Source Evaluation Worksheet

This worksheet is designed to help you apply the credibility checkpoints you learned in class. For each media source provided, evaluate its credibility by considering factors like authority, accuracy, bias, and timeliness. Write down your observations and conclusions in the spaces provided.

Instructions

1. Read the details of each media source carefully.
2. Use the credibility checkpoints to assess each source.
3. Record your observations and conclusions in the space provided after each question.

Media Source 1: Article Example

Title: Breaking News on Local Events

Summary: This article covers a recent event in your local community. It includes quotes, statistics, and a few opinions from locals.

Evaluation Questions:

1. Authority:

   • Who is the author or organization behind this article? Are they an expert or have the relevant credentials?
     
     
     
     
     
     
     

2. Accuracy:

   • Are the facts provided in this article verified? Is there evidence (citations or references) to back up the claims?
     
     
     
     
     
     
     

3. Bias:

   • Does the article present information objectively, or does it seem to lean towards a particular perspective? Explain.
     
     
     
     
     
     
     

4. Timeliness:

   • Is the information current and relevant to today's events? Why or why not?
     
     
     
     
     
     
     

Media Source 2: Social Media Post

Platform: Social Media (e.g., Twitter, Facebook)

Summary: A post claiming a major discovery has been made, accompanied by a catchy headline and a link to a blog post.

Evaluation Questions:

1. Authority:

   • Who is the person or page posting this information? What evidence is there of their expertise or credibility?
     
     
     
     
     
     
     

2. Accuracy:

   • Are there any verifiable facts in the post? Is the linked blog post from a reliable source?
     
     
     
     
     
     
     

3. Bias:

   • Does the post seem to push a particular agenda or perspective? How might that affect the credibility of the information?
     
     
     
     
     
     
     

4. Timeliness:

   • Consider if the social media post is informing you about a recent event or outdated information. Explain your reasoning.
     
     
     
     
     
     
     

Reflection

• After evaluating these two sources, write a brief reflection on which source you found more credible and why. Use the credibility checkpoints in your explanation.

Remember, your evaluations should be based on evidence from each source. Take your time, think critically, and be thorough in your analysis.

Real vs. Fake News Debate

This activity is designed to engage the class in a debate format where students critically analyze and discuss the authenticity of various news pieces. Use the following guidelines and discussion questions to structure the debate and ensure that each student has the opportunity to participate actively.

Guidelines:

1. Form Teams: Divide the class into two teams. One team will argue in favor of the authenticity of the news (the "Real" team), and the other team will argue that the news is not credible (the "Fake" team).

2. Review Scenarios: Present the class with several scenarios or excerpts from news pieces. These scenarios can be drawn from recent media or constructed for this activity. Make sure to choose a variety of examples that include both reliable and questionable information.

3. Prepare Arguments: Give each team 5-10 minutes to discuss and prepare their arguments using the credibility checkpoints from the Credibility Checkpoints (Slide Deck) as reference. These include Authority, Accuracy, Bias, and Timeliness.

4. **Debate Structure:

   • Opening Statements (2 minutes per team):** Each team presents their initial argument.
   • Rebuttal Round (2 minutes per team):** Teams respond to the opposing team's arguments.
   • Open Floor Discussion (5 minutes):** Encourage cross-discussion with questions from the teacher guiding deeper analysis.
   • Closing Statements (2 minutes per team):** Teams summarize their final thoughts and key takeaways.

5. Teacher Facilitation: The teacher should monitor the discussion, interjecting to clarify concepts, provide additional examples, and ensure that students are respectfully considering all viewpoints.

Discussion Questions:

1. What criteria makes a news source credible?
   
   
   
   
   
   

2. How can you tell if a piece of news is biased or unbalanced? Provide examples from the scenarios.
   
   
   
   
   
   

3. Why is timeliness important in news reporting? Can outdated information still be credible?
   
   
   
   
   
   

4. In the era of social media, how do you differentiate between opinion-based posts and verified factual reporting?
   
   
   
   
   
   

5. What role do fact-checking and cross-referencing play in verifying news?
   
   
   
   
   
   

Follow-Up Points:

• Reflection: After the debate, ask each student to reflect on one new insight they gained about evaluating media credibility.

• Real-World Connection: Encourage students to apply these evaluation strategies to news they encounter outside the classroom.

• Further Inquiry: Propose additional debates or research projects where students can explore current events using the credibility checkpoints.

This debate aims not only to sharpen analytical and public speaking skills but also to empower students with the ability to distinguish between reliable information and misinformation in everyday media.