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<!DOCTYPE html>
<html lang="en">
<head>
<title>Fake Your Own News</title>
<meta charset="utf-8">
<meta name="viewport" content="width=device-width, initial-scale=1">
<link rel="icon" type="image/png" sizes="196x196" href="../template-assets/images/favicon.png">
<link rel="stylesheet" href="../css/style.css">
<script src="https://code.jquery.com/jquery-2.1.4.min.js" type="text/javascript" charset="utf-8"></script>
<script src="../template-assets/js/template.js" type="text/javascript" charset="utf-8"></script>
</head>
<body>
<div class="wrapper" mode="overview">
<aside>
<div class="image">
<img src="write-2160925_1280.png" alt="An illustration of a paper and pencil on a blue background">
<a class="attribution" href="https://pixabay.com/en/write-blogger-message-icon-writer-2160925/">By raphaelsilva</a>
</div>
<ul class="agenda-navigation">
<li><a href="#overview">Overview</a></li>
<li><a href="#step-1">Preparation</a></li>
<li><a href="#step-2">Introduction</a></li>
<li><a href="#step-3">Online Activity</a></li>
<li><a href="#step-4">Offline Activity</a></li>
<li><a href="#step-5">Reflection and Assessment</a></li>
</ul>
</aside>
<article class="main">
<h1 class="activity-title"><a href=".">Fake Your Own News</a></h1>
<section class="overview">
<p class="made-by">
By <a href="https://learning.mozilla.org">semorris</a>, released under the <a href="https://creativecommons.org/licenses/by-sa/4.0/">CC-BY-SA</a> license.
</p>
<p class="time">50 minutes with optional 30 minute extension activity </p>
<p>Lesson 2 of 3 in the Mission:Information series</p>
<p class="summary">
Empower your learners with a deeper understanding of how fake news is created, how it is spread, and what is its impact. Encourage your learners to think about their role as producers of news. Help them strengthen their critical thinking, media literacy, and communication skills while practicing skills like <strong>revise</strong> and <strong>remix</strong>.
</p>
<!-- Delete non-relevant skills -->
<h4>Web Literacy Skills</h4>
<ul class="skills-list">
<li>
<h5>Write</h5>
<a href="https://learning.mozilla.org/web-literacy/write/compose/">Compose</a>
<a href="https://learning.mozilla.org/web-literacy/write/revise/">Revise</a>
<a href="https://learning.mozilla.org/web-literacy/write/remix/">Remix</a>
</li>
</ul>
<h4>21st Century Skills</h4>
<div class="skills-list">
<a href="https://learning.mozilla.org/en-US/web-literacy/skills#problem-solving">Problem Solving</a>
<a href="https://learning.mozilla.org/en-US/web-literacy/skills#communication">Communication</a>
<a href="https://learning.mozilla.org/en-US/web-literacy/skills#creativity">Creativity</a>
</div>
<h4>
Internet Health Outcomes
</h4>
<div class="skills-list">
<a href="https://www.mozilla.org/en-US/internet-health/decentralization/">Decentralization</a>
</div>
<h4>Learning Objectives</h4>
<ul class="fancy">
<li>Discuss and identify features of misinformation and fake news </li>
<li>Discuss and describe the emotional impacts of misinformation </li>
<li>Examine strategies used in different types of misinformation to appeal to audiences </li>
<li>Experiment with different methods of creating and sharing news using a variety of tools and techniques </li>
<li>Create different types of misinformation in order to deconstruct and evaluate the features of misinformation </li>
</ul>
<h4>Audience</h4>
<ul>
<li>Beginner web user – Middle grade learners age 10+ </li>
<li>Intermediate web user – Upper grade learners age 13+ </li>
</ul>
<h4>Materials</h4>
<ul>
<li>Faking Your Own News online worksheets - <a href="https://goo.gl/forms/pq1iPHCbaAaVcM1v2">Worksheet 1</a> and <a href="https://goo.gl/forms/fWuWLBuHtVXwXLYr2">Worksheet 2</a></li>
<li>Faking Your Own News printable worksheets - <a href="https://drive.google.com/file/d/0B8-SimdzdCfCNXEyLU5rNm1oOWM/view?usp=sharing">Worksheet 1</a> and <a href="https://drive.google.com/file/d/0B8-SimdzdCfCNGtoZ1FTQWpOdkE/view?usp=sharing">Worksheet 2</a></li>
<Li>Articles to remix</Li>
<li><a href="https://goggles.mozilla.org/">X-Ray Goggles</a></li>
<li><a href="https://drive.google.com/file/d/0B8-SimdzdCfCc2VZNU50SVNwaG8/view?usp=sharing">Emoji flashcards</a>. Images by <a href="https://pixabay.com/en/users/raphaelsilva-4702998/">raphaelsilva</a>.</li>
<li>Paper for brainstorming </li>
<li>Pens/Pencils for notes </li>
<li><a href="https://drive.google.com/file/d/0B8-SimdzdCfCYmJNOEVEQWtBSHM/view?usp=sharing">Worksheet Assessment Rubrics</a></li>
</ul>
</section> <!-- End of overiview -->
<!-- Beginning of activity steps -->
<ul class="agenda">
<!-- Copy and paste this <li> tag to add additional steps -->
<li>
<h1>Preparation</h1>
<h2>
Learning Progression
</h2>
<p>
In this lesson, learners will:
</p>
<ol>
<li>Discuss the emotional impact of fake news</li>
<li>Break down the components and features of fake news</li>
<li>Remix anad create fake news</li>
<li>Rate their fellow learners' efforts and discuss their experiences</li>
<li>Reflect on their learning</li>
</ol>
<h2>
Scaffolding and Resources
</h2>
<p>
In our last lesson, Legit-O-Meter, learners developed skills to critically evaluate news sources and to spot misinformation. In this lesson, learners can further hone their critical evaluation skills by exploring the strategies used to create misinformation and by deconstructing misinformation. </p>
<p>
The following are some additional activities to help your learners further develop their evaluation skills to deal with fake news.</p>
<ul>
<li><a href="http://www.pbs.org/newshour/extra/lessons_plans/lesson-plan-how-to-teach-your-students-about-fake-news/"> PBS NewsHour Fake News Lesson plan</a></li>
<li><a href="http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/12/Fake-news-lesson-plan.pdf"> KQED Fake News Lesson plan</a> </li>
</ul>
<p>
The following are some first person accounts from people who have created fake news and their motivations
</p>
<ul>
<li><a href="http://www.npr.org/sections/alltechconsidered/2016/11/23/503146770/npr-finds-the-head-of-a-covert-fake-news-operation-in-the-suburbs">NPR Interview with a fake news creator</a></li>
<li><a href="https://www.nytimes.com/2017/01/18/us/fake-news-hillary-clinton-cameron-harris.html?_r=0&pagewanted=all ">New York Times profiles the fake news creation process</a></li>
</ul>
<h2>
Preparation Instructions and Tips
</h2>
<p>
Print out the <a href="https://drive.google.com/file/d/0B8-SimdzdCfCc2VZNU50SVNwaG8/view?usp=sharing">Emoji flashcards</a> for your learners. You can use either the online or print versions of the worksheets depending on your needs.
</p>
<p>
Select a batch of articles for learners to engage with and remix in the lesson
</p>
<ul>
<li>Use a pre-populated batch from the Legit-O-Meter app. See the <a href="https://docs.google.com/document/d/10DFE8AbHXQCGmtRi73eJbX06okjH-NcM4hs3LLYjsNY/edit?usp=sharing">Legit-O-Meter article batches</a> for ideas.</li>
<li>Or create your own batch. See the <a href="https://docs.google.com/document/d/1AXQYeGovawxxRChDmLyIfT5VuUa67mJhPQNVDX0FHjo/edit?usp=sharing">Legit-O-Meter article selection template for ideas.</a> </li>
</ul>
<p>
<i>Article Selection Guidelines</i>
</p>
<ul>
<li><strong>Pick a topic</strong> – Select a topic that is controversial and debated, though also appropriate for your learning community. You can also try to pick a topic that has already generated fake news coverage, such as voter fraud allegations or climate change.You can use topics and articles from the Legit-O-Meter activity here, or select a new topic and batch of articles to use </li>
<li><strong>Select your articles</strong> – Select articles that are reputable and credible for your learners to remix into fake news. And remember, you can contact your school or local public library if you need help selecting sources. </li>
<li><strong>Tip</strong> - For this activity you can assign groups of learners the same article to remix or give each group different articles from a common theme, such as climate change or GMOs</li>
</ul>
<h2>
Facilitation Tips
</h2>
<ul>
<li>This lesson includes a main activity and an additional, optional activity. The optional activity is more advanced and can work as an activity for a separate follow-up class or as an activity extension for a longer class period (such as a 90 minute class period)</li>
<li>This lesson can work well as a group activity that can encourage collaboration, discussion, and teamwork. </li>
<li>Test out X-Ray Goggles to familiarize yourself with the tool. You can use <a href="https://goggles.mozilla.org/">X-Ray Goggles</a> for the online version of this activity. If you are in a situation without the needed technology, you can run this activity offline with paper versions of the worksheets. </li>
<li>Try completing the Fake Your Own News worksheets on your own first </li>
<li>Instructors can customize this activity by determining how to divide learners into groups and how many articles or topics to use for the Fake Your Own News activity</li>
</ul>
<h2>
Vocabulary
</h2>
<ul>
<li>Bias - From Legit-O-Meter, we learned that bias means to be in favor of or against an idea, issue, etc. Bias can sometimes make a person more or less likely to believe information. </li>
<li>Demographic group - A segment of a population with shared characteristics, such as age or income </li>
</ul>
</li><!-- End of step -->
<li>
<h1>Introduction</h1>
<div class="time">15 minutes</div>
<h3>
Two Lies and a Truth Game - 5 minutes
</h3>
<ul>
<li>Have learners divide into small groups (4-5 learners)</li>
<li>Explain how the game works - 1 learner in the group will tell two lies and a truth and the rest of the group will try to guess which is the truth </li>
<li>Have learners play</li>
</ul>
<h3>
Opening discussion - 10 minutes
</h3>
<p>
Discussion questions
</p>
<ul>
<li>What strategies did people use to fool others with their lies? How did you feel about lying or being lied to? </li>
<li>Think back to the Legit-O-Meter activity - what strategies did fake news and misinformation use to trick or manipulate people?</li>
<li>What are some reasons that people might believe misinformation? </li>
<li>What are reasons that someone would create fake news? </li>
</ul>
<p>
Introduce the Fake Your Own News activity
</p>
<ul>
<li>Emphasize that misinformation and fake news often try to use emotional appeals in bad ways to fool people.</li>
<li>Emphasize that people can make money off of successful fake news stories (when stories go viral they can make money) </li>
</ul>
</li> <!-- End of step -->
<li>
<h1>Online Activity</h1>
<div class="time">25 minutes</div>
<h3>
Instructions
</h3>
<ul>
<li>Have learners remain in their groups </li>
<li>Learners use the web address generated by the instructor to access their online worksheet and their assigned article </li>
<li>Groups will open their assigned article in <a href="https://goggles.mozilla.org/">X-Ray Goggles</a> </li>
<li>Groups will use the guided worksheet to remix their article in X-Ray Goggles and create a fake news article that meets an assigned emotional goal. Note that instructors can repeat emotional goals depending on the number of learners and groups in the class Groups can be assigned the following goals:</li>
<ol>
<li>Make readers angry</li>
<li>Make readers sad</li>
<li>Make readers afraid</li>
<li>Make readers laugh</li>
</ol>
<li>Groups will try to inspire that emotion in a large number of their classmates in order to fool them with false information. Their classmates will get to vote on the articles using emojis </li>
<li>The more flashcard votes a group gets, the more “successful” their fake news article is, and the more money they make. </li>
</ul>
<h3>
Online Activity Extension
</h3>
<div class="time step-time">30 minutes</div>
<p>
Use this activity for longer class periods, as an optional extension, and/or with more advanced learners.
</p>
<ul>
<li>Have learners remain in their groups and work with the same article </li>
<li>Introduce learners to the second Faking the News worksheet which gives learners a target demographic group instead of an emotional goal. Note that instructors can include other demographic groups of their choosing and instructors can repeat demographic groups depending on class size Target demographic groups include the following:</li>
<ol>
<li>Millennials - a person reaching young adulthood in the early 21st century </li>
<li>Baby Boomers - a person born in the years following World War II, when there was a temporary increase in the birth rate.</li>
<li>Silicon Valley tech company employees - people employed at tech companies, like Twitter or Uber, located in northern California</li>
<li>Rust Belt residents - people who live in a region of the US that includes the upper Midwest. This region has suffered an economic decline in recent years.</li>
</ol>
<li>Groups use the web to conduct basic research on their target demographic group to determine their interests and concerns </li>
<li>Groups use the guided worksheet to remix their assigned article to appeal to their assigned demographic group </li>
</ul>
</li> <!-- end of step-->
<li>
<h1>Offline Activity</h1>
<div class="time step-time">25 minutes</div>
<h3>
Instructions
</h3>
<ul>
<li>Have learners remain in their small groups </li>
<li>Instructors will give each group a print article and a print worksheet </li>
<li>Groups will fill out a guided worksheet that walks them through creating a fake news story that meets an assigned emotional goal. Note that instructors can repeat emotional goals depending on the number of learners and groups in the class. Groups can be assigned the following goals:</li>
<ol>
<li>Make readers angry</li>
<li>Make readers sad</li>
<li>Make readers afraid</li>
<li>Make readers laugh</li>
</ol>
<li>Groups will try to inspire that emotion in a large number of their classmates in order to fool them with false information. Their classmates will get to vote on the articles using emojis </li>
<li>The more flashcard votes a group gets, the more “successful” their fake news article is </li>
</ul>
</li> <!-- end of step-->
<li>
<h1>Reflection and Assessment</h1>
<div class="time step-time">10 minutes</div>
<h3>
Closing Discussion
</h3>
<ul>
<li>Have groups share their work. </li>
<li>Other groups will vote on how the articles made them feel with emoji flashcards </li>
<li>Share how many flashcard votes and money each group earned. Then show them an example of a real fake news story and its consequences. Example - False <a href="http://www.nytimes.com/2001/12/20/world/nation-challenged-secret-sites-iraqi-tells-renovations-sites-for-chemical.html?pagewanted=all ">coverage in the New York Times </a> on chemical weapons in Iraq which helped strengthen public and political support for the 2003 invasion </li>
<li>Learners individually complete a brief reflection prompt on the activity.</li>
</ul>
<h3>
Reflection questions for learners
</h3>
<ul>
<li>What insights did you gain into how fake news is created?</li>
<li>How did today’s activities make you feel? </li>
<li>What strategies can you use to make sure you aren’t fooled by fake news? </li>
</ul>
<!-- Optional navigation to next activity -->
<div class="next-up">
Next activity<span class="arrow">→</span><a href="#">Fake Your Own News</a>
</div>
</li><!-- End of step -->
</ul><!-- End of all steps -->
</article>
</div>
</body>
</html>