**This resource is published by Common Sense Education.The Digital Citizenship Curriculum (K-12) is a free research-based curriculum. Students will learn news and media literacy skills to better assist them with reading and navigating content online.

**This resource is published by Common Sense Education.News and Media Literacy Resource Center is a curated collection of free quality teaching resources that cover news literacy, media literacy and social/cultural literacy.

**The resource is published by Common Sense EducationCommon Sense Education has created the Deep Fakes and Democracy lesson plan to educate students on how misinformation influences the Democratic process. Common Sense also has a broader section on Hoaxes and Fakes in its Digital Citizenship Curriculum: https://www.commonsense.org/education/digital-citizenship/lesson/hoaxes-and-fakes

**Published by Common Sense Media and Cornell University.Cornell Social Media Lab and Common Sense Education collaborated to create Social Media TestDrive, a simulated social media environment where young people can practice and prepare for real-life experiences in the digital world.

This resource is published by cyber.org.Cyber Society is a resource that explores how cyber affects our everyday lives and how to become more educated members of our cyber society. The content lives on an LMS that is maintained by CYBER.ORG. This link will take you to an informational page where you can request access to the rest of the content.

The goals of this activity are to facilitate team work, critical thinking, and presentation skills in the area of cybersecurity and fake news. Students will be grouped into two teams. As a team, they will choose and analyze cases and ethical questions about fake news through the questions presented in the activity. They will present their analysis to the class.

***This resource is published by Cassie Kozyrhov.Cassie is Head of Decision Intelligence at Google and this is her video channel. It provides short video clips on stats, AI, data, and decision science. May serve as a supplemental resource.

Students examine what deepfakes are and consider the deeper civic and ethical implications of deepfake technology. In an age of easy image manipulation, this lesson fosters critical thinking skills that empower students to question how we can mitigate the impact of doctored media content. This lesson plan includes a slide deck and brainstorm sheet for classroom use.

The information revolution of the 21st century is as significant and transformative as the industrial revolution of the 19th century. In this unit, students – and by proxy their families – will learn about the challenges of our current information landscape and how to navigate them. This unit is split into four modules. These modules can be done sequentially or stand on their own, depending on students’ needs and teachers’ timeframes. In this module (1 of 4), students analyze their own use of online social media platforms and learn how filter bubbles and confirmation bias shape the content of their media environment. 

**This resource is published by Learning for Justice.Digital and Civic Literacy Skills is an online website created by Learning for Justice and is a project of the Southern Poverty Law Center. The website includes videos and lessons for students to learn digital and civic literacy skills.

In a world of 24-hour news cycles, social media, and deep fakes it is difficult to discern what is true, what is opinion, and what is out-right false. The ability and habit of fact-checking information is increasingly important in light of recent global health crises and upcoming elections. This course will cover strategies for identifying misleading media, fact-checking news, and engaging in critical discussions about the information that we consume and share. This course is designed to dicussion-based and focused on personal reflection and practice. This course was created for the Honors Program at NC State University

Students will learn the potential costs and benefits of social media, digital consumption, and our relationship with technology as a society in the three-week lesson. This inquiry based unit of study will answer the following questions:

Essential Question: How can we use science fiction’s ability to predict the future to help humanity?

Supportive Questions 1: What predictions of future development has science fiction accurately made in the past? This can include technology, privacy, medicine, social justice, political, environmental, education, and economic.

Supportive Question 2: What predictions for future development in contemporary science fiction are positive for the future of humanity? What factors need to begin in your lifetime to make these predictions reality?

Supportive Question 3: What predictions for future development in contemporary science fiction are negative for the future of humanity? What factors need to begin in your lifetime to stop these negative outcomes?

This guide is meant to help teachers utilize technology in the classroom while protecting their students’ privacy.

Technology tools and apps are making it possible for educators and students to collaborate, create, and share ideas more easily than ever. When schools use technology, students’ data—including some personal information—is collected both by educators and often the companies that provide apps and online services. Educators use some of this data to inform their instructional practice and get to know their students better. It is just as essential for educators to protect their students as it is to help them learn.

With so many people getting their news from their social media newsfeed, how can they evaluate what is good and what might be fake?  With the help of a Youtube video on the subject, student do some evaluating.  This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?"

Fake News on the WebThis unit showcases lessons about Fake News, how students can learn to recongnize legitimate news stories from the fake stuff, and why recognizing the truth on the internet is so important.

In 2016, Oxford Dictionaries chose "post-truth" as the word of the year. As literacy has shifted from published hardcopy to an online landscape, it is more important than ever to engage and empower students in navigating the complicated battleground of fake news verses responsible, fact-based news. In this multi-day lesson, students will 1) examine terms associated with “fake news” and evaluate sources for their reliability and authenticity, and 2) develop a set of norms for responsible use of online news sources that spans academic and personal interaction with media.Cover image: "Fake news" by pixel2013 from Pixabay.com