Jeopardy-style game activity
by Michael Johnson
Following the How to Spot Fake News lesson or Satire’s role in Current Events lesson (or perhaps even on its own or before the lesson), urge students to download the Jeopardy-style game to see how they really do in identifying fake news.
There are three predominant types of news in our world today – real, fake and satirical.
What is the difference? Can you tell the difference?
- In the format of “Jeopardy,” you will choose from five categories that contain information from various news sources.
- Your answers will be in the form of three possible questions: “What is real news?” “What is fake news” and “What is satire?”
- Students will be divided into three groups. Difficulty of questions determined by point total (10 points are easier than 50 points)
- Group with the most points wins.
The game can be accessed Johnson_ _Jepoardy and will be downloaded.
Michael Johnson bio:
Michael Johnson, editor of the White Mountain Independent in Show Low, Arizona.
Johnson has a Bachelor of Science in Communication from Ohio University, a Bachelor of Arts in Journalism and Mass Communication from New Mexico State University, and is nearing completion of his Master of Arts in Journalism and Communication, with a concentration in Reporting/Editing-Journalism Education, at Kent State University.
Johnson has won numerous awards for his news reporting, feature and editorial writing, and photography during his 29-year career.
Works Cited for Jeopardy-style game
Beavers, O. (2017, April 23). Pelosi: ‘Of course’ Dems can be against abortion. Retrieved from The Hill: http://thehill.com/homenews/sunday-talk-shows/330136-pelosi-of-course-democrats-can-be-against-abortion
Helin, K. (2012, May 7). Ten years ago today, Allen Iverson ranted about practice. Retrieved from NBCSports.com: http://nba.nbcsports.com/2012/05/07/ten-years-ago-today-allen-iverson-ranted-about-practice/
Holan, A. D. (2016, December 13). 2016 Lie of the Year: Fake News. Retrieved from PolitiFact: http://www.politifact.com/truth-o-meter/article/2016/dec/13/2016-lie-year-fake-news/
Hooper, B. (2017, April 21). Pennsylvania hockey team bans cowbells after rowdy celebration. Retrieved from United Press International: http://www.upi.com/Odd_News/2017/04/21/Pennsylvania-hockey-team-bans-cowbells-after-rowdy-celebration/1851492788987/?utm_source=sec&utm_campaign=sl&utm_medium=15
LiteraryDevices.net. (2017, April 23). Satire Definition. Retrieved from Literary Devices: Definition and Examples of Literary Terms: https://literarydevices.net/satire/
Martin, J. (2017, April 22). Photos of the Week. Retrieved from Reuters: http://in.reuters.com/news/picture/photos-of-the-week?articleId=INRTS13DRU
Moreno, N. (2017, April 9). Police: Son dead, father wounded after shooting each other in fight over dog. Retrieved from Chicago Tribune: http://www.chicagotribune.com/news/local/breaking/ct-two-men-shot-in-burnside-20170409-story.html
NRAI School of Mass Communication. (2016, January 7). Television Journalism 205. Retrieved from NRAI School of Mass Communication: http://delhimasscommunication.com/wp-content/uploads/…/Television-Jornalism-205.docx
On The Media. (2016, November 18). Breaking News Consumer Handbook: Fake News Edition. Retrieved from WNYC.org: http://www.wnyc.org/story/breaking-news-consumer-handbook-fake-news-edition/
Rosenberg, E. (2017, April 22). American Airlines Suspends Flight Attendant After Altercation Over Stroller. Retrieved from The New York Times: https://www.nytimes.com/2017/04/22/business/american-airlines-video-stroller.html?_r=0
Rustling, J. (2016, December 11). Obama Signs Executive Order Banning The Pledge Of Allegiance In Schools Nationwide. Retrieved from abcnews.com.co: http://abcnews.com.co/obama-executive-order-bans-pledge-of-allegiance-in-schools/
Snell, K. (2017, April 22). Ryan promises to keep government open — and makes no promises on health care. Retrieved from The Washington Post: https://www.washingtonpost.com/powerpost/ryan-promises-to-keep-government-open–and-makes-no-promises-on-health-care/2017/04/22/2f9aeaea-2769-11e7-b503-9d616bd5a305_story.html?utm_term=.e1f653b3ca1f
Sports Pickle. (2016, December 19). Jim Harbaugh to skip Orange Bowl so he can prepare for his next NFL head coaching job. Retrieved from Sports Pickle: https://medium.com/sportspickle/jim-harbaugh-to-skip-orange-bowl-so-he-can-prepare-for-his-next-nfl-head-coaching-job-95ea60b4f20a
Sports Pickle. (2017, January 8). Report: Odell Beckham planning to take chartered flight to New York after game with some friends. Retrieved from Sports Pickle: https://medium.com/sportspickle/report-odell-beckham-planning-to-take-chartered-flight-to-new-york-after-game-with-friends-8cbd19f3cf7a
staff, D. M. (2009, May 6). Signs of a strange world: The bizarre notices that will amuse, enlighten or just bewilder you. Retrieved from The Daily Mail of London: http://www.dailymail.co.uk/news/article-1178034/Signs-strange-world-The-bizarre-notices-amuse-enlighten-just-bewilder-you.html
Stroud, F. (2017, April 23). Fake News. Retrieved from Webopedia: http://www.webopedia.com/TERM/F/fake-news.html
The New York Evening. (2017, April 10). Breaking: Malia Obama expelled from Harvard. Retrieved from The New York Evening: http://thenewyorkevening.com/2017/04/10/breaking-malia-obama-expelled-harvard/
The Spoof. (2016, October 28). Time Channel is a go. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/business/127145/time-channel-is-a-go
The Spoof. (2016, September 5). Trump Proposes Ideological Purity Test. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/us/126807/trump-proposes-ideological-purity-test
The Spoof. (2016, September 6). Vanna White to run for President of the U.S. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/us/126811/vanna-white-to-run-for-president-of-u-s
The Spoof. (2017, April 5). Cubs Forced Out of Wrigley Field Just After Opening Day. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/sport/128080/cubs-forced-out-of-wrigley-field-just-after-opening-day
The Spoof. (2017, February 25). MLB to blindfold pitchers during intentional walks. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/sport/127890/mlb-to-blindfold-pitchers-during-intentional-walks
The Spoof. (2017, March 6). Portland’s homeless to be offered a hand up, instead of a handout. Retrieved from The Spoof: http://www.thespoof.com/spoof-news/us/127934/portlands-homeless-to-be-offered-a-hand-up-instead-of-a-handout
Thumbpress. (2017, April 23). Oh, the irony! 30 Funny Ironic Pictures. Retrieved from Thumbpress: http://thumbpress.com/oh-the-irony-30-funny-ironic-pictures/
U.S. Department of Defense. (2002, February 12). News Transcript – DoD News Briefing. Retrieved from U.S. Department of Defense: http://archive.defense.gov/Transcripts/Transcript.aspx?TranscriptID=2636
Weasel, D. (2015, September 1). Donald Trump promises to deport all immigrants “back to Alaska”. Retrieved from The Valley Report: https://thevalleyreport.com/2015/09/01/donald-trump-promises-to-deport-all-immigrants-back-to-alaska/
Weasel, D. (2015, August 28). Nickelback to release Greatest Hits Album; 19 tracks of silence. Retrieved from The Valley Report: https://thevalleyreport.com/2015/08/28/nickelback-to-release-greatest-hits-album-19-tracks-of-silence/
Weasel, D. (2016, April 25). Woman arrested for defecating on boss’ desk after winning the lottery. Retrieved from The Valley Report: https://thevalleyreport.com/2016/04/25/woman-arrested-for-defecating-on-boss-desk-after-winning-the-lottery/
Webopedia. (2017, April 10). Fake News: Resources for Evaluating Information: Fake News. Retrieved from Ashland University: http://libguides.ashland.edu/fakenews/info
Young, N. (2013). 20 Epic Fake Pictures that Have Fooled the Whole World. Retrieved from Photodoto: http://photodoto.com/epic-fake-pictures-that-have-fooled-the-whole-world/
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Creating, publishing Storify news
about native ads, sponsored content
by John Bowen
Title
Activity: Creating and publishing a Storify on news about native ads and sponsored content
Description
This lesson should follow other lessons on sponsored content. To help maintain student awareness of native ads and sponsored content, students will create Storify news stories and publish them to keep themselves and their communities aware of each.
Objectives
- Students will become better able to identify the ethical controversy of sponsored content and native ads
- Students will be able to compare and contrast sponsored content with native advertising
- Students will be able to recognize credible sources and verify their information.
Common Core State Standards
| CCSS.ELA-LITERACY.SL.11-12.2 | Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. |
| CCSS.ELA-LITERACY.SL.11-12.5 | 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. |
| CCSS.ELA-LITERACY.SL.11-12.4 | Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks |
| CCSS.ELA-LITERACY.SL.11-12.1.D | Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. |
Length
50 minutes
Materials / resources
Blackboard or whiteboard
Teacher laptop and digital projector
Internet access
Student computers if available
Lesson step-by-step
Step 1 — Warm-up (5 minutes)
The teacher will ask students if they have seen news about native advertising or sponsored content. Using Storify, they can explore its value and credibility.
(The teacher should do the Pinterest/Padlet lesson first for information about native ads and sponsored content.)
Step 2 — Large-group work (35 minutes)
The teacher will then show students how to use Storify to search for news and sources from social and digital media. Students will need to create a free Storify account.
Then the teacher will review with students how to create Storify links that show the latest news or issues about sponsored content and native ads.
The teacher will also remind students of how to check source credibility.
Students will create individual Storify documents that put the news or issue into a social and digital media context. Along with the links and images, students would prepare their own headline, leads and transition content for each Storify they post. They will also be responsible for verification and credibility of sources used in their story.
The teacher will make an ongoing, extra credit assignment for students as they find and post examples.
Step 3 — Assessment (10 minutes)
The teacher will evaluate the students’ posts and summaries and comments and grant an appropriate amount of extra credit for that school’s program.
Differentiation
The teacher could vary the assignment by making it a regularly graded assignment, possibly once a week. The teacher could also vary the topic. For example, the teacher instead of native ads or sponsored content could have students seek examples of solutions journalism, journalistic leadership, fake news and more
Read MoreHow well can your students
recognize sponsored content?
by John Bowen
Title
How well can your students recognize sponsored content?
Description — third in the sequence
Because of the rapid spread of sponsored content, students may have to decide whether to accept sponsored content in their student media. How well can they recognize it and what would they do once they recognize it?
Objectives
- Students will critique a piece of sponsored content and specify issues in the article that help identify it as sponsored.
- Students will demonstrate their knowledge of journalistic standards by suggesting changes in the article that could make it more acceptable.
- Students will defend their suggestions showing how they apply their ethical guidelines for sponsored content.
- Students will reexamine their student media advertising guideline.
Common Core State Standards
| CCSS.ELA-LITERACY.RI.11-12.7 | Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. |
| CCSS.ELA-LITERACY.CCRA.SL.4 | Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. |
| CCSS.ELA-LITERACY.CCRA.W.5 | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |
| CCSS.ELA-LITERACY.CCRA.W.8 | Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. |
Length
50 minutes
Materials / resources
Blackboard or whiteboard
Teacher laptop and digital projector
Internet access
Evaluating information: The cornerstone of civic online reasoning
Slideshow on Skeptical Knowing
Lesson step-by-step
Step 1 — Warm-up (5 minutes)
Teacher should ask students to define sponsored content and to explain concerns about it.
Step 2 — Large group discussion (45 minutes)
The teacher will introduce the lesson by telling the students they are going to get a chance to identify, and then call for correction of, problematic issues. The teacher could also note the Stanford study that indicates students have a difficult time identifying fake news, sharing findings with students.
The teacher should make links to four sponsored content examples available. Students should then evaluate the articles and identify ways to make the story more acceptable. Students should read the articles, identify points that could be problematic and suggest journalistic corrections that could also be linked.
The articles can be found here:
http://www.healthcarefinancenews.com/sponsored or http://reviveusa.com/category/sponsored-news/ or http://www.eonline.com/news/sponsored or
Students should also be able to refer to the Slideshow on Skeptical Knowing (based on information by Bill Kovach and Tom Rosenstiel in Blur) to get insights to the type of information they were seeing and questions to ask about that information. We encourage teachers to purchase Blur for more complete context and a look at new approaches in journalism.
Students will be able to share their work with peers in class.
Students should then use this knowledge to revisit and possibly rewrite their advertising guideline.
Assessment
The teacher will critique each student’s evaluation based on a rubric of the sponsored content answer form.
Differentiation
Instead of completing a written evaluation, students may choose to do the assignment using a podcast or short video report.
Read More
News v. public relations
Our second Tools of Truth lesson addresses fake news by helping communities differentiate between public relations and journalistic news. The entire package will be available Wed., Aug. 30.
The Tools Truth package consists of more than 20 lessons on how to deal with fake news in four categories: censorship, satire, sloppy reporting and deceptive news.
This lesson on “News v. public relations” was developed by Kristin Taylor of The Archer School in Los Angeles and a SPRC committee member.
Taylor described the lesson as, “The community gets information about what is happening at school through different publications, but not all of these publications are journalistic. In this lesson, students will differentiate between student reporting and school public relations by comparing and contrasting student publications with school public relations content such as newsletters, school-created magazines or school websites created and maintained by adults in the community.”
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News v. public relations
by Kristin Taylor
Title
News vs. Public Relations
Description
The community gets information about what is happening at school through different publications, but not all of these publications are journalistic. In this lesson, students will differentiate between student reporting and school public relations by comparing and contrasting student publications with school public relations content such as newsletters, school-created magazines or school websites created and maintained by adults in the community.
Objectives
- Students will be able to explain the difference between public relations and student reporting.
- Students will reflect on the purpose and importance of both types of content.
- Students will analyze how they can maintain a relationship while remaining independent from school public relations content-creators.
Common Core State Standards
| CCSS.ELA-LITERACY.SL.9-10.1.C | Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. |
| CCSS.ELA-LITERACY.SL.9-10.1.D
|
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. |
| CCSS.ELA-LITERACY.RI.11-12.8
|
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). |
| CCSS.ELA-LITERACY.SL.9-10.2
|
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. |
Length
60 minutes
Materials / Resources
Whiteboard and markers
Teacher laptop and digital projector
Society of Professional Journalists’ Code of Ethics
School generated website, publication or other content
Lesson step-by-step
- Warm Up (5 minutes)
Written on the board: “What is the difference between public relations and journalism?” After taking some initial responses to the prompt, teacher asks, “If our school newspaper and yearbook are student-run journalism, who runs its public relations, and what forms does this PR take?” (The school may have formal or informal public relations publications content, such as newsletters, a school website, etc.)
- Teacher-led discussion (5 minutes)
Teacher reads a definition of public relations: “the professional maintenance of a favorable public image by a company or other organization or a famous person.”
Have students look at the “Be independent” section of the Society of Professional Journalists’ Code of Ethics (or their own, if they own it) and read through it. Ask, “How does this conflict with what you might do if you were a public relations professional?”
- Small group activity (15 minutes)
Teacher hands out a recent adult-created school publication or piece of content or has students access the school website’s news section. Students look through the content and consider what it has in common with their own student news publication (focus on the school, writing may be journalistic [depends on publication], may use infographics and strong images, shouldn’t include false information) and what might be different (no differentiation between news and opinion, no articles or photos that cast the school in a negative light, use of adjectives/adverbs or exclamation marks).
- Class Discussion (20 minutes)
Teacher draws a Venn diagram on the board with “School Public Relations” on one side and “Student Publication” on the other. The class fills in the circles to synthesize their conclusions about similarities and differences in small groups.
Discussion questions:
- What is the audience and purpose for public relations? Why is it important for a school to have a public relations team?
- What is the audience and purpose for scholastic journalism? Why is it important for a school to have a journalism program?
- Is journalism better than public relations? Worse? Just different?
- What should the student publication staff’s relationship be with the school’s publication relations staff? How can you remain independent? Should you ever collaborate with them?
- How does this give you insight into your own student publication policies to not use school staff’s photographs — even with permission — unless there is no other option?
- What would your response be if the school requests the use of student work created for your school publication? Do you have a policy in the staff manual for this situation?Assessment (15 minutes)
Students will go through a recent editing of a student publication and find two stories that probably wouldn’t be featured in school public relations publications and discuss why they are good journalism stories, but not good public relations stories. They can share these stories verbally or write about them.
Extension
Discuss how these same principles apply to professional media outlets as well. Can students identify when what they read takes a PR slant? What are the dangers of media outlets running a press release word for word
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