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Created byNancy Whitted
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The Truth Lab: Curating a Post-Truth Museum Exhibit
Grade 11English15 days
★★★★★
5.0 (1 rating)MisinformationRhetorical AnalysisMedia LiteracyArgumentative WritingMuseum CurationCritical ThinkingDigital Research
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as curators of "The Truth Lab," design an interactive museum experience that uses deep research and rhetorical analysis to expose modern myths and empower our community to navigate a "post-truth" world?Essential Questions
Supporting questions that break down major concepts.- How do we determine the validity and reliability of information in an increasingly complex digital landscape? (Research & Evaluation)
- How do authors use specific rhetorical strategies, logical fallacies, and language choices to shape public perception or spread misinformation? (Reading Nonfiction & Author’s Craft)
- How can we craft compelling, evidence-based arguments that effectively challenge and debunk deeply held myths for a public audience? (Writing Arguments)
- What is the ethical responsibility of a communicator in a 'post-truth' society, and how can we use interactive design to foster critical thinking in others? (Speaking, Listening & Collaboration)
- How does the precision of our vocabulary and the clarity of our conventions impact the credibility and persuasiveness of our message? (Vocabulary & Conventions)
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Evaluate the validity and reliability of digital and print sources using lateral reading and evidence-based criteria to synthesize findings for a museum exhibit.
- Analyze the use of rhetorical strategies, logical fallacies, and language choices in nonfiction texts to determine how they shape public perception or propagate misinformation.
- Construct sophisticated argumentative texts for a public audience that use valid reasoning and relevant evidence to debunk specific modern myths.
- Collaborate to design and present an interactive museum experience that effectively communicates complex research to a community audience using diverse media.
- Demonstrate mastery of standard English conventions and precise, domain-specific vocabulary to establish credibility and authority in public-facing communication.
Indiana Academic Standards (ELA)
11-12.RN.3.3
Primary
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Analyze the use of rhetorical devices to convey meaning or produce effect.Reason: This project centers on analyzing how myths are constructed and how to use similar rhetorical tools ethically to debunk them.
11-12.RN.4.1
Primary
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.Reason: Students must identify fallacies in 'post-truth' narratives as a core part of their museum curation research.
11-12.W.1
Primary
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Reason: The museum exhibits and placards require students to write formal, evidence-based arguments to challenge misinformation.
11-12.W.5
Primary
Conduct short as well as more sustained research assignments and tasks to build knowledge about the research process and the topic under study.Reason: The project is driven by deep research into modern myths and the verification of facts.
11-12.SL.4.1
Secondary
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning.Reason: Students will present their interactive exhibits to the community, requiring clear communication of their research findings.
11-12.L.1
Supporting
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Reason: Clarity and conventions are essential for maintaining the credibility of 'The Truth Lab' as a trusted source of information.
Entry Events
Events that will be used to introduce the project to studentsThe Deepfake Disaster Interruption
The classroom is transformed into a 'crime scene' where a popular viral video—seemingly involving a local figure or celebrity making a controversial statement—is playing on a loop. Students are handed 'Digital Forensic Kits' and tasked with determining the video's authenticity by analyzing linguistic patterns and visual cues before a fictional 'PR disaster' clock runs out.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Rhetorical Autopsy: Dissecting the Anatomy of a Lie
In this activity, students perform a 'rhetorical autopsy' on the misinformation they researched. They will identify specific logical fallacies (like straw man, ad hominem, or slippery slope) and rhetorical strategies (pathos-heavy language, loaded words) used to make the myth believable and viral.Steps
Here is some basic scaffolding to help students complete the activity.1. Select one primary text or video that promotes your chosen myth.
2. Color-code the text to identify Ethos, Pathos, and Logos. Analyze how these appeals are being used to manipulate the audience.
3. Identify at least three distinct logical fallacies within the source and explain how they undermine the logic of the argument.
4. Write a 'Rhetorical Impact Statement' explaining how the author's choice of structure and vocabulary contributes to the spread of the 'post-truth' narrative.
Final Product
What students will submit as the final product of the activityAn 'Annotated Anatomy Map'—a visual or digital breakdown of a primary 'myth source' (video transcript or article) with callouts identifying fallacies, rhetorical appeals, and manipulative language.Alignment
How this activity aligns with the learning objectives & standardsAligns with 11-12.RN.3.3 (Analyzing rhetorical devices and structure) and 11-12.RN.4.1 (Identifying false statements and fallacious reasoning).Activity 2
The Debunker's Manifesto: Crafting the Counter-Argument
Now that students understand how the myth was built, they must write the formal argument to tear it down. Students will draft the 'Curator’s Statement' for their museum exhibit—a sophisticated, evidence-based argument that debunks the myth while maintaining high standards of credibility and academic tone.Steps
Here is some basic scaffolding to help students complete the activity.1. Develop a strong thesis statement that clearly identifies the myth and asserts the evidence-based truth.
2. Outline the argument using a 'Counter-Point/Evidence' structure, ensuring each claim by the 'myth' is directly addressed with verified data.
3. Draft the Manifesto, focusing on the use of transitional phrases to connect complex ideas and maintaining a formal, authoritative tone.
4. Participate in a 'Peer Truth-Check' session, where students review each other's drafts for clarity, logical flow, and grammatical precision (Convention Check).
Final Product
What students will submit as the final product of the activityA 'Curator’s Manifesto' (an argumentative essay or long-form placard) that presents a clear claim, provides evidence-based counterpoints, and uses precise, domain-specific vocabulary.Alignment
How this activity aligns with the learning objectives & standardsAligns with 11-12.W.1 (Writing arguments to support claims with valid reasoning) and 11-12.L.1 (Demonstrating command of standard English conventions).Activity 3
The Curator’s Blueprint: Designing for Engagement
Students transition from writers to designers. They must plan how to present their research interactively to an audience. This involves storyboarding the user experience of their museum exhibit, ensuring that the 'visitor' doesn't just read the truth but experiences the process of discovery.Steps
Here is some basic scaffolding to help students complete the activity.1. Sketch the physical or digital layout of your exhibit booth, identifying where the 'Manifesto' and 'Anatomy Map' will be displayed.
2. Design one 'Interactive Element' (e.g., a 'Spot the Fallacy' game, a VR 'Source-Check' station, or a physical 'Sorting the Truth' activity for visitors).
3. Draft a 2-minute 'Elevator Pitch' or presentation script that summarizes the myth and the importance of debunking it for a general audience.
4. Peer-review the blueprints to ensure the 'line of reasoning' in the exhibit is easy for a layperson to follow.
Final Product
What students will submit as the final product of the activityAn 'Exhibit Blueprint & Storyboard' that details the visual layout, the interactive 'Truth-Testing' station, and the script for the curator’s oral presentation.Alignment
How this activity aligns with the learning objectives & standardsAligns with 11-12.SL.4.1 (Presenting findings with a clear perspective) and 11-12.RN.3.3 (Analyzing how structure makes points engaging).Activity 4
The Truth Lab Live: Igniting Critical Consciousness
The culmination of 'The Truth Lab.' Students host the interactive museum for their peers, parents, and community members. They act as expert curators, guiding visitors through their research and teaching them the skills to navigate a post-truth world.Steps
Here is some basic scaffolding to help students complete the activity.1. Set up the final exhibit space, ensuring all placards (Manifesto) and visual aids (Autopsy Map) are professionally displayed and error-free.
2. Deliver the oral presentation to visitors, using precise vocabulary and a clear, distinct perspective to explain the research process and findings.
3. Facilitate the interactive station, coaching visitors on how to use 'lateral reading' or 'fallacy spotting' in their own lives.
4. Submit a 'Post-Exhibition Reflection' analyzing how the audience's feedback confirmed or challenged the effectiveness of the exhibit's rhetorical structure.
Final Product
What students will submit as the final product of the activityThe 'Truth Lab Interactive Exhibit'—a live presentation of the student's research, including the interactive elements, visual displays, and a Q&A session with the audience.Alignment
How this activity aligns with the learning objectives & standardsAligns with 11-12.SL.4.1 (Presenting findings and supporting evidence) and 11-12.L.1 (Mastering conventions in speaking and writing).Activity 5
The Myth-Buster’s Dossier: Fact-Checking the Digital Wild
Students begin their journey as truth-seekers by selecting a modern myth, conspiracy theory, or piece of misinformation currently circulating in the digital world. Using lateral reading techniques, students will track the origin of the myth and evaluate the credibility of the sources promoting it versus those debunking it.Steps
Here is some basic scaffolding to help students complete the activity.1. Brainstorm and select a modern myth or piece of misinformation (e.g., specific health myths, deepfakes, or urban legends) and get teacher approval.
2. Perform 'Lateral Reading' by opening multiple tabs to research the reputation of the original source and the consensus of other reputable fact-checking organizations.
3. Complete a Source Reliability Matrix for at least four different sources (two for the myth, two debunking it), documenting the author's intent and credentials.
4. Synthesize findings into a 300-word executive summary that explains the myth's origin and why it is considered misinformation based on evidence.
Final Product
What students will submit as the final product of the activityA 'Digital Evidence Dossier' containing a curated list of sources, an evaluation of each source's reliability using the SIFT method (Stop, Investigate the source, Find better coverage, Trace claims), and a preliminary summary of the 'truth' behind the myth.Alignment
How this activity aligns with the learning objectives & standardsAligns with 11-12.W.5 (Conducting research to build knowledge) and 11-12.RN.4.1 (Evaluating the validity of reasoning and relevance of evidence).🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioThe Truth Lab: Post-Truth Museum Rubric (100 Points)
Category 1
Research and Inquiry Framework
Focuses on the student's ability to navigate the digital landscape, evaluate sources, and synthesize research.Criterion 1
Information Literacy & Digital Research
The ability to conduct sustained research using lateral reading and the SIFT method to evaluate source reliability and trace misinformation to its origin.
Exemplary
20 PointsDemonstrates sophisticated lateral reading; synthesizes multiple high-quality sources to uncover deep origins of misinformation; provides exhaustive evidence for source credibility using the SIFT method.
Proficient
15 PointsDemonstrates thorough research skills; uses lateral reading to verify sources and applies the SIFT method effectively to build a reliable evidence base.
Developing
10 PointsShows emerging research skills; uses some lateral reading but may rely on surface-level verification; SIFT method is applied inconsistently.
Beginning
5 PointsShows initial research skills; struggles to distinguish between reliable and unreliable sources; provides insufficient evidence for source claims.
Category 2
Analytical Deconstruction
Evaluates the student's ability to deconstruct how misinformation is built using language and logic.Criterion 1
Rhetorical & Fallacy Analysis
Identification and analysis of rhetorical appeals (ethos, pathos, logos) and logical fallacies within a primary 'myth' source.
Exemplary
20 PointsProvides a sophisticated analysis of how rhetorical appeals manipulate audience perception; identifies complex fallacies with nuanced explanations of their impact on logic.
Proficient
15 PointsAccurately identifies and explains rhetorical appeals and at least three distinct logical fallacies; clearly explains how they undermine the argument.
Developing
10 PointsIdentifies basic rhetorical appeals and some fallacies, but explanations of their impact or function are inconsistent or superficial.
Beginning
5 PointsStruggles to identify rhetorical strategies or fallacies; analysis is incomplete or contains significant inaccuracies regarding the author's craft.
Category 3
The Debunker's Craft
Assesses the student's ability to write persuasive, evidence-backed counter-narratives.Criterion 1
Argumentative Logic & Evidence
The quality of the evidence-based argument used to debunk the myth, including claim strength, counter-point structure, and logical flow.
Exemplary
20 PointsCrafts a compelling, innovative argument with a sophisticated counter-point structure; uses highly relevant data to challenge myths with exceptional clarity.
Proficient
15 PointsWrites a clear, formal argument with a strong thesis; uses valid reasoning and sufficient evidence to debunk the myth effectively.
Developing
10 PointsDevelops a basic argument with a clear claim; however, counter-points may be underdeveloped or evidence may not fully support the conclusion.
Beginning
5 PointsArgument is weak or disorganized; claim is unclear and reasoning lacks sufficient evidence to effectively challenge the myth.
Category 4
Curatorial Presentation
Focuses on the student's ability to communicate complex findings through design and speech.Criterion 1
Interactive Design & Public Speaking
The design of the museum exhibit and the delivery of the oral presentation, focusing on engagement and clarity for a public audience.
Exemplary
20 PointsDesigns a transformative interactive experience that expertly guides visitors through discovery; oral presentation is professional, engaging, and authoritative.
Proficient
15 PointsCreates an effective interactive exhibit with a clear layout; delivers a distinct perspective in the oral presentation that the audience can easily follow.
Developing
10 PointsExhibit design is functional but lacks deep interactivity; oral presentation communicates findings but may lack a clear line of reasoning or professional delivery.
Beginning
5 PointsExhibit layout is confusing or incomplete; oral presentation is difficult to follow or lacks the supporting evidence required for a public exhibit.
Category 5
Language & Professionalism
Evaluates the technical quality of the written and spoken word as a tool for establishing trust.Criterion 1
Conventions & Credibility
The use of standard English grammar, precise domain-specific vocabulary, and professional tone to establish credibility.
Exemplary
20 PointsExhibits mastery of conventions with zero errors; uses sophisticated, domain-specific vocabulary that significantly enhances the authority of the message.
Proficient
15 PointsDemonstrates command of standard English conventions; uses precise vocabulary appropriate for a museum setting with few minor errors.
Developing
10 PointsShows inconsistent command of conventions; vocabulary is basic or occasionally imprecise, which may slightly impact the exhibit's credibility.
Beginning
5 PointsContains frequent grammatical errors that impede clarity; vocabulary is general or used incorrectly, undermining the student's authority as a curator.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
How has your personal definition of 'truth' and your approach to digital information changed since you began your work in 'The Truth Lab'?
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Question 2
How confident do you now feel in your ability to independently identify and debunk a sophisticated piece of misinformation using lateral reading and rhetorical analysis?
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Question 3
Based on your experience as a curator, what do you believe is the greatest challenge for today’s communicators when trying to share the truth?
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Question 4
Which aspect of your interactive museum design best helped your audience grasp the complexity of the myth you were debunking, and why?
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Question 5
Which phase of the 'Truth Lab' process provided you with the most valuable tools for your future as a critical thinker and citizen?
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