journalist to class to talk about their own experiences as a news producer. Ask your visitor to consider engaging the claims made in PC re: media, news, and censorship.

12. Class Debate: Have students read some of the essays included with PC. Then, select a provocative question related to your study of media, news, and censorship. “Do we live in a censored news culture?” “Do Big Media corporations exercise too much control over U.S. news?” Have students prepare a position on the question, based on evidence from a variety of sources, and host a formal debate.

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