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Fake News

How can I ensure that my views are truly my own and not created for me?

An image of a smartphone with a news article open on it.

Creative Artifact

Students explore and attempt different approaches or strategies for consuming the news. They will then reflect on the efficacy or impacts of these strategies via a collection of reels (similar to a vlog) or photojournal entries. Each reel / entry will focus on a different news consumption strategy.

Written Commentary

For the vlog-style project, each reel requires written commentary as pre-work. For the photojournal-style project, each entry requires ample written commentary to accompany the photos submitted. Regardless of format, the written commentary requires students to continually consider: What news consumption strategy did I try? What did I notice? What am I learning about shaping my views?

Students support their vlog or photo journal projects with an explanation of the news consumption strategy that they tried, what they noticed about their news consumption using this strategy and the impact that this had on shaping their views.

Exhibition

Students create a booth to feature their photo-journal or vlog. The audience, which could include local journalists, friends and family or peers, circulates to learn about the strategies that had the biggest effect on each student. Students could also visit each other’s stations and then close the exhibition by synthesizing across the booths to distill trends.

Implementation Notes

Credit Eligibility:

  • ELA

  • A person with a halo of humanities subjects around their head

    Humanities

Prerequisites Needed:

N/A

Modular Suggestions

A unit within a course tied to Media Literacy, Media and Politics or a Rhetoric-Based ELA course

TLE-Based Semester/Full-Year Course Suggestions

Government & Citizenship:
Fake News,
Unlocking Campaign Ads,
Students and the Law

Rhetoric-Based TLE Course:
Fake News
Unlocking Campaign Ads

Standards Addressed

Reading for Information:

  • RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
  • RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Writing

  • W.9-10.2.A: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • W.9-10.2.B: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Speaking and Listening

  • SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
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