3. How has the rise of the internet and social media led to the rise of misinformation? (Anyone can write and post articles online and reach a wide audience. However, many of these articles are not thoroughly researched or fact-checked.) 4. Why might a person not care about making sure that a news source is reliable? (There might be information in an article that seems to support a person’s existing opinions. In that case, the person might not want to examine the information and have their opinions and beliefs upset.) 5. Why do you think the author included information about how to spot a fake story? (To help students develop strategies to spot misinformation on their own) 6. Imagine you spotted a fake story. What might you do to stop it from spreading? (Tell your friends by sending emails, posts, or texts; notify the blog or the publication; talk to a trusted adult.) 4 Reflect: Ask students to respond in writing to the following questions: What motivates people to spread misinformation? What might their reasons be for spreading lies to the public? After students have finished writing, engage them in a structured group discussion. Remind students that they are in a safe space and that they should treat the reflection as a discussion, not a debate. Alternatively, students can meet in groups to discuss their responses. 5 Group Activity: Go to “Close-Reading Questions” on page 13 of the student handbook. Divide the class into three teams, assigning one question to each team. Remind students to support their opinions by citing evidence in the article. • Have each team work together and then appoint a scribe to write down the team’s responses. • When students have finished, ask each team to appoint a spokesperson to present the team’s ideas to the class. 6 Quick Check: Have students respond to the quiz on page 14 of the student handbook. They can then work as teams to compare answers and discuss any discrepancies. 7 Additional Resources: Direct students’ attention to “Fake News Cartoon” on page 15 of the student handbook. Allow time for students to examine the cartoon. Then lead a discussion based on the questions at the bottom of the page. For answers, go to the Answer Key that begins on page 28 of this book.
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