Credible Sources

EQ: Why is it important to explore news stories for credible sources?

Do Now: What does it mean to be "credible"? (Think, Pair, Share)

Lesson Overview
Utilized	Activity	Time Allocated	Mode of Activity
____	Do Now	_________ / 2-5 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Mini Lesson	_________/ 15-20 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Activity	_________ / 20-30 Min	(Individual / Think-Pair-Share / Pair / Group #_____)
____	Discussion/Exit Ticket	_________ / 5-10 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Assessment	_________ / 10-40 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Conferencing	_________ Min	(Individual / Pair / Group #____ / Throughout Class Period)

Background

People or organizations that appear to be credible and qualified can also spread misinformation when not all the facts are clear, especially during a scary event such as the train derailment in East Palestine, Ohio. Students will explore an example of a credible source spreading misinformation about acid rain and then apply those media literacy skills to research another issue surrounding the release of dangerous chemicals.

Objectives

• Explain why it is important to fact-check information, including from experts.
• Use lateral reading to research a source and the evidence of a claim.

KEY VOCABULARY

Lateral reading — finding additional sources as a way of checking the credibility of information you read online; “lateral” because multiple tabs are open across your screen (Stanford History Education Group)

Activity #1

Why would a source that seems credible and reliable provide misleading information?

Palestine, Ohio Train Derailment (1 min)

{{#iDisplay:https://www.learnsocialstudies.org/wiki/images/3/30/EastPalestineOhioTrainDerailment.mp4%7C400%%7C400}}

Fact-Checking Video

{{#iDisplay:https://www.learnsocialstudies.org/wiki/images/7/7b/Factcheckingvideo.mp4%7C400%%7C400}}

Activity #2

Watch the PBS NewsHour Student Reporting Labs story about how the train derailment is impacting residents of East Palestine, Ohio. Use the following Worksheet to respond to the questions from the video.

{{#iDisplay:https://www.learnsocialstudies.org/wiki/images/e/e2/PalestineOhioNewsHour.mp4%7C400%%7C400}} Source: PBS NewsHour Student Reporting Labs in partnership with MediaWise and the Teen Fact-Checking Network, which are part of the Poynter Institute.

Worksheet for Do Now & All Activities

• Credible Sources Worksheet

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Lesson Procedure

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1. Student will be given a group worksheet. (each student will submit a worksheet with responses)
2. Students will come into class and respond to the Do Now on the Group Worksheet.
3. Students will share their Do Now responses with a classmate or their group. (Think, Pair, Share)
4. Students will offer responses to the Do Now in a whole class environment.
5. Students will watch the video of the overview of the East Palestine Train Derailment (1 min)
6. Students will watch the video of the issue of Credible Sources regarding the East Palestine Train Derailment (2:05 min)
7. Students will respond to the questions for Activity #1 as a group.
8. Students will respond to the questions for Digging Deeper in Activity #2 as a group.
9. Students will watch Video #2 on Google Classroom as a group. (1:57 Min)
10. Students will respond to the questions for Activity #3.
11. Students will submit completed worksheet.
12. Students will complete the Exit Ticket for the lesson on Google Classroom. (Each Student completes an Exit Ticket)