Activity 01
Inquiry Circle: The Source Hunt
Give groups a sensational 'breaking news' tweet. They must use lateral reading techniques (checking other tabs, finding the original source) to determine if the story is credible, biased, or fake.
How does the sensationalism of a headline impact the reader's objective understanding of an event?
Facilitation TipIn The Source Hunt, assign each group a specific misinformation tactic to track, forcing them to notice patterns rather than just collect examples.
What to look forProvide students with two news headlines about the same event, one sensational and one neutral. Ask them to write: 1) Which headline is likely algorithmically amplified and why? 2) How might each headline influence a reader's understanding of the event?
AnalyzeEvaluateCreateSelf-ManagementSelf-Awareness
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Activity 02
Simulation Game: The Algorithm Game
Students act as 'algorithms' for a fictional social media site. They are given a pile of news stories and must decide which ones to 'show' to specific users based on their past interests, then discuss how this creates an echo chamber.
In what ways do filter bubbles limit the exposure to diverse viewpoints in a digital space?
Facilitation TipDuring The Algorithm Game, have students physically move to different corners of the room to represent algorithmic amplification of content types.
What to look forPose the question: 'Imagine you are a digital news curator. What three strategies would you implement to ensure your audience is exposed to diverse viewpoints, counteracting filter bubbles?' Facilitate a class discussion where students share and compare their proposed solutions.
ApplyAnalyzeEvaluateCreateSocial AwarenessDecision-Making
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Activity 03
Formal Debate: Headline vs. Fact
Present a series of clickbait headlines alongside the actual facts of the story. Students debate whether the headline is 'technically true' or 'intentionally misleading' and discuss the ethical responsibilities of news creators.
How can we verify the credibility of a source when the boundaries between news and opinion are blurred?
Facilitation TipIn the Headline vs. Fact Debate, assign each student a role (e.g., fact-checker, algorithm, news consumer) to ensure balanced participation.
What to look forPresent students with a short online article and its source. Ask them to identify: 1) Two indicators of potential bias or sensationalism. 2) One question they would ask to verify the credibility of the source. Collect responses to gauge understanding of source evaluation.
AnalyzeEvaluateCreateSelf-ManagementDecision-Making
Generate Complete Lesson→A few notes on teaching this unit
Experienced teachers approach this topic by treating algorithms as a 'black box' students can test through simulation. Start with concrete examples before abstract concepts, and emphasize that bias isn’t just in the story but in what the algorithm hides. Avoid lectures about 'media literacy'—instead, let students discover vulnerabilities in their own feeds.
Successful learning looks like students questioning their feeds, applying verification strategies independently, and articulating how algorithmic curation influences their understanding. They should confidently distinguish between sensationalism and substantiated reporting.
Watch Out for These Misconceptions
During The Algorithm Game, watch for students assuming algorithms show them 'important' stories.
Pause the simulation after each round to ask: 'Why did this story get amplified? What user behavior might have triggered it?' Use the game’s scoring system to reveal that engagement—not importance—drives visibility.
During The Source Hunt, watch for students dismissing unfamiliar sources as 'fake' without verification.
Require groups to use lateral reading by opening new tabs to search the source’s reputation. Provide a short list of fact-checking sites to consult, then debrief with examples of how mimicked professional sites operate.
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