How (and why) to spot “fake” news.

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How (and why) to spot “fake” news. 70% of students will successfully research and evaluate the news media in an effort to identify reputable journalism containing more accurate political content. [SLO #3 fulfills the following Program Level Outcomes: Communication, Critical Thinking, Social and Personal Responsibility, as well as the following Course Level Outcomes: 1, 2, 3, 4, 5, 6, 7, 8.]

Activity for Assessment:

Read the following:  http://www.factcheck.org/2016/11/how-to-spot-fake-news/ and Watch the following:  https://www.youtube.com/watch?v=UYc-hd1QSwA

Take this quiz: https://www.washingtonpost.com/graphics/2017/politics/cognitive-biases/?tid=sm_tw&utm_term=.9b2747fd076b ( right click and choose “open link on incognito window”)

  • If you had to help someone spot “fake news,” what would you tell them?  Choose a news article from a reputable media outlet and compare it to an online story that you know is fake.
  • Using the checklist provided on the fact check web site, compare the two.  Although fake news is not new, it seems harder to distinguish and more accepted now.  Why?  How will this acceptance of fake news impact our democracy?
  • How has the idea of “fake news” impacted our ability to be really informed on the important topics of the day?  What steps can we take to become informed with legitimate information?
  • Is “fake news” really all that recent, or do we hear more about it as a result of the recent election cycle and events that have followed?
  • What are your thoughts on the quiz you took?

Communication Skills-to include effective development

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1) Assignments should be 2-3 double-spaced pages, with reasonable (12 pt.) font and reasonable (1 inch) margins.

(2) Citations to the material are required; in-text citations are preferred (MLA style).

Minimum 1000 words.

Assignment Three:

SLO #3: News Media: How (and why) to spot “fake” news. 70% of students will successfully research and evaluate the news media in an effort to identify reputable journalism containing more accurate political content. [SLO #3 fulfills the following Program Level Outcomes: Communication, Critical Thinking, Social and Personal Responsibility, as well as the following Course Level Outcomes: 1, 2, 3, 4, 5, 6, 7, 8.]

Activity for Assessment:

Read the following:  http://www.factcheck.org/2016/11/how-to-spot-fake-news/ and Watch the following:  https://www.youtube.com/watch?v=UYc-hd1QSwA

Take this quiz: https://www.washingtonpost.com/graphics/2017/politics/cognitive-biases/?tid=sm_tw&utm_term=.9b2747fd076b ( right click and choose “open link on incognito window”)

  • If you had to help someone spot “fake news,” what would you tell them?  Choose a news article from a reputable media outlet and compare it to an online story that you know is fake.
  • Using the checklist provided on the fact check web site, compare the two.  Although fake news is not new, it seems harder to distinguish and more accepted now.  Why?  How will this acceptance of fake news impact our democracy?
  • How has the idea of “fake news” impacted our ability to be really informed on the important topics of the day?  What steps can we take to become informed with legitimate information?
  • Is “fake news” really all that recent, or do we hear more about it as a result of the recent election cycle and events that have followed?
  • What are your thoughts on the quiz you took?

This assignment must follow MLA guidelines, be typed in Times New Roman, 12 pt. font, and be a minimum of 1000 words with a works cited page.  The works cited are not included in the minimum word count. Any articles/links/videos given in the assignment prompt MUST be cited in your paper and works cited.  You may also use other sources, but these are the minimum required.  Without all of them, your paper is a 0.   

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Program-Level Objectives met with this assignment:(PLO: 1,2,5,6)

1: Communication Skills-to include effective development, interpretation and expression of ideas through written, oral and visual communication

2: Critical Thinking Skills-to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information

5: Personal Responsibility-to include the ability to connect choices, actions, and consequences to ethical decision-making

6: Social Responsibility-to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and         global communities

Course-Level Objectives met with this assignment:(CLO: 5,6,7,8)

5. Evaluate the role of public opinion, interest groups, and political parties in the political system.

6. Analyze the election process.

7. Describe the rights and responsibilities of citizens

8. Analyze issues and policies in U.S. politics

How much does it cost to run for office in Texas?

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Course-Level Student Learning Outcomes (SLO)

For all Assessments, the following general requirements hold:

(1) Assignments should be 2-3 double-spaced pages, with reasonable (12 pt.) font and reasonable (1 inch) margins.

(2) Citations to the material are required; in-text citations are preferred (MLA style).

(3) Assignments should be turned into eCampus (for the collection of artifacts for scoring).

Assignment Two:

The Campaign: SLO #2

  1. How much does it cost to run for office in Texas?
    1. https://www.texastribune.org/2017/03/01/heres-how-much-texas-candidates-spent-vote-general-election/
    2. How will you raise money? (read this handy info from the Texas Democratic Party before you violate any campaign finance laws:  https://www.txdemocrats.org/act/run-for-office )
    3. Name interest groups that will support/oppose you?  Go to https://votesmart.org/interest-groups/TX/#.WXjT4ojyuUk and identify two (2) interest groups that you think will support your campaign, and two (2) who will oppose your campaign.  Explain why, referring to your platform.
  2. What’s your SLOGAN?
  3.  Design a campaign sign.
  4. Which  state or local newspaper, official, celebrity endorsements will you seek? Why?
  5. How do you get out the vote? Given your issue stands, what voter groups do you need to target?  (refer back to the district analyses documents on your current legislator’s homepage

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Program-Level Outcome 1: Communication Skills – to include effective development, interpretation and expression of ideas through written, oral and visual communication

1. Written: Process and produce effective written communication adapted to audience, purpose, and time constraints.

3. Visual: Effectively interpret visual images or produce effective visual images.

Program-Level Outcome 2: Critical Thinking Skills – to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information

Program-Level Outcome 5: Personal Responsibility – to include the ability to connect choices, actions, and consequences to ethical decision-making

Program-Level Outcome 6: Social Responsibility – to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities

Course-Level Objectives met with this assignment:

5. Evaluate the role of public opinion, interest groups, and political parties in Texas.

6. Analyze the state and local election process.

7. Identify the rights and responsibilities of citizens.

8. Analyze issues, policies and political culture of Texas.

What is the difference between civil right and civil liberties?

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For all Assessments, the following general requirements hold:

(1) Assignments should be 2-3 double-spaced pages, with reasonable (12 pt.) font and reasonable (1 inch) margins.

(2) Citations to the material are required; in-text citations are preferred (MLA style).

(3) Assignments should be turned into eCampus (for the collection of artifacts for scoring).

Assignment One:

SLO #1: Civil Rights versus Civil Liberties.  70% of students will successfully analyze the nuances between civil liberties and civil rights, as well as how the judicial branch interprets them.  [SLO #1 fulfills the following Program Level Outcomes: Communication, Critical Thinking, Social and Personal Responsibility, as well as the following Course Level Outcomes: 2, 3, 4, 5, 7, 8.]

Activity for Assessment:

Civil liberties and civil rights are mechanical components that have tremendous influence on the way we live our life.  Each category can be applied in different situations, to identify different experiences for each individual.  People in the USA are beginning to question whether democracy is worth fighting for as more instances are identified in which human beings find themselves ‘above the law’.

In chapters 4 and 5, we have explored the evolution of civil liberties and civil rights in America.  Our ideas of what these concepts mean change over time, as new issues and problems challenge our thinking.

For this assignment, I want you to understand the difference between civil rights and liberties and then look at contemporary areas of CONFLICT between civil rights and civil liberties. We are going to focus in on the 4th Amendment.

First, watch this video before starting your research: http://www.pbs.org/video/crash-course-government-23/

Then, research and consider each of the following for your paper:

  • What is the difference between civil right and civil liberties?
  • How have the courts ruled on them throughout history?
  • Does the Terry Stop violate a person’s rights? Explain. Do we have any inherent (Constitutional) privacy rights that would protect us from these type of issues? How has the Supreme Court decided on the following, with regards to our rights?
    • Read the article in the attached link regarding Stop and Frisk https://www.law.cornell.edu/wex/terry_stop_stop_and_frisk
    • https://www.theroot.com/philly-cops-habit-of-fondling-black-men-sparks-greatest-1795698954
  • GPS Surveillance on a suspect’s vehicle without their knowledge.  Is a search warrant required? Explain.
  • Using drug-sniffing dogs in the front yard around someone’s home.  Is a search warrant required? Explain.
  • DUI checkpoints.  Is a search warrant required? Explain.
  • Does profiling take place?  Based on your research, how do you think profiling may impact law enforcement decisions?  Are there any potentialities of violating our civil liberties or civil rights with regards to this profiling?  What has the Supreme Court decided in cases that have been brought before them on this issue?
  • What are your final thoughts with regards to civil rights and civil liberties?  Do you feel they are in-tact or starting to dismantle?  Explain.

This assignment must follow MLA guidelines, be typed in Times New Roman, 12 pt. font, and be a minimum of 1000 words with a works cited page.  The works cited are not included in the minimum word count. Any videos/ articles given in the assignment prompt MUST be used within your paper and cited in your works cited.  You must also use additional sources, as indicated in the prompt.  For more information on these topics, view the 4th Amendment folder in the current news and controversies folder, under Student Resources.