Real vs. Fake News Assignments

Lesson 1: Jon Stewart vs. the Fool
In this assignment, students are going to compare The Daily Show’s host, Jon Stewart, to the character of the Fool in Shakespeare’s King Lear. While reading King Lear, we will have class discussions on the role of the Fool and why he was included in this play, and many other similar characters in other Shakespearian plays. Sample questions for the discussion would be:
1. Historically, what was a jester’s or fool’s job?
2. What does the Fool do in the play?
3. Does this character provide a service to Lear or to the audience? How so?

Next, we would examine some highlights of The Daily Show, especially using some highlights from the Bush administration years. Now a comparison can be made between Jon Stewart and the Fool, using very similar discussion questions.

Rationale: By doing this lesson, students are able to see a few concepts. One, they can see the roots of The Daily Show in an historical context (always know your history). Two, they can see that the role of the Fool was to spread the “truth” about leaders without the leaders knowledge (they were there to question the leader’s wisdom and provide an alternate voice). Three, they can understand that the “official” view of things isn’t always the best view to take.

Lesson 2: Writing a Parody News Article
In this assignment, students will be creating their own version of a news item found in a newspaper. I would bring in many different copies of different newspapers, some local, some national. Students would be given time to read through them and find some articles that interest them, with the understanding that we’re going to exclude a lot of the paper (sports, weather, celebrity gossip, etc.). Students would be allowed to share articles and discuss while I monitored. After this, the class would vote on the top five most interesting articles. I would then collect the papers for use later. After class, I would go and get corresponding articles from The Onion or a similar parody newspaper.

The following day, students will read these parody examples of these same stories and compare them to the accounts from the day before. A discussion would be had as to how the stories are different. Also, we would discuss how they both share information, but one is obviously a parody (assuming a discussion of parody was had before this lesson).

Finally, the class now receives their assignment. They are to create their own version of a parody news article. They can use any topic they wish, again with the understanding that it be actual news. They are to turn in an original/source article and their own work. After they are turned in I would display them and allow students time to read through their peers’ articles.

Rationale: Many students learn best through doing, not just reading or listening. By creating their own parody article, they begin to see how a person creating a parody needs to really be knowledgeable about the “real” story in order to do a good job. Also, everyone enjoys critiquing other’s works and laughing!

Assignment 3: Getting the “Real” Story
In this lesson, students will study Video News Reports (VNRs), especially those related to new prescription drugs, and the actual findings of the FDA or other sources. This lesson assumes that I can find examples of VNRs. The best examples of these are going to be of the diet drug Phen-Fen, and the pain drug Vioxx. Both had VNR examples that were shown during news broadcasts, then were quickly called off the market when it was discovered how damaging they could be.
First, I will show students the VNR examples. After viewing, I would ask students whether or not these drugs seemed too good to be true. Would they buy them, ask their doctors about them? Why do you think these were included during the broadcast? Would there also have been commercials related to these products during the program?
Next, I would show the FDA findings and then news broadcasts about their recalls. We would discuss how the stations were influenced to show the VNRs as is, without digging into them. We would also discuss how damaging this kind of “reporting” was to the general public and how to be critical viewers so it doesn’t happen to us.

Assignment 4: Credibility
In this lesson, students will examine the credibility of various news sources from many types of media. They will also look at how these institutions, people, and organizations gained their credibility and what groups are deeming them credible. We will look at radio and television news program hosts like Rush Limbaugh, Bill O’Reilly, local television anchors, Jim Cramer (CNBC’s Mad Money), Oprah, and others.

First, we will look at how these people present their stories. Is there a slant or bias? Do they present all sides of a story? Do all sides of a story get equal air time? Are all sides presented in the same manner, or do some get ridiculed?

Next, we will look at who is watching and listening to these people. Do they have a defined audience? Who makes up their viewership/listening audience? We will examine demographic data to determine this, as well as trends in audiences.

Finally, we will examine how these shows are being marketed to a specific audience that is going to agree with the hosts’ points of view. Students will then interpret the findings by writing a short opinion essay. They will need to answer the following questions:
1. Does each person determine if the host is credible, or do the marketing departments?
2. If a source that you like is deemed credible, do you ever go look at alternate sources?
3. Does your version of news become “real” just because you (or someone else) has deemed the source credible?