Civics & Government · 10th Grade

Active learning ideas

Media Literacy and Disinformation in a Global Age

Active learning works for this topic because students need hands-on practice to build the habits of mind required for media literacy. Analyzing real-world examples and applying frameworks directly prepares them to recognize manipulation in their daily information diets. This approach also builds confidence, since students see that evaluation is a skill they can develop with repeated practice.

• Common Core State Standards
• C3: D2.His.16.9-12
• C3: D4.7.9-12

• 35–55 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Document Mystery
• 40 min · Individual

Lateral Reading Lab: Evaluating Sources in Real Time

Students receive five unfamiliar news sources or websites and must evaluate their credibility using lateral reading , opening new tabs to check what others say about each source rather than reading the source itself. They record findings on a structured worksheet. Debrief compares their assessments and discusses why this technique is more effective than evaluating site design or 'About' pages.

Differentiate between credible and unreliable sources of information.

Facilitation Tip

During the Lateral Reading Lab, circulate and nudge students to open new tabs instead of scrolling through a single source.

What to look for

Present students with three short news headlines. Ask them to write one sentence for each, explaining whether it sounds like credible reporting, opinion, or potential disinformation, and why. Collect responses to gauge initial understanding.

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Activity 02

• Document Mystery
• 55 min · Small Groups

Disinformation Case Study: Tracing a Viral Claim

Using a documented disinformation case (e.g., a false claim that spread widely during an election or health crisis), small groups reverse-engineer its spread: original source, amplification mechanisms, political/economic incentives, emotional appeals used. Groups map the spread on a timeline and identify at least two intervention points where the spread could have been slowed.

Analyze the strategies used to spread disinformation and propaganda.

Facilitation Tip

When students trace a viral claim in the Disinformation Case Study, ask them to map the claim’s path backward to its origin rather than forward to its spread.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you see a shocking news story shared by a friend on social media. What are the first three steps you would take to verify its accuracy before sharing it further?' Encourage students to share specific tools or methods.

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Activity 03

• Document Mystery
• 35 min · Pairs

SIFT Practice: Applying the Framework to Breaking News

Present students with a recent news item of uncertain verification status. Pairs apply the SIFT framework step-by-step: Stop before sharing, Investigate the source, Find better coverage, Trace claims to original context. Pairs share their process aloud; class evaluates whether the item was credible and what signals were most informative.

Construct methods for evaluating media bias and promoting media literacy.

Facilitation Tip

In the SIFT Practice activity, insist students write down each step of the framework before moving to the next article.

What to look for

Provide students with a link to a recent news article. Ask them to complete the SIFT method (Stop, Investigate the source, Find better coverage, Trace claims) and write 2-3 sentences summarizing their findings on the article's credibility.

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Activity 04

• Gallery Walk
• 45 min · Small Groups

Gallery Walk: Types of Bias in News Coverage

Post examples of the same event covered by outlets with documented different orientations , partisan bias, framing bias, omission bias, sensationalism. Students rotate to each station, annotating what type of bias they observe and how it shapes the reader's understanding. Final discussion: Does identifying bias mean both sides are equally reliable? How do students decide what to trust?

Differentiate between credible and unreliable sources of information.

Facilitation Tip

During the Gallery Walk, have students post sticky notes with specific examples of bias they find rather than general comments.

What to look for

Present students with three short news headlines. Ask them to write one sentence for each, explaining whether it sounds like credible reporting, opinion, or potential disinformation, and why. Collect responses to gauge initial understanding.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Experienced teachers approach this topic by treating evaluation as a process, not a checklist. They model skepticism without cynicism, showing students how to ask productive questions rather than dismiss sources outright. Research from the Stanford History Education Group confirms that students benefit from guided practice with lateral reading and sourcing patterns, so teachers avoid over-relying on surface cues like language or design. The goal is to build durable skills, not temporary familiarity with one tool.

Successful learning looks like students confidently applying evaluation techniques to unfamiliar sources, explaining why certain claims or frames are unreliable, and recognizing how algorithms and bias shape what they consume. They should move from surface-level skepticism to specific, evidence-based analysis of credibility and intent.

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Watch Out for These Misconceptions

• During Disinformation Case Study, watch for students who assume intent is obvious or irrelevant. Some will label a claim as disinformation immediately based on the headline alone.

  Use the Disinformation Case Study to require students to find explicit evidence of intent. Have them look for patterns in language, timing, or coordination with other accounts before making a judgment.

• During Lateral Reading Lab, watch for students who treat the source they’re evaluating as the only source they need to consult.

  In the Lateral Reading Lab, model opening multiple new tabs to compare what other credible outlets say about the source. Emphasize that the goal is to see how the original source is perceived, not to analyze its content in isolation.

• During Gallery Walk, watch for students who assume bias only appears in opinion pieces or obvious partisan sources.

  Use the Gallery Walk to have students identify bias in neutral-looking reporting. Provide examples where framing, word choice, or source selection reveals underlying assumptions, even in mainstream outlets.

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Methods used in this brief

• Document Mystery
• Gallery Walk