This lesson is the third in a three-part series on media literacy, however, it works fine on its own. For a Google doc version of the lesson, click here. You will need to make a copy to access the Google doc.

Key terms

Review and apply key terms from lesson 1 and lesson 2.

Lesson 1:

• Satire: Use of humor and imitation to provide commentary or critique.
• Conspiracy theory: An unfounded explanation of an event or situation that blames the secretive work or sinister, powerful people (such as a government, company, group or even one person).
• Misinformation: False information that spreads, regardless of its intent.
• Disinformation: Information spread to intentionally deceive, misguide or influence public opinion.
• Post-truth : When objective facts are less influential than personal beliefs and emotion; relating to a situation where people are more likely to accept an argument based on their emotions and beliefs, rather than one based on facts.

Lesson 2:

• Tactics: An action or strategy carefully planned to achieve a specific goal.
• Claim: Asserting something as true.
• Narrative: An account of connected events; a story.
• Verification: The process of establishing the truth, accuracy or validity of something.
• State-affiliated media: Outlets where the state (government) exercises control over editorial content.

Warm-up activity

1. Have students discuss the following questions :
   • How do you know for sure that what you’re seeing online is true or real?
   • What do you do if you’re not sure?
   • Have you seen anything recently that you questioned or wondered about? ( Opportunity to review some skills and strategies from prior lessons, as well as access student prior knowledge.)

1. Then, watch 8 Tips for Debunking Fake News included in this article . As students watch, have them keep track of the ones they already know and any new strategies they could try. Review as a group after finishing the video. What other tips, strategies or ideas are important when trusting claims made online? (Think back to prior lessons.)

Main activity: Creating the survival kit

Students will create a survival kit and will argue what they think are most important practices for verifying what they see online. Students can use the student guide alongside a partner to brainstorm ideas, narrow them down, choose a medium and create. Teachers: you can make a copy and modify the assignment sheet/student guide however you need to.

Kate Stevens, M.S. in Curriculum & Instruction, is a high school language arts educator.  An instructional coach, global professional development leader, and former photojournalist, she currently teaches & coaches in Poudre School District in Fort Collins, Colo. In 2015, Kate was honored with Colorado Department of Education’s Online & Blended Teacher of the Year. Connect with Kate on Twitter @KateTeaching.