![]() ![]() Ask them to summarize the main points and share their thoughts, reactions and any questions in a written response. Optional: For homework, students can read the article they did not have a chance to read in class. Encourage students to continue building their critical media literacy skills by practicing some of the strategies suggested in the articles and being mindful of the responsibilities included in the bill.ġ0. Engage students in a class discussion around the second and third writing prompts related to their article ask them to share their responses and build on one another's thoughts.ĩ. They must determine whether each article is "fake" or from a valid, reliable source and reflect on which factors influenced their decision.Ĩ. If students finish early and have access to a device and the internet, have them practice their "fake news" detection skills by playing the game Factitious, which provides students with sample articles to critically assess. What is one important takeaway you have from the article? What will you do with (or how will you apply) this takeaway moving forward?ħ.Why is ensuring media/news creators meet certain standards especially important in an age when people claim news is fake or consume news without a critical eye simply because it is published online?.Summarize the main points from the article in your own words.They can choose one article from two possibilities: Teen Vogue's "5 Steps to Improve Your Media Literacy" or NPR's "A Finder's Guide to Facts." (Note: For differentiation, the NPR article is a more challenging read.) After students finish reading, have pairs discuss three writing prompts and respond in writing in their notebooks: Inform students that they will have the opportunity to read an article about "fake news" and how to responsibly approach sources. How might a person determine if a source online is "fake"? Is it challenging to determine if a source is "fake"? Why or why not? Share any experiences you have had with "fake news" or unreliable sources.Ħ.Is there anything missing from the bill that you think would be important to add?.As a consumer of news/media, what do you think your responsibilities should be? What do you consider when assessing the validity or reliability of a source online? Describe your approach.Which responsibilities of news producers or media content creators are most important and why?.As a consumer of news/media, what rights do you think are most important and why?.Possible guiding questions can include the following: As students explore the rights and responsibilities outlined in the bill, facilitate a class discussion. Engage students in a class reading of the bill. Provide students with copies of PEN America's News Consumers' Bill of Rights. Ask students to think about why it is important that people who create news and media content meet certain standards and why consumers should be aware of these standards.ĥ. Explain to students that they will be reflecting on the rights and responsibilities of media and news consumers and producers. Instruct students to add the vocabulary terms consumer, right, responsibility and bill to their notebooks.Ĥ. ![]() (See the vocabulary section for dictionary definitions of these terms.) Prompt a few students to share their definitions.ģ. To warm up, ask students to define in their own words the terms consumer, right, responsibility and bill. Before you begin, make sure all students have notebooks they can use to record their observations throughout the lesson.Ģ. They will reflect on why ensuring content creators and consumers meet certain standards is especially important in relation to claims of "fake news" and the increasing tendency toward uncritical consumption of media.ġ. Students will explore PEN America's News Consumers' Bill of Rights and Responsibilities and read an article about "fake news" that presents strategies on how to approach digital sources. This lesson focuses on the concept of "fake news" and the responsibilities of news and media creators and consumers. The other lesson in this series is listed under "Related Resources." This is one of a two-lesson series designed to help students explore the content and contemplate the impact of PEN America's News Consumers' Bill of Rights and Responsibilities. Responsibility ( noun) a thing that one is required to do as part of a job, role or legal obligationīill ( noun) an itemized list or a statement of particulars a written document or note ![]() Right ( noun) a moral or legal entitlement to have or obtain something or to act in a certain way ![]() Consumer ( noun) a person who purchases goods and services for personal use ![]()
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