Real versus Fake News

RATIONALE: In response to the article in American Popular Culture, I think it's incredibly important to address "fake" versus "real" news, especially when more people turn to fake news, in my opinion, for their entertainment purposes. My own experience with "fake" news as a child and during some of adolescence was with tabloid newspapers. I still cannot figure out why these newspapers are still in print, but it's actually very clear after reading that article! The people want to be entertained! And who doesn't love a good story?



Shows like The Daily Show I believe respond to the audience's desire for entertainment as well as for showing a somewhat biased, but entertaining nonetheless "other side" of the issue, versus shows like "The O'Riley Factor", which can come across as abrasive, and even offensive to biased and unbiased viewers:



I think students need to learn to be critically aware of their world, specifically the place they get their information about the world, the news. Whether that source is on TV or in the newspaper, biased news reporting can have a negative affect on the way we perceive the world if we aren't taught to challenge and question that source.

Activity #1: Which one is different?
This would be a starting activity to help students start to look at what makes "real" print news different from "fake" print news sources. It will also help students distinguish what is the difference between "fact" and "opinion", especially when evaluating sources for a research-based paper or project. Students will look at a real news story and a fake one in order to help determine the differences between the two.

1. Have students look at the following articles removing the name of sources:

http://www.nytimes.com/2009/06/04/us/04marriage.html?scp=1&sq=new%20hampshire%20gay%20marriage&st=cse
http://www.theonion.com/content/news_briefs/new_hampshire_passes_law

2. Individually, answer the following questions:
- What did you notice that was similar?
- What was different?
- What do you notice about author's voice?
- What is the audience for each?
- What is the author's purpose for each?
- Which did you like better and why?

3. After students answer questions, debrief in large group. What can we consider a satire? What is the difference between fact and opinion and how is that stated to the audience?

Activity #2: Create Fake News in Persuasion ?
In my experience, in order for students to really understand a concept, it helps to have them practice that concept themselves. In talking about "real" versus "fake" news, this activity would ask students to create their own fake news broadcast based on what they've learned from viewing shows like The Daily Show, SNL, or Colbert Report. Because shows like these are so popular with a younger audience, this activity will require them to not only understand the difference between real and fake news, but also what makes that difference. Is it because of entertainment purposes? Is it because cable allows you to form a more biased opinion? They would be asked to combine their knowledge of news reporting, persuasion, and satire to inform, but also entertain their audience while making a commentary on today's society.

PROCEDURES:
1. After students have discussed the difference in news sources using activities like in Activity #1, they will begin to research in groups a topic of their own choice (after discussing the difference between credible and non-credible sources, fact versus opinion, audience, tone, purpose, etc.)
2. Students will be able to examine satirical news broadcasts on The Daily Show, The Colbert Report, SNL's Weekend Update and political skits, and in tabloid newspapers and The Onion.
3. In groups, they will need to identify their overall message, purpose, tone, argument, audience, and any persuasive/entertainment techniques.
4. After videotaping their satirical news cast, groups will share/present their findings
5. Students will also complete a short response paper answerign the following questions:
- What elements did you decide to change/elaborate/exaggerate from the original source?
- How did you incorporate the elements of satire?
- What persuasive and entertaining techniques are you using?
6. This activity can be used as a launching pad for more satirical literature from Jonathan Swift's "A Modest Proposal" to Oscar Wilde, etc.