Where Do I Find Information?
Survey students on where they get their news. Record and project responses on classroom media or share through a collaborative app, such as padlet.com. Compare these survey results to the following chart from the Open Stax textbook. Ask for opinions about the reliability of these sources.
http://www.kaltura.com/tiny/uxziz ( 3:08 minutes)
Video Outline: Where Do I Find Information?
- Students respond to the question, “Where do you get your news?”
- Guide illustrates that “Things are not always as they appear…”
- How to separate fact from fiction.
- Consider the source. What’s the angle? What does the news source want you to think?
- Sheer volume of information is disorienting.
- Guidelines for making informed choices.
- Read the ballot on your county website.
- Print the ballot before the election, research the candidates and issues, fill it out at home, and take it with you.
- Online information: Consider the source. Is it accurate?
- Local elections: Follow candidate forums and/or candidate websites.
- Judges: Research American Bar Association ratings and lists compiled by non-partisan organizations such as the Committee for a Qualified Judiciary
- American Government, Chapter 8
8.1 What Is the Media?
8.2 The Evolution of the Media
8.3 Regulating the Media
8.4 The Impact of the Media
- Separating Fact and Fiction: Examining the Credibility of Information on the Internet.
Instructor may choose to select additional websites from the Media Literacy section of Resources for further information and examples.
Instructor selects one or more activities from the following:
Activity – Webquest
Research and evaluate sources of election information.
Students individually locate one credible source and one biased or fake source of information about the political process (voting, campaigns, election results, etc.). In a short essay, students evaluate the source and list the criteria used to determine the validity of the information. Students present their findings in a one-minute presentation to the class.
Activity – Group Discussion
Research roles and responsibilities in dealing with fake news.
Consider the power of social media to distribute news to the electorate. How are tech companies, e.g., Facebook, Google, etc. dealing with fake news sites? What are their roles and responsibilities? Should tech companies decide what is and is not legitimate news? How do they maintain an open forum if they decide what is legitimate news? Should the federal government play a role in monitoring fake news? What is YOUR responsibility in controlling fake news? What concerns are raised when someone or an organization decides what is/is not legitimate news?
Activity – Team Project
Students create a 30 second “commercial” either advocating or opposing the most recent redistricting maps in Texas. Teams attempt to persuade the audience by including at least one element of fake news. Teams compete to identify the fake news element(s). Refer students to The Texas Tribune website https://www.texastribune.org/topics/redistricting/ as a starting point for current information.