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WHy is credibility important?

How can I judge the

credibility of civic

information online?

Activity #2: Credibility in the Digital Age Video & Mind Mapping

(30-45 min)

Ask students to watch the Credibility in the Digital Age video one more time. This time ask students to focus on what their ideal thought process should be when judging the credibility of online information. Encourage students to write down ideas from the video. Depending on your students, you could pause the video at various points and list things out together as a class. Here is a possible chart you can use to guide students in taking notes:

Once the video is over, break students into small groups. In their groups, ask students to draw a mind map on poster paper of what they think their ideal thought process should be when judging the credibility of online information. They should draw on the notes they took. Students will need poster paper and markers. Encourage students to include text and images to portray the process they think should be happening in their minds. (If you want more information and ideas about using mind maps you can visit: The Student’s Guide to Mind Mapping)


Once students are done, if there is time, you can ask them to put their mind maps on the wall throughout the classroom, and then walk around the room to look at the posters from other groups. Afterwards, you can ask students to reflect either via a discussion or closing reflective writing on what they learned from creating their group’s poster and what they learned from the other posters.

Click here to download this exercise as a PDF.


Extension Activity: Experiences with Misinformation

(20-30 min)


Now that students have had the chance to look at the first two activities on credibility, provide time to reflect on misinformation. As a class, ask students to identify and share some instances in which misinformation manifested itself and influenced their actions or those of someone else. Students can reference either a personal or national event in which this occurred.


Guiding questions:

  • Has someone said something to you as a result of the spread of misinformation?

  • Has misinformation changed your beliefs/values/behavior?

  • Can you think of an example of misinformation on a national level that sparked the actions of many?

You can also draw ideas from these two lesson plans from PBS NewsHour:

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