Truth Sleuths Worksheet Truth Sleuths
Digital Literacy & Media Literacy | Student Worksheet
NAME: ___________________________
DATE: ___________________________
Essential Question
How does disinformation impact public opinion and the policy-making process?
1 The Vocabulary of Deception
While watching the video, record the specific differences between these two terms.
Disinformation
Definition:
Intent:
Misinformation
Definition:
Intent:
2 Case Study: Britain First (2017)
In the 2017 Twitter example of the Dutch boys fighting, explain how the context was changed to manipulate the viewer's opinion.
The False Narrative:
The Actual Truth:
3 The Impact on Policy
The narrator mentions "Glittering Generalities" (like "Trust the Science") and "Misdirection." How do these strategies prevent actual policy compromise?
The Disinformation Detective Activity
Vetting Toolkit: Check the Source
1. Citations
Are there links, footnotes, or bibliographies? Who is being quoted?
2. Transparency
Check the "About Us" page. Is the funding source clear or "dark money"?
3. Tone
Is the language neutral or emotionally charged (glittering generalities)?
Article ID Evidence Found (Red Flags or Green Flags) Classification Source A: Global Energy Policy Review (Editorial) Legitimate Biased/Editorial Disinformation
|
| Source B:
Legitimate Biased/Editorial Disinformation
|
| Source C:
Legitimate Biased/Editorial Disinformation
|
Final Reflection:
Which article was the hardest to classify? Why? What specific "red flag" or "green flag" tipped you off?
Truth Sleuths Slides TRUTH SLEUTHS
Navigating Disinformation & Misinformation
The Telephone Effect
The Rules
I'll whisper a secret to the first person.
Pass it on—whisper only once!
The last person reveals the secret.
"Was the message changed? Did anyone change it on purpose? How does this happen in the real world?"
Know the Difference
Disinformation
False information that is intentionally spread to manipulate policy or gain profit.
"The Person Who Lies on Purpose"
Misinformation
False information that is unintentionally spread, typically by average people.
"The Person Who Passes on a Mistake"
Video: The Crisis of Information
PAUSE AT 1:56
Embedded media
Why did the false caption make the Britain First video go viral?
The New Gatekeepers
OLD
Traditional Media: Editors, fact-checkers, and professional standards.
NEW
Social Media Giants: Algorithms, user-created content, and minimal transparency.
"User-created content has deprofessionalized journalism."
The Fact-Checker's Checklist
Check Citations
Look for footnotes, bibliographies, and embedded links.
Check Funding
Follow the money. Is it a shell group or dark money?
Check Sense
Does it sound reasonable? Does it link unrelated facts?
Activity: The Disinformation Detective
1 Examine the 3 sample articles provided.
2 Use the "Check the Source" checklist on your worksheet.
3 Categorize: Legitimate, Biased, or Disinformation.
INVESTIGATION IN PROGRESS...
Which red flags were easiest to spot?
"Your responsibility as a citizen is to vet sources and avoid being the 'misinformation' link in the telephone game."
Vote • Debate • Participate
Truth Sleuths Discussion Cards Truth Sleuths
Classroom Discussion Cards
Teacher Resource
Phase 1: The Hook
Telephone Debrief
Discussion Prompts:
"How similar was the final message to the original? Where did the first 'error' occur?"
"If you realized the message was wrong when it reached you, why did you pass it on anyway?"
"Does anyone feel they were tricked ? How does that compare to online news?"
Phase 2: Video Analysis (1:56)
The Viral Lie
Discussion Prompts:
"Why did the false caption ('Muslim migrant beats up Dutch boy') make the video go viral compared to the true caption?"
"How does this use of emotional 'bait' bypass our critical thinking skills?"
"Identify the Disinformation agent vs. the Misinformation spreader in this case."
Phase 2: Video Analysis (9:33)
Trade-offs & Facts
Discussion Prompts:
"The narrator notes that science is a 'process of disputation.' How does a 'Glittering Generality' like 'Trust the Science' kill that process?"
"Why does disinformation lead to 'two separate sciences'? How does this make policy compromise impossible?"
Phase 3: Activity Closure
Detective Debrief
Discussion Prompts:
"Which red flags were the easiest to spot in the satire/fake article? (e.g., tone, funding, citations)"
"Why is 'Biased/Editorial' news often harder to spot than 'Fake' news?"
"How does checking the funding of a source change your perception of its 'objectivity'?"
Cut along the borders to create individual cards. Use during video pauses or as small group rotation prompts.
Truth Sleuths Teacher Guide Teacher Guide
Truth Sleuths: Media Literacy
Grade: 9-12 Civics/Govt
Duration: 45-50 Mins
Learning Objectives
Differentiate between disinformation (intentional) and misinformation (unintentional).
Analyze how biased media polarizes the public and impacts policy compromise.
Apply the "Check the Source" toolkit to evaluate article credibility.
Pacing Guide
0-5m
The Hook: Telephone Game. Debrief using Discussion Card #1.
5-20m
Video: Watch "Role of Media: Crisis of Information". Pause at 1:56, 6:01, and 9:33 for discussion.
20-40m
Activity: The Disinformation Detective. Students evaluate 3 sample sources on their worksheet.
40-45m
Closure: Discussion on red flags and civic responsibility.
Materials Needed
Truth Sleuths Slides
Student Worksheets (1 per student)
Discussion Cards (for Teacher)
The "Detective Articles" (Printed)
Answer Key: Disinformation Detective
Source A: Global Energy Policy Review (Editorial)
Classification: Biased/Editorial
Notes: Likely has a stated agenda, uses emotive language (glittering generalities), but usually maintains factual basis. Funding may be tied to the energy sector.
Source B: The National Report (Online News)
Classification: Disinformation
Notes: This is the Paul Horner fake news site mentioned in the video. Features fabricated stories (e.g., Obama banning the Pledge). No real citations, anonymous "dark money" funding.
Source C: Associated Press (AP Wire)
Classification: Legitimate
Notes: Established media source, non-partisan, standard professional ethics, objective reporting, relies on verified citations.
Teacher Tips for Success
Differentiating the Terms
Students often confuse these. Emphasize intent . Disinformation is a weapon; Misinformation is a mistake. Use the "Telephone Game" as the recurring anchor for this concept.
Handling Divisive Topics
The video mentions climate change and gender as divisive topics. Frame these discussions around the way media handles them (misdirection/polarization) rather than the merits of the issues themselves.
