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.

• 10th Grade
• Civics & Government
• 4 activities
• 35 min–55 min

Learning Objectives

1. Analyze the techniques used in state-sponsored disinformation campaigns by comparing propaganda from two different countries.
2. Evaluate the credibility of online news articles using lateral reading and the SIFT method, providing a written justification for each evaluation.
3. Construct a public service announcement script that educates peers on identifying and combating viral misinformation.
4. Differentiate between factual reporting and opinion pieces in news media, classifying at least three examples from a provided set.
5. Trace the origin and spread of a specific piece of viral misinformation through social media platforms, documenting the amplification chain.

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.

Prepare & details

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.

Setup: Groups at tables with document sets

Materials: Document packet (5-8 sources), Analysis worksheet, Theory-building template

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

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.

Prepare & details

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.

Setup: Groups at tables with document sets

Materials: Document packet (5-8 sources), Analysis worksheet, Theory-building template

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

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.

Prepare & details

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.

Setup: Groups at tables with document sets

Materials: Document packet (5-8 sources), Analysis worksheet, Theory-building template

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

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?

Prepare & details

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.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

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

Teaching This Topic

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.

What to Expect

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.

Watch Out for These Misconceptions

Common Misconception

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.

What to Teach Instead

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.

Common Misconception

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

What to Teach Instead

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.

Common Misconception

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

What to Teach Instead

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.

Assessment Ideas

Quick Check

After the Lateral Reading Lab, 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, using lateral reading evidence.

Discussion Prompt

During the Disinformation Case Study, facilitate a class discussion using the prompt: ‘What evidence would you need to determine whether this viral claim was disinformation or misinformation?’ Encourage students to share specific tools or methods they used during the activity.

Exit Ticket

After the SIFT Practice activity, provide students with a link to a recent news article. Ask them to complete the SIFT method and write 2-3 sentences summarizing their findings on the article's credibility.

Extensions & Scaffolding

• Challenge early finishers to create a short video or infographic explaining how a viral claim they traced could be countered with factual information.
• For students who struggle, provide a partially completed lateral reading template with pre-selected credible sources to start their investigation.
• Deeper exploration: Ask students to compare how two different outlets covered the same event, analyzing framing choices, sourcing, and omitted perspectives.

Key Vocabulary

Disinformation	False information that is deliberately created and spread in order to influence public opinion or obscure the truth.
Misinformation	False or inaccurate information, especially that which is spread unintentionally.
Propaganda	Information, especially of a biased or misleading nature, used to promote or publicize a particular political cause or point of view.
Lateral Reading	A verification technique where a researcher opens multiple browser tabs to research the source of information, rather than staying on the original page.
Algorithmic Amplification	The process by which social media algorithms promote content, often based on engagement metrics, which can inadvertently spread misinformation.