Created bySanaa Ilyas
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we leverage textual analysis methods to effectively combat misinformation and disinformation, promoting ethical and informed digital citizenship by creating a fact-checking website focused on current events?Essential Questions
Supporting questions that break down major concepts.- How can we critically evaluate the credibility of information in the digital age?
- What are the ethical implications of misinformation and disinformation?
- What role do rhetorical devices and logical fallacies play in shaping public discourse?
- How can individuals and communities combat the spread of misinformation?
- How can textual analysis methods be employed to discern factual information from opinion or bias?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to identify credible sources by analyzing source characteristics (author, publication, date, etc.).
- Students will be able to differentiate between factual information and opinion by applying textual analysis methods.
- Students will be able to evaluate the use of rhetorical devices and logical fallacies within a text.
- Students will be able to draw inferences and conclusions based on textual evidence.
- Students will be able to effectively communicate fact-checking results in a clear and concise manner suitable for a public audience.
- Students will be able to design and develop a functional website to disseminate fact-checking information.
Common Core State Standards
CCSS.ELA-Literacy.CCRA.R.2
Primary
Analyze the main ideas in a textReason: This standard directly aligns with the project's focus on textual analysis for fact-checking.
CCSS.ELA-Literacy.CCRA.R.8
Primary
Differentiate between facts and opinionsReason: This standard is central to the project's goal of distinguishing factual information from opinion or bias.
CCSS.ELA-Literacy.CCRA.L.4
Supporting
Deduce the meanings of unfamiliar words from contextReason: This standard supports the project by enhancing students' ability to comprehend complex texts encountered during fact-checking.
CCSS.ELA-Literacy.CCRA.R.1
Supporting
Draw inferences based on text comprehensionReason: This standard supports the project by enabling students to make informed judgments about the credibility of information.
Entry Events
Events that will be used to introduce the project to studentsThe Deepfake Dilemma
A deepfake video of a political figure goes viral, sparking widespread debate and confusion. Students must determine the video's authenticity, analyze its impact, and explore the broader implications of manipulated media in shaping public discourse.Algorithmic Bias
Students receive a personalized newsfeed generated by an AI algorithm. They then compare its content with news from traditional sources to identify bias, assess information accuracy, and understand how algorithms shape individual perceptions of reality.The Viral Claim
A controversial social media post claims a scientific breakthrough, but evidence is conflicting and sources are questionable. Students investigate the claim's validity using scientific databases, expert interviews, and critical analysis of online discussions.Conspiracy Breakdown
Students are tasked with debunking a popular conspiracy theory circulating online, applying research methodologies and logical reasoning to dissect misinformation and expose its underlying assumptions.đź“š
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Word Detective
Students will explore unfamiliar words encountered in their chosen news articles, deducing their meanings from context and using online resources to verify their understanding.Steps
Here is some basic scaffolding to help students complete the activity.1. Identify unfamiliar words in your chosen news article.
2. Attempt to deduce the meaning of each word based on its context within the article.
3. Use online dictionaries or resources to verify the meaning of each word.
4. Create a vocabulary list including the word, its deduced meaning, and its verified meaning.
Final Product
What students will submit as the final product of the activityA vocabulary list with definitions derived from context and verified through online resources.Alignment
How this activity aligns with the learning objectives & standardsCCSS.ELA-Literacy.CCRA.L.4Activity 2
Inference Investigator
Students will practice drawing inferences and conclusions based on evidence within their news articles. They will formulate their own reasoned judgments about the article’s message and implications.Steps
Here is some basic scaffolding to help students complete the activity.1. Review the facts and opinions identified in the news article.
2. Based on the evidence, what inferences can you draw about the author's intent or the article's message?
3. Support each inference with direct quotes or paraphrased evidence from the text.
4. Write a paragraph summarizing your inferences and supporting evidence.
Final Product
What students will submit as the final product of the activityA written paragraph outlining inferences drawn from the article, supported by textual evidence.Alignment
How this activity aligns with the learning objectives & standardsCCSS.ELA-Literacy.CCRA.R.1Activity 3
Website Content Creator
Students will synthesize their learning by creating a webpage for their fact-checking website. This webpage will present their analysis of a chosen news article.Steps
Here is some basic scaffolding to help students complete the activity.1. Compile your work from previous activities: Fact vs. Opinion Deconstruction, Word Detective, and Inference Investigator.
2. Organize your findings into a clear and concise format for a webpage.
3. Create a webpage using a platform like Google Sites or Wix, incorporating your analysis, evidence, and vocabulary list.
4. Ensure your webpage includes a clear headline, introduction, body paragraphs, and a conclusion.
5. Publish your webpage as part of the class fact-checking website.
Final Product
What students will submit as the final product of the activityA webpage presenting a fact-checked analysis of a current event news article.Alignment
How this activity aligns with the learning objectives & standardsCCSS.ELA-Literacy.CCRA.R.2, CCSS.ELA-Literacy.CCRA.R.8, CCSS.ELA-Literacy.CCRA.R.1, and CCSS.ELA-Literacy.CCRA.L.4🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioFact-Checking Website Evaluation Rubric
Category 1
Textual Analysis Skills
Assesses the student's ability to analyze, infer, and deduce meaning from textual evidence, focusing on identifying credible sources and differentiating facts from opinions.Criterion 1
Identifying Credible Sources
Evaluation of the student's ability to analyze and establish the credibility of information sources.
Exemplary
4 PointsConsistently identifies highly credible sources, providing comprehensive analysis of author, publication, and context.
Proficient
3 PointsIdentifies credible sources with clear analysis of author, publication, and context in most cases.
Developing
2 PointsIdentifies some credible sources but inconsistently analyzes author, publication, and context.
Beginning
1 PointsStruggles to identify credible sources with minimal analysis of author, publication, and context.
Criterion 2
Differentiating Facts from Opinions
Assessment of the student's ability to discern factual information from opinion or biased text.
Exemplary
4 PointsConsistently distinguishes facts from opinions with sophisticated textual analysis and clear examples.
Proficient
3 PointsUsually distinguishes facts from opinions with effective analysis and relevant examples.
Developing
2 PointsSometimes distinguishes facts from opinions but analysis may be incomplete or lack supporting examples.
Beginning
1 PointsStruggles to distinguish facts from opinions, providing minimal analysis and examples.
Category 2
Communication and Synthesis
Evaluates the effectiveness of communicating analysis results in a structured and public-friendly manner on a digital platform.Criterion 1
Webpage Content Quality
Quality and clarity of content presented on the fact-checking webpage, including organization, coherence, and informativeness.
Exemplary
4 PointsContent is exceptionally well-organized, coherent, and informative, engaging the audience effectively.
Proficient
3 PointsContent is well-organized and informative, with some room for improvement in engagement or coherence.
Developing
2 PointsContent is somewhat organized and informative, but lacks full coherence and audience engagement.
Beginning
1 PointsContent is disorganized and minimally informative, failing to engage the audience effectively.
Category 3
Technical and Design Skills
Measures the student's ability to use digital tools effectively to create and publish a webpage tailored for a fact-checking context.Criterion 1
Website Design and Functionality
Assessment of the webpage’s design and functionality, including ease of navigation, visual appeal, and appropriate use of digital tools.
Exemplary
4 PointsWebsite is highly functional, visually appealing, and seamlessly navigable, leveraging digital tools expertly.
Proficient
3 PointsWebsite is functional and visually appealing, generally easy to navigate, with effective use of digital tools.
Developing
2 PointsWebsite demonstrates basic functionality and visual appeal, with some navigational challenges.
Beginning
1 PointsWebsite has limited functionality and visual appeal, with significant navigational difficulties.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
Reflect on the overall process of creating your fact-checking website. What were the most challenging aspects of this project?
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Required
Question 2
How has this project changed your understanding of misinformation and disinformation in the digital age?
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Question 3
How effectively did you apply textual analysis methods to differentiate between fact and opinion?
Scale
Required
Question 4
Which portfolio activity contributed the most to your learning and skill development?
Multiple choice
Required
Options
Word Detective
Inference Investigator
Website Content Creator
Question 5
How did the driving question guide your inquiry throughout this project? How did the essential questions shape your thinking?
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