Note: This lesson is the second in a three-part series on media literacy, however, it works fine on its own. For a Google doc version of this lesson, click here. You will need to make a copy to access the Google doc. Students will need access to an online activity.

Overview

It’s easy to think of “disinformation” as a new problem that has sprung up on social media in just the last few years, but intentional disinformation has been used by governments, organizations and individuals for as long as there’s been media.

In this lesson, students will use a PBS NewsHour segment to better understand the tactics of disinformation, then learn about and practice geolocation skills to evaluate viral misinformation in an online activity.

While this lesson will center Russia’s disinformation efforts on their own turf and abroad, you may also swap in other topics related to mis- and disinformation, like COVID conspiracy theories, vaccine misinformation and the January 6th insurrection.

Objectives

• Students will identify, evaluate and analyze the moves and tactics of disinformation.
• Students will apply verification strategies to social media claims.

Subjects

Social studies, language arts/English, journalism

Grade Levels

Grades 6-12

Estimated Time

One 50-minute class

Supplemental Links

GOOGLE DOC VERSION OF LESSON

Background

At the start of Russia’s 2022 invasion of Ukraine, the Russian government began ramping up its campaign of disinformation. So what have people watching Russian media seen and heard? And what can we learn from what’s happening in Russia to be more critical in our own media consumption?

Key terms

• 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

Main activity

Part 1: Video

1. Watch the NewsHour segment: How Russia is spreading blatantly false information about the war in Ukraine. (You can also watch at the top of this post.) Good places to pause and discuss (optional):

Minute 1:21: The reporter describes the script being “flipped upside-down” for Russian citizens. What does this mean? Why does this matter when it comes to factual and true information?

Minute 2:36: The children-focused propaganda from Russian state media was called “Why the liberation mission is necessary.” What tactics do you notice in this single example being used to mislead and spin a false narrative?

Minute 3:15: What tactics or methods do you notice in this media that alters the facts or manipulates information? Ask students to come up with as many ideas as they can. Here’s what we noticed from the segment.

1. Repeating soundbites or narratives that distort truth
2. Restricting independent media or journalism
3. Making certain words or expressions illegal (creating fear about speaking out)
4. Banning social media like Facebook and Instagram, where people have access to independent sources of information
5. Using propaganda to influence public opinion
6. Controlled images or video
7. Creating and playing into bias and mistrust
8. Normalizing disinformation to create a “feedback loop”
9. Portraying the instigators as the “heroes”

Debrief

1. Once finished sharing observations and questions with students, ask them what concerns them about how misinformation is spread?
2. Do they wonder or worry about misinformation online or that they’re being duped by what they see or listen to?

Part 2: Geolocation and verification

Now that students have some background and present-day context in disinformation, they will practice verifying content online. Viral posts on social media usually play off feelings, beliefs or outrage. So how how can we verify what we see online?

1. Define verification for students: the process of establishing the truth, accuracy or validity of something. What have they verified before? Have they ever verified a viral post or something they heard?
2. Using First Draft’s verifying content activity, students will be asked to practice verifying “images, places and accounts” shown online.
3. They will need Google Image Search and Google Maps to complete this activity, so be ready to open those in new tabs. (Alternatively, TinEye.com is a dedicated reverse image search engine, with some more robust user tools. BingMaps and MapQuest are alternatives to Google Maps as well.)

Geolocation is a form of verification. Introduce students to geolocation using this Washington Post TikTok video explaining how reliable and credible journalistic outlets use geolocation to verify videos and photos. Note : It's always helpful to do a quick source check, including media ownership. TikTok is a Chinese-owned company and Amazon's Jeff Bezos owns the Washington Post.

Highlight the key parts of the video:

1. A viral video claims to show anti-war protests in St. Petersburg, Russia.
2. First, students should look for other reliable and credible news outlets to see if similar footage can be found.
3. Once they find another clip, showing a similar location and time of day, they see a similar and unique building structure.
4. Using satellite view on Google Maps, they are able to locate and confirm the location of the video’s location.

For another example of a fast-moving, viral post, check out this next TikTok video from The Washington Post.

After watching, ask students:

• What did they notice?
• What surprised them?
• What did they already know or what are they being challenged to think more critically about?

Part 3: Hands on practice

Let’s practice! Students will learn and practice geolocation and other verification tools in the activities below.

First Draft: Verifying content activity

1. Have students work in partners or small groups and work through each verification question. (Alternatively, this can be assigned as a solo activity.)
2. Point out the instructions for “How to find the answer” and how to download images. (Or do the first one together as a whole group to model thinking and tech tools.)
3. Emphasize the process of why verification matters and how we can verify is most important. If they get duped or get the wrong answer, how come?

Students will need at least 15 minutes to work through the activity. If they finish early, challenge their geolocations skills in this observation challenge. (Or, carve out 30 minutes and let students work through each challenge, letting them choose an extension if they finish early).

Wrap up

When they finish the challenge(s), debrief as a class, in small groups or as an exit ticket:

1. What surprised you most about the video we watched and the challenges you completed? How come?
2. What’s something you can do next time to verify claims being made in viral posts online?
3. What are you still curious about or wondering about?

Coming up

In Lesson 3 of our Media Literacy NOW series, students will create their own disinformation survival kit, building on what they’ve learned in Lesson 1 and 2.

Extension activities

• Watch: The dangerous global flood of misinformation surrounding COVID-19 | PBS NewsHour
• Read: Russia blocks Instagram, extending national crackdown on social media | PBS NewsHour
• Watch: The long history of Russian disinformation targeting the US | PBS NewsHour

Standards

• Common Core:
  • CCSS.ELA-LITERACY.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
  • CCSS.ELA-LITERACY.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.
  • CCSS.ELA-LITERACY.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
• ISTE:
  • 1.2.b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
• College, Career, and Civic Life (3C) Participation and Deliberation:
  • Applying Civic Virtues and Democratic Principles

Author Bio

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.