Project Title: Fake News, What is Your Spin? Author: April Ramsey Boyce [email protected]Project Idea: Since the advent of technology, news, both factual and fake, is easier to access. The general populace must sift through these pieces of information and use their critical thinking and reasoning skills to discern what the actual facts are and what are skewed opinions based on alternative facts. As consumers of media, citizens must have a complete understanding of logical fallacies, how to assess the credibility of the authors, the credibility of information, of websites providing news and how to manage the deluge of information created for and aiming to get money out of their bank accounts. Project Launch: SNL sketch http://www.nbc.com/saturday-night-live/video/weekend- update-jebidiah-atkinson-reviews-the-2015-grammy-nominees/2844009?snl=1 WV CCRS: Standards Directly Taught or Learned Through Discovery Identified Learning Targets Evidence of Success in Achieving Identified Learning Target ELA.ELA.12.6 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the informational text and media. Students will analyze various websites and explain how they develop a specific idea. Summative assessment using the Fake News Rubric. ELA.12.10 Determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings; analyze how and why an author uses and refines the meaning of a key term or terms over the course of an informational text (e.g., how Madison defines “faction” in Federalist No. 10). Students will analyze various websites and determine the connotative and figurative meaning of the key words in the headlines. Students will discuss why the author made the word choices s/he did in the websites and the impact these choice made on the overall effectiveness. Summative assessment using the Fake News Rubric. ELA.12.23 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Students will plan and compose an evaluation of a fake news site exploring ways to identify and rectify errors in bias, click-bait tendencies, partisan rhetoric, or plain Summative assessment using the Fake News Rubric.
Project Idea: Since the advent of technology, news, both factual and fake, is easier to access. The general populace must sift through these pieces of information and use their critical thinking and reasoning skills to discern what the actual facts are and what are skewed opinions based on alternative facts. As consumers of media, citizens must have a complete understanding of logical fallacies, how to assess the credibility of the authors, the credibility of information, of websites providing news and how to manage the deluge of information created for and aiming to get money out of their bank accounts.
Standards Directly Taught or Learned Through Discovery
Identified Learning Targets Evidence of Success in Achieving Identified Learning
TargetELA.ELA.12.6 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the informational text and media.
Students will analyze various websites and explain how they develop a specific idea.
Summative assessment using the Fake News Rubric.
ELA.12.10 Determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative, and technical meanings; analyze how and why an author uses and refines the meaning of a key term or terms over the course of an informational text (e.g., how Madison defines “faction” in Federalist No. 10).
Students will analyze various websites and determine the connotative and figurative meaning of the key words in the headlines.
Students will discuss why the author made the word choices s/he did in the websites and the impact these choice made on the overall effectiveness.
Summative assessment using the Fake News Rubric.
ELA.12.23 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Students will plan and compose an evaluation of a fake news site exploring ways to identify and rectify errors in bias, click-bait tendencies, partisan rhetoric, or plain misleading information.
Summative assessment using the Fake News Rubric.
ELA.12.26 Conduct sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Students will research the chosen fake news sites to develop an understanding of how to market their site and in turn provide a positive media image that will convince readers of the site’s credibility.
Summative assessment using the Fake News Rubric.
ELA.12.30 Initiate and effectively participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing ideas clearly and persuasively. · Come to discussions prepared, having read and researched material under study; explicitly draw on that
Students will participate in group meetings and discussions.
Students will come to meetings having adequately researched and prepared the information necessary to stimulate
Formative assessment of student’s Learning Notebook.
Summative assessment using the Collaboration Rubric.
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. · Work with peers to promote civil, democratic discussions and decision-making; set clear goals and deadlines; establish norms and experience various individual roles.
a thoughtful, well-reasoned exchange of ideas.
Students will set clear norms, goals, deadlines, and individual/team roles within the group contract.
Summative Assessment using the Group Contract Rubric.
ELA.12.38 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. · Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
Students will create a meme that reflects an understanding of language and the effective use of logical fallacies in marketing.
Summative assessment using the Fake News Rubric.
Performance Objectives:
KnowHow to collaborate in a community settingHow to maintain accountability within a community settingHow to conduct and participate in a community discussionHow to evaluate peers using constructive feedback on rubricsHow to use technology to create a productHow logical fallacies are used to sway the thought of the populous DoDesign four memes, using current events, direct quotes from politicians/pundits, and photos, for four different logical fallacies.Evaluate four media sites for credibility.
Driving Question: How do producers of information manipulate facts and logic to convince consumers?
Assessment Plan:
Major Group ProductsGroup Contract
Logical Fallacy memesPortfolio
Major Individual ProjectsWebsite Credibility Evaluations
Assessment and Reflection:
Rubric(s) I will use: (Check all that apply.)
CollaborationCollaboration Rubric
x Written Communication
Critical Thinking & Problem Solving
Content Knowledge
Oral Communication OtherFake News Evaluation Rubric
x
Other classroom assessments for learning: (Check all that apply)
Sites appearing within this document can be considered controversial and students will need guidance in their utilization. https://docs.google.com/document/d/10eA5-mCZLSS4MQY5QGb5ewC3VAL6pLkT53V_81ZyitM/edit
Manage the Process: Notes to the Teacher about the project: The teacher will place the students in groups of four (groups of four lend themselves to PBL work; however, class size may make this impossible). Consider placing students in groups with students who have differing interests in order to achieve products that reflect varied points of view. The duration of the project will be approximately two weeks. This will ensure adequate time to conduct research and prepare portfolios.
Regular team/group meetings will be necessary to review the progress of the project – completion of tasks, research and complications. The teacher will conference with groups and individual students determining progress, ascertaining if further instruction is needed and monitoring student work.
Pre-Launch: Teacher should plan entire PBL calendar before launch. This includes checking access to launch video, scheduling computer labs, determining how to group students and scheduling an impersonator for Mrs. Post.
LaunchPhase 1: Teacher will provide a lesson on “Logical Fallacies”. Students will take notes on the different types of logical fallacies, discuss examples, and provide an explanation for why the logic exhibited is flawed.
Phase 2: Project launch with an impersonator for Mrs. Post whom provides them with the Post Enterprises New Job Contract memo and project packet.
Watch the SNL sketch http://www.nbc.com/saturday-night-live/video/weekend-update-jebidiah-atkinson-reviews-the-2015-grammy-nominees/2844009?snl=1 . Answer the following questions in your Self-Reflection on Learning notebook:
What classification would you give this news show? What aspects of the show led you to this classification? Are the clues subtle or in-your-face? Provide an
example.Discuss in whole group their answers.Students watch the “How To Spot Fake News” presentation http://abc7chicago.com/news/fake-news-is-dominating-facebook/1621221/ and take notes in their Self-Reflection on Learning notebooks.Class discussion of the information provided by ABC7 Chicago.
Phase 3: In collaborative groups, create of Frayer Model for “Fake News”. In whole group create a Frayer Model representation of the definition of “Fake News”.Go over the Society for Professional Journalists Code of Ethics http://www.spj.org/ethicscode.asp Provide students with the work memo and the information packet. Review the information in the packet, explain that students will need to maintain minutes from each group meeting and that each group member is responsible for maintaining their own written record in the Self-Reflection of Learning Notebook.Groups will meet and create a group contract that outlines the responsibilities, based on the work memo, for each person in the group. It may be necessary to provide students with a sample contract (provided) or discuss details necessary for a contract. However, the groups should write their own contracts. Refer to the sample contract provided and the Group Contract Checklist and Feedback form to assist students.
Phase 4:Teacher will meet with groups to evaluate their group contract against the Group Contract Checklist and Feedback form. Review the handouts from OpenSources and NPR. Discuss. Practice evaluating a fake news site using the information in the handouts. Using the LCD, show students how to complete an evaluation.Teacher will provide student groups with information on how to evaluate the credibility of websites providing news. Student groups will be given a list of 60-75 sites to evaluate using the tags from the information provided. Students will work in their small groups evaluating fake news websites, creating missing information, and considering which 20 websites they will use for their group’s evaluation.Students will create logical fallacies meme-style advertisement for their chosen website. Memes must include the following
identified logical fallacies current events and/or direct quotes from politicians/pundits appropriate photos/artistic renderings that depict the event and/or person making the quote reflects an understanding of language and the effective use of logical fallacies
Phase 5: After individually reviewing 20 websites, student will choose four websites on which to create their written evaluations. Written evaluations must include the following
Identification of two categorizations which includes a detailed explanation of what components of the website led to this categorization. This needs to provide evidence from the website itself as well as information from a credible site that contradicts what is printed.
Identification of a minimum of two missing pieces from the website’s Homepage and the necessary sample copy to rectify the error. This may be sample copy, but does need to be site specific.
Overall evaluation of the website in which student provides Fake News, LLC. with a concise explanation of whether this website should be affiliated with their organization.
A detailed list of the steps necessary to bring the website into compliance with an actual news website. You will need to use the language from the information compiled by OpenSources on the handout in the project folder.
A checklist style rubric that provides an overview of the issues identified and is signed by every member of the group stating that they agree with the analysis provided.
Students will work in their small groups to finalize their individual pieces of the entire project and submit to their team’s Project Manager by the end of the class period unless a different time has been approved by the Project Manager and agreed to by all members of the team.
Phase 6: The Self-Reflection on Learning notebook entries will enable a student to become more detailed in his evaluation of the project. Students and teacher will debrief – this is another essential element to a successful PBL. Discuss with the students what was successful and what did not work.
Project Evaluation: The Self-Reflection on Learning notebook entries gives a student more opportunity for reflection and the chance to make comments on successes and failures. Keep in mind, some students do not mind writing comments when they are kept private; therefore, this form may be more beneficial to the teacher than the class discussion to follow. The class will generate a list of successes and failures for evaluation of the project. After completing the list, students and teacher will discuss the project. If possible, find some way to celebrate the success of the project.
To: All Employees of Post EnterprisesFrom: Mrs. PostRe: New Job Contract
Congratulations members of Post Enterprises, we have been awarded the coveted marketing job for Fake News, LLC and their main advertising partner, Logical Fallacies. As a multi-million dollar industry that is currently under attack by the actual news media, Fake News, LLC, its member sites, and Logical Fallacies has hired our company to develop a strategic marketing plan that addresses ways to build their credibility in the social media inundated media market and to improve their image. A note from Fake News, LLC, President Arnold Sumpter: “After the latest attack by NPR, where Digital News intern Wynne Davis outlined explicit step-by-step instructions on how to evaluate the credibility of news sites, Fake News, LLC, needs a savvy campaign to halt the erosion of our profit inducing consumer base. In addition to hits from NPR, Facebook’s new fake news button, and the attention national news media networks are shining on the business practices of member groups, school teachers across the world are actually teaching students (our next generation of profit inducing consumers) how to be savvy media consumers and that cannot mean anything good for our bottom line. My company would be deeply indebted to you if you could help us.”
As part of this national campaign, each group member will evaluate twenty of Fake News’ member sites, identify the categorization of each, develop the missing pieces of the site, create a meme-type advertisement for the site using one of Logical Fallacies’ keys to argument, and provide to Fake News, LLC. a written evaluation of the site and what can be done to make the site more profitable.
FAKENEWS
Definition: Characteristics:
Examples: Non-examples:
Website Categorization Categorization Missing Items or Immediate Fixes Needed
Group Contract Rubric
Criteria Feedback Approved/DateContract establishes goals for the group and for the individual members of the group.Contract establishes clear deadlines, creates a protocol for changing or extending a deadline, and outlines consequences for a missing a deadline.Contract defines the team roles and establishes individual responsibilities for each identified role.Contract identifies group meeting norms and outlines the procedure for reprimanding a group member who breaks the norms.Contract establishes a protocol for removing a group member and identifies who maintains ownership of the intellectual property created by said individual.
Collaboration Rubric
Category Criteria Group Feedback Teacher Feedback
Con
trib
utio
ns Routinely provides useful ideas
when participating in the group and in classroom discussion. A definite leader who contributes
a lot of effort.
Tim
e-m
anag
emen
t Routinely uses time well throughout the project to
ensure things get done on time. Group does not have to
adjust deadlines or work responsibilities because of this
person's procrastination.
Qua
lity
of W
ork Provides their best work and/or
goes beyond what is expected of them by the group.
Wor
king
with
Oth
ers Almost always listens to,
shares with, and supports the efforts of others. Tries to keep people working well together.
Category Criteria Feedback ScoreTo
p 20
W
ebsit
e ev
alua
tions
Student has vetted twenty sites, identified the categorization of the website and has provided a list of missing pieces and necessary immediate fixes.
Cate
goriz
ation
with
ex
plan
ation
and
ev
iden
ce
Identification of two categorizations which includes a detailed explanation of what components of the website led to this categorization. This needs to provide evidence from the website itself as well as information from a credible site that contradicts what is printed.
Deve
lopm
ent o
f the
m
issin
g pi
eces
Identification of a minimum of two missing pieces from the website’s Homepage and the necessary sample copy to rectify the error. This may be sample copy, but does need to be site specific
Mem
e cr
eatio
n
Individual memes include: identified logical fallacies current events and/or direct quotes
from politicians/pundits appropriate photos/artistic renderings
that depict the event and/or person making the quote
reflects an understanding of language and the effective use of logical fallacies
Ove
rall
site
eval
uatio
n
Overall evaluation provides: concise explanation of whether this
website should be affiliated with their organization.
detailed list of the steps necessary to bring the website into compliance with an actual news website.
language from the information compiled by OpenSources on the handout in the project folder to explain and defend their evaluation
a checklist style rubric that provides an overview of the issues identified and is signed by every member of the group stating that they agree with the analysis provided.
The following pages contain example pages for the final student portfolio.
We, the team members of Alpha Iota, do hereby agree to the following.
A. Attend class on a regular basis.B. In the result that a person is unable to attend class, s/he will make it his/her personal responsibility to obtain
any and all notes from the group.C. Under any and all circumstances, all members will obtain allotted work, complete the work and turn the work in
on time.D. If a person is sick and unable to make it to class on the date a group assignment is due, the missing group
member will call other group members to make other arrangements to get the work turned in on time.E. The time and place of group meetings shall be agreed upon unanimously within our group.F. Each group member will be in attendance and prompt for each and every group meeting.G. Should an emergency arise that prevents a member from attending a group meeting, the member will notify
other group members immediately.H. Each member will do their assigned share of the group work, there will never be an occasion where one group
member does all of the work nor will there be a time when a group member does none of the work.I. Each member will agree on the answer for each group problem before it is turned in. In circumstances where
agreement is not automatic, each member shall explain how they arrived at their particular solution until a correct solution is clear. If no agreement can be reached, a vote will be taken on which result to submit.
J. Each member will do everything in his/her capabilities to help fellow group members understand each and every concept and problem.
K. If a group member does not understand a concept or solution, s/he will not hesitate to ask fellow group members for help.
L. Group members will communicate any concerns about the assigned work.M. Each member will be an active member of this group in all aspects. Each member will not take answers as fact,
but instead confirm final results by working the problem individually and attempting to get the same solution.N. Removal of a group member can be initiated once a member has been warned, in person or via letter, twice.
Other group members will vote on the removal, and with a unanimous vote, a member can be removed. All intellectual property created during this project reverts to the group, and the removed member must complete an entire portfolio individually.
I certify that I have thoroughly read this contract and that I will abide by it. I am signing this contract at my own free will, and have initialed each of the above statements because I agree with it, and am willing to adhere to each clause. I understand that breach of contract will result in verbal reprimand on the first two instances, followed by immediate dismissal on the third instance. This contract is subject to be amended pending a unanimous vote within the group.
Website Categorization Categorization Missing Items or Immediate Fixes Needed
www.theonion.com satire All articles plainly state that this is a satirical piece.
Website #1
Evaluation completed by Alpha Iota team member Karlena Miche
{Insert Website Name here}Categorization #1—{insert type here}{Insert detailed explanation of what components of the website led to this categorization. This needs to provide evidence from the website itself as well as information from a credible site that contradicts what is printed.}
Categorization #2—{insert type here}{Insert detailed explanation of what components of the website led to this categorization. This needs to provide evidence from the website itself as well as information from a credible site that contradicts what is printed.}
{Insert Website Name here}Missing piece #1: {insert name of missing piece}{In this section provide copy for the website to add to their HOME page that will address the missing piece.}
Missing piece #2: {insert name of missing piece}{In this section provide copy for the website to add to their HOME page that will address the missing piece.}
Missing piece #3: {insert name of missing piece}{In this section provide copy for the website to add to their HOME page that will address the missing piece.}
Missing piece #4: {insert name of missing piece}{In this section provide copy for the website to add to their HOME page that will address the missing piece.}
Missing piece #5: {insert name of missing piece}{In this section provide copy for the website to add to their HOME page that will address the missing piece.}
PLEASE BE ADVISED THAT YOU MAY ONLY NEED TO ADD TWO ITEMS FOR SOME WEBSITES AND MORE FOR OTHERS.(You must have a minimum of two items for each website makeover!)
Research I have conducted since 1996 shows a connection between the state’s [New Hampshire] kindergarten program and higher crime rates. This can be attributed to children being taken “away from their mothers too soon.”Rep. Bob Kingsbury (R-Laconia, New Hampshire)
{Insert Website Name here}Evaluation:{In this section you will provide Fake News, LLC. with a concise explanation of whether this website should be affiliated with their organization. You will need to outline the steps necessary to bring the website into compliance with an actual news website. You will need to use the language from the information compiled by OpenSources on the handout in the project folder. You will need to create a checklist style rubric that all group members will include in this section that provides an overview of the issues.}
All checklists must be signed by every group member.
