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Teaching students about fake news is essential in cultivating their critical thinking skills and media literacy. By defining fake news and discussing its impact, students gain an understanding of the dangers of misinformation in today's digital landscape. Through examples and activities, they learn to recognize common characteristics of fake news and understand the role of bias in news reporting. Introducing fact-checking tools empowers students to verify information and make informed decisions about the credibility of sources. Ultimately, this lesson equips students with the skills to navigate the complex media environment and become responsible consumers of information.

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I think taht many internet sites may have fake news.

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When it says: "Source: Trust me bro", it is likely to be fake news

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When it says: "Source: Trust me bro", it is likely to be fake news

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I would give them any of today's russian propaganda about the war THEY broke out. It would be not that hard for children to do a quick fact-check.

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In the 4th grade, I think a fake news about the school and the effects it produces is appropriate.

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WE create a fake comic with pixton and present to the other classes and identfiy their responses with voting is it real or fake ?
most of them didn't have any ideaa how to identify to teach them five questions rule .and after they can realize the differance between the two types of news.

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https://www.evrensel.net/haber/344833/reuters-raporu-yalan-haberi-okuyan-yok-paylasan-cok I would share this news about fake news.

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To be more careful about fakes. https://www.snopes.com/category/facts/fake-news/

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Developed and underdeveloped countries have    

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Developed and underdeveloped countries have    

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For this activity I would share the following fake news about Supreme Court Justice Ruth Bader Ginsburg returning at 85 to her perch on the Supreme Court bench from bients.com (https://bients.com/ruth-bader-ginsburg-returns-to-supreme-court-bench-after-lung-cancer-surgery/).

The criteria I would expect my pupils to use for assessing both the quality and the veracity of this news are the following:

1.   Gut check. It appears the story is unreliable.

2.   As the story seems unlikely, verify it by finding a reputable outlet reporting the same thing.

3.   There are no links quoted nor references in the story? A telltale sign for a fake news.

4.   Check the “About” page of the site. As there is no one,  then, check the site itself by visiting the following url: https://en.wikipedia.org/wiki/List_of_fake_news_websites#cite_ref-huffpost-bernie_23-0

Remember that if you are not sure the story is true you should avoid sharing it.

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dentify and share one fake news story/website for your pupils to analyse, and b) to list the criteria you would expect them to use for assessing the quality/veracity of this particular source of information. If you need further inspiration, have a look at the Additional resources at the end of this module!

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There are a lot of websites presenting fake news and many sites you can generate fake news. I would show my students fake news or want to make them fake news. Then we wolud use the CRAP or CARS acronym, and the ccriteria told in the module. We would evaluate the news to see if it is real or fake.

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I give my students two urls (one with fake and one with real news) and table with 30 questions based on CRAP and CARS method. Then I tell them to use those questions in order to investigate if that source is reliable or not.

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On this site http://www.novosti24.net/ you can create a fake news. I would pick some students to create a fake news and then I would use the CRAP and CARS method.

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I will present students a false news, "unexpected encounter with the great white shark," which to everyone's surprise was "produced" in the lab,

following talks on the subject.

https://www.romaniatv.net/manipularea-in-secolul-21-topul-stirilor-false-pe-care-lumea-le-a-crezut-adevarate_341360.html

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https://verificasursa.ro/
A good romanian site for cheking the bad sources.

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1. Share with the students a fake news site - http://www.cnoticias.net/.

2. Take an example at this site.

3. Use the CRAP test to analyze the fake news chosen:

Currency

How recent is the information?

How recentl has the website been updated?

Is it current enough for your topic?

Reliability

What kind of information is included in the resource?

Is content of the resource primarily opinion? Is is balanced?

Does the creator provide references or sources for data or quotations?

Authority

Who is the creator or author?

What are the credentials? Can you find any information about the author's background?

Who is the published or sponsor?

Are they reputable?

What is the publisher's interest (if any) in this information?

Are there advertisements on the website? If so, are they cleared marked?

Purpose/Point of View

Is this fact or opinion? Does the author list sources or cite references?

Is it biased? Does the author seem to be trying to push an agenda or particular side?

Is the creator/author trying to sell you something? If so, is it clearly stated?

1. Discuss with the students all the points above.

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Faça uma piada e pegue todos os seus amigos. Você pode compartilhar as novidades nas redes sociais! O que você está esperando para começar?

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fake news are serious problem of todays world.

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How to make fake news?
we investigated.
We examined samples of fake news.
http://www.hurriyet.com.tr/dunya/ab-dijital-yalana-karsi-onlem-aliyor-40711275

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Bugün size sahte haber üretmenin inceliklerinden bahsedeceğim. Vereceğim tüyoları uygularsanız yaptığınız sahte haberlerin 'başarılı' olma şansı artar. Aşağıdaki aşamaları takip etmeniz yeterli.
Birinci aşama: Öncelikle çok sayıda insanın ilgisini çekecek bir konu belirleyin.
Ulaşım her zaman bunlardan biridir. İstanbul'da yaşayanların en çok kullandığı ulaşım araçlarının başında metrobüs geliyor.
Şu halde konumuz 'metrobüs'olsun.
İkinci aşama: İnsanların hayatına doğrudan etki eden bir değişiklikten söz edin. Bu değişiklik müspet ya da menfi yönde gerçekleşebilir. Felaket tellallığı yapmak ya da bir müjde vermek her zaman işe yarar.
Örneğimize dönersek...
Konumuz metrobüs olduğuna göre şöyle bir cümle hiç fena olmaz mesela:
"Metrobüste aşırı yoğunluğun önüne geçmek ve ulaşımı hızlandırmak için büyükşehir belediyesi yeni bir uygulama başlatacak.
Dört ana duraktan kalkan metrobüsler, varış noktasına kadar hiç durmadan devam edip, seferini tamamlayacak." Metrobüs kullanıcısı iseniz, hele de bu dört ana duraktan birinden binip diğerinde iniyorsanız, yoğunluktan ve zaman kaybından şikâyetçiyseniz içinize bir sıcaklık yayılmaya başlamıştır eminim.
Üçüncü aşama: Bütünüyle sahte bilgilerden oluşan bir haberin başarılı olma şansı çok azdır. Bu yüzden konuyla doğrudan ilgili olmayan bazı gerçek bilgi ve belgeler paylaşın.
Sözgelimi İETT'nin geçtiğimiz günlerde yaptığı duyuru işimize yarayabilir. Hemen yazalım:
"İETT'den yapılan duyuruda şöyle denildi: 09.03.2017 Perşembe günü Beylükdüzü son durak, Avcılar, Zincirlikuyu ve Söğütlüçeşme istasyonlarımızda yolcularımızın hızlı ve daha konforlu seyahat etmeleri için yukarıda ismi geçen istasyonlarımızda araçlarımız ring olarak çalışacaktır." Farkındaysanız duyuru metrobüslerin bu duraklarda bekleme yapmayacağı, yolcusunu alıp devam edeceği hakkında. Ama bu hengâmede ekspresmiş, ringmiş kimin umurunda.
Dördüncü aşama: İnandırıcılığınızı artırmak için herkesçe tanınan, bilinen ve genellikle güvenilen kaynaklara atıf yapın.
İstanbul ve ulaşım söz konusu olduğunda bu kaynaklardan biri de Beyaz Masa... Onu da işin içine katarsak haberimiz daha bir gerçek gibi görünür.
Buyrun: "Konuyla ilgili olarak bilgi veren İstanbul Büyükşehir Belediyesi Beyaz Masa, 'ring' uygulamasının deneme sürecinde olduğunu, 34Z hattında denendiğini, yapılacak anketler sonucunda onaylanması durumunda, dört ana duraktan kalkan metrobüslerin, varış noktasına kadar tüm durakları pas geçerek seferini tamamlayacağını söyledi." Dikkat ettiyseniz burada bir uyanıklık daha yaptık ve anket filan diyerek okurları da olayın bir bileşeni haline getirdik, haberimizi pekiştirdik.
Beşinci aşama: İnsanların haberinizi okumasını sağlayacak iddialı ve abartılı bir başlık, daha doğrusu çengel atın. Başlığı okuyanlar, haberin öneminin farkına varıp içeriği de okumak zorunda kalsınlar.
Metrobüs mevzubahis olduğunda şöyle bir başlık hiç fena durmaz: " Metrobüslerde Yeni Dönem Başlıyor."

Sıra geldi yaymaya
Başlık işi de bittiğine göre sıra geldi bu sahte haberi piyasaya sürmeye.
Gazetecilere e-posta gönderebiliriz.
Ya da paravan bir sitemiz varsa önce oraya basıp sonra sağa sola link atabiliriz.
Bir iki yerde çıkması yeterli.
Diğerleri zaten anında kopyalıyorlar.
Ne dersiniz, şansımız var mı? Bu haber tutar mı? Bence kesin tutar.
"Yok canım, o kadar da olmaz, biri İETT'yi ya da Beyaz Masa'yı arayıp sorar. Yanlışlıkla girseler bile kısa sürede hatalarını fark edip düzeltir ya da kaldırırlar" filan diyorsanız kafanızdaki bu zararlı düşünceleri kovun, bilgisayarınızın karşısına oturun, yukarıda verdiğim başlığı arama motorunuza yazın ve 'ara' ya da 'kendimi şanslı hissediyorum' tuşuna basın.
Ne mi görüyorsunuz? Yukarıda sözünü ettiğim sahte haberin aslında daha önce yazıldığını, birkaç gün içinde bütün ana ve yan akım mecralarda çıktığını, İETT'nin ' olay yan lış anlaşıldı, ring bu demek değil' minvalindeki açıklamasına rağmen kaldırılmadığını ya da değiştirilmediğini, yüzbinlerce kez okunduğunu...
İmzasız yazılar, hemen hepsinde aynı başlık ve cümleler...
Hakkını yemeyeyim, Sabah internet ekibi haberi girerken kendinden bir şeyler katmış. En azından spotu kendisi yazmış.
Haber kaynağının güvenilirliğinden emin olmaktan, teyit ve tasdik mekanizmalarını çalıştırmaktan uzun uzun söz etmek istemiyorum. Biri bizi fena trolledi ve bana kalırsa halen de trollemeye devam ediyor. Bunun adı umut tacirliği.
Oysa gerçek bir telefon, bir e-posta kadar uzağımızdaydı.

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İBRAHİM ALTAY - Sahte haber üretmenin incelikleri

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Bugün size sahte haber üretmenin inceliklerinden bahsedeceğim. Vereceğim tüyoları uygularsanız yaptığınız sahte haberlerin 'başarılı' olma şansı artar. Aşağıdaki aşamaları takip etmeniz yeterli. Birinci aşama: Öncelikle çok sayıda insanın ilgisini çekecek bir konu belirleyin. Ulaşım her zaman bunlardan biridir. İstanbul'da yaşayanların en çok kullandığı ulaşım araçlarının başında metrobüs geliyor. Şu halde konumuz 'metrobüs'olsun.

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Most students are unfamiliar with the term "fake news". Therefore I would first explain what fake news is; The effects of fake news both locally and internationally and then I would show them samples of fake news and how to detect fake news using both the CRAP and CARS methods.

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I found this site with useful lesson plans to help students be critical consumers of media sources

http://www.thenewsliteracyproject.org/

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I would choose some fake news from eg. this list https://interaktivni.rozhlas.cz/dezinformace/ and analyze it with pupils via this criteria https://www.jsns.cz/projekty/medialni-vzdelavani/bulletin-medialni-vzdelavani/analyza/fake-news  and using other materials from this site.
And I like the idea with video about fakenews and brexit.

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I will use the  vídeo “How fake news causes Brexit“

https://www.youtube.com/watch?v=zdtVjbc1bxQ

and explain it ask the students how the journalist discovered the news were false.
Then I'll do a quizziz to test english comprehension:

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We used to let students look at 3 fake and 3 well structures websites and find out the differences. Then we investigated the CRAP-like rules. I like Monika´s Jowita´s ideas!

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Jeane de Fatima, Rio de Janeiro - Brasil

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Jeane de Fatima, Rio de Janeiro - Brasil

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The guidance we give ourselves and that every news before being propagated should be checked for truthfulness.
Many confusions occur because of information that has not been verified

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I would show them 2 different websites and they would have to find out if they have fake news or not, and based in the CRAP or CARS test to show proof of their decision.

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It could be an extension of a Romanian Literature lesson regarding Lyric genre - a poetry written by the national poet, Mihai Eminescu. It could start with the most well-known portrait of the poet. Then I could display a second picture, where it suppose to be the poet when he was 9 years old. But it is hard to believe that  the second portrait depicts the same person. It is taken from a considered fake site: http://www.cunoastelumea.ro/este-aceasta-o-fotografie-cu-eminescu-la-9-ani-barbatul-din-imagine-este-sigur-tatal-marelui-poet/
Then we could turn the discussion to the the confidence that we need to have (or not!) in any information on the internet. We could apply the CRAP test and apply "The 5 C5s" of critical consuming.
Then I could recommend a link to an application launched by a Romanian, which helps internet users to know how safe the information is online: "Denecrezut" App / Unreliable App

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Internetul ne oferă acces la informaţii mai simplu şi mai rapid ca niciodată. Însă, este foarte important să ştim că nu tot ce circulă pe net trebuie luat ca atare. Pentru că ştirile legitime, cele de cancan şi teoriile conspiraţiei se propagă într-un spaţiu virtual comun, câteodată poate fi dificil să facem diferenţa dintre adevăr şi invenţie sau opinie personală.

De necrezut indentifică sursele de informare controversate din Facebook şi browser şi le marchează cu un mesaj de avertizare pentru a fi mai uşor de observat. Baza noastră de date este actualizează constant cu pagini ce distribuie conţinut controversat.

Nu uitaţi că cei mai susceptibili dezinformărilor de acest gen sunt cei mai puţin familiarizaţi cu mediul online. Aşadar, nu ezitaţi să recomandaţi De necrezut - Oprim dezinformarea familiei şi prietenilor.

Disclaimer: Extensia se bazează pe o lista de website-uri creată de echipa noastră. Încercăm să fim cât mai obiectivi în acest demers, nefiind afiliați politic și fără să urmărim vreo agendă ascunsă. Susținem site-urile de știri obiective!

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Internetul ne oferă acces la informaţii mai simplu şi mai rapid ca niciodată. Însă, este foarte important să ştim că nu tot ce circulă pe net trebuie luat ca atare. Pentru că ştirile legitime, cele de cancan şi teoriile conspiraţiei se propagă într-un spaţiu virtual comun, câteodată poate fi dificil

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I would play with my students a game "Agent" where one person has to be a 'troll' and mislead others. Then we could talk about fake news and the influence it has on our lives. I would use some fake news from this webpage (they are shown in the examples-pictures) Students would analyse them according The 5 c’s of critical consuming:

1)      Context

2)      Credibility

3)      Construction

4)      Corroboration

5)      Compare

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Experts now recommend avoiding the term 'fake news', or at least limit its use, as the term 'fake news' is closely associated with politics, and this association can unhelpfully narrow the focus of the issue. The term 'false information' is preferable as it can refer to a diverse range of misinformation and disinformation covering topics such as health, environmental and economics across all platforms and genres, while 'fake news' is more narrowly understood as political news stories.

What is False Information?

Lots of things you read online especially in your social media feeds may appear to be true, often is not. False information is news, stories or hoaxes created to deliberately misinform or deceive readers. Usually, these stories are created to either influence people's views, push a political agenda or cause confusion and can often be a profitable business for online publishers. False information can deceive people by looking like trusted websites or using similar names and web addresses to reputable news organisations.

According to Martina Chapman (Media Literacy Expert), there are three elements to fake news; 'Mistrust, misinformation and manipulation'.

The Rise of False Information

False information is not new, however it has become a hot topic since 2017. Traditionally we got our news from trusted sources, journalists and media outlets that are required to follow strict codes of practice. However, the internet has enabled a whole new way to publish, share and consume information and news with very little regulation or editorial standards.

Many people now get news from social media sites and networks and often it can be difficult to tell whether stories are credible or not. Information overload and a general lack of understanding about how the internet works by people has also contributed to an increase in fake news or hoax stories. Social media sites can play a big part in increasing the reach of these type of stories.

The economics of social media favour gossip, novelty, speed and "shareability"' Simeon Yates

Types of False Information

There are differing opinions when it comes to identifying types of false information. However, when it comes to evaluating content online there are various types of false or misleading news we need to be aware of. These include:

1. Clickbait

These are stories that are deliberately fabricated to gain more website visitors and increase advertising revenue for websites. Clickbait stories use sensationalist headlines to grab attention and drive click-throughs to the publisher website, normally at the expense of truth or accuracy.

2. Propaganda

Stories that are created to deliberately mislead audiences, promote a biased point of view or particular political cause or agenda.

3. Satire/Parody

Lots of websites and social media accounts publish fake news stories for entertainment and parody. For example; The Onion, Waterford Whispers, The Daily Mash, etc.

4. Sloppy Journalism

Sometimes reporters or journalists may publish a story with unreliable information or without checking all of the facts which can mislead audiences. For example, during the U.S. elections, fashion retailer Urban Outfitters published an Election Day Guide, the guide contained incorrect information telling voters that they needed a 'voter registration card'. This is not required by any state in the U.S. for voting.

5. Misleading Headings

Stories that are not completely false can be distorted using misleading or sensationalist headlines. These types of news can spread quickly on social media sites where only headlines and small snippets of the full article are displayed on audience newsfeeds.

6. Biased/Slanted News

Many people are drawn to news or stories that confirm their own beliefs or biases and fake news can prey on these biases. Social media news feeds tend to display news and articles that they think we will like based on our personalised searches.

7. Imposter Content

When genuine sources are impersonated with false, made-up sources. This is dangerous as it relates to information with no factual basis being presented in the style of a credible news source or article to make it look like a legitimate source.

8. Manipulated Content

When real information or imagery is manipulated to deceive, as with a doctored photo or video. This can be used to mislead people or create a false narrative about something or someone.

T he False Information Business Model

The internet and social media have made it very easy for anyone to publish content on a website, blog or social media profile and potentially reach large audiences. With so many people now getting news from social media sites, many content creators/publishers have used this to their advantage.

False information can be a profitable business, generating large sums of advertising revenue for publishers who create and publish stories that go viral. The more clicks a story gets, the more money online publishers make through advertising revenue and for many publishers social media is an ideal platform to share content and drive web traffic.

False Information, Social Media, and the Filter Bubble

In a recent article on media literacy, Hugh Linehan noted; "Media is no longer passively consumed - it's created, shared, liked, commented on, attacked and defended in all sorts of different ways by hundreds of millions of people. And the algorithms used by the most powerful tech companies - Google and Facebook in particular - are brilliantly designed to personalise and tailor these services to each user's profile."

When we go online or login to a social network we are generally presented with news, articles and content based on our own searches online. This type of content tends to reflect our own likes, views and beliefs and therefore isolating us from differing views and opinions. This is often referred to as a filter bubble.

What can we do about False Information?

Google and Facebook have announced new measures to tackle fake news with the introduction of reporting and flagging tools. Media organisations like the BBC and Channel 4 have also established fact checking sites While these are welcome developments, digital media literacy and developing skills to critically evaluate information are essential skills for anyone navigating the internet and especially for young people.

The vast amount of information available online and rise in fake news highlights the need for critical thinking. Children need to develop critical thinking from an early age. This is a key skill for young people to develop as they enter into third level education and prepare themselves for the workplace.

How to spot False Information?

Anyone can fall for false information online. There are a number of things to watch out for when evaluating content online.
1.Who is sharing the story?
Check if the the social media account sharing the post is verified. Most public figures and media outlets display a "blue badge or check mark" which means the account has been authenticated. This can mean the content of the post is more likely to be reliable, although not always.
2. Take a closer look
Check the source of the story, do you recognise the website? Is it a credible/reliable source? If you are unfamiliar with the site, look in the about section or find out more information about the author.

3. Look beyond the headline
Check the entire article, many fake news stories use sensationalist or shocking headlines to grab attention. Often the headlines of fake new stories are in all caps and use exclamation points.

4. Check other sources
Are other reputable news/media outlets reporting on the story? Are there any sources in the story? If so, check they are reliable or if they even exist!

5. Check the facts
Stories with false information often contain incorrect dates or altered timelines. It is also a good idea to check when the article was published, is it current or an old news story?

6. Check your biases
Are your own views or beliefs affecting your judgement of a news feature or report?

7. Is it a joke?
Satirical sites are popular online and sometimes it is not always clear whether a story is just a joke or parody... Check the website, is it known for satire or creating funny stories?

Useful Resources:

Be Media Smart - www.bemediasmart.ie #StopThinkCheck

Developed by Media Literacy Ireland, Be Media Smart offers useful tips and guidance on how to tell the difference between reliable and accurate information and or deliberately false or misleading information.

Media Literacy Ireland - www.medialiteracyireland.ie

Facilitated by the Broadcasting Authority of Ireland, MLI is a network of volunteer members coming from a large number of sectors, organisations and interests, working together to empower people to make informed media choices about the media content and services that they consume, create, and disseminate across all platforms. The MLI offers useful media literacy resources, research, and news.

Fact checking sites

Snopes: snopes.com/

PolitiFact: politifact.com

Fact Check: factcheck.org/

BBC Reality Check: bbc.com/news/reality-check

Channel 4 Fact Check: channel4.com/news/factcheck

Reverse image search from Google: google.com/reverse-image-search

Deep Fakes and Visual Deception

Deepfakes are fake videos created using digital software, machine learning and face swapping. Deepfakes are computer-created artificial videos in which images are combined to create new footage that depicts events, statements or action that never actually happened. The results can be quite convincing. Deep fakes differ from other forms of false information by being very difficult to identify as false.

Find out more in Explained: What Are Deepfakes?

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Explained: What is Fake news? | Social Media and Filter Bubbles

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Fake news is news or stories created to deliberately misinform or deceive readers. Fake news is often created to influence views or for political motives.

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I would ask my students to find some fake news on FB or other social media. Then we would start analizing and discussing them giving some possible and credible answers, comparing with other texts.

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http://hrvijesti.com/novo/vijest-108874-dobila-na-lotu-120-milijuna-eura.html
I have created fake nws and send students link article, after that we analyze it and learn how to find true story, how to chck...

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Ask students

How do you get your news?

If you get it from social media, can you name the news sources where the information you read comes from?

What have you heard about fake news? Why are people concerned about it?

Watch ands discuss the  video:
“Fake News on Facebook”
Discuss:

Why did people, particularly the teens in Macedonia, create fake news sites?

How are Facebook and Google addressing the problem?

Do you agree with President Obama’s assertion that “we have problems” if we cannot tell the difference between real news and propaganda? Why or why not?

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The problem of fake news came to a dizzying head in 2016 when a man fired a shot in a family pizzeria as he "self-investigated" a false report of a child abuse ring led by top democrats. A BuzzFeed report confirmed that fake news stories, such as the one that claimed Hillary Clinton sold arms to ISIS, were actually viewed more times than articles from established and legitimate news sources. Did fake news have an impact on the election? How do we address the problem from here? This lesson plan features a Channel One News report on the problem. Then, students analyze the problem and consider steps media outlets and individuals need to take to prevent the viral spread of propaganda.

Opening Activity

Warm up: Ask students:

How do you get your news?

If you get it from social media, can you name the news sources where the information you read comes from?

What have you heard about fake news? Why are people concerned about it?

Words in the News: Review this word prior to viewing the video.

propaganda(noun): Information that is often exaggerated or false and spread for the purpose of benefiting or promoting a specific individual or cause.

Heard on the Air: "If we can't discriminate between serious arguments and propaganda, then we have problems."

Watch Video: "Fake News on Facebook"

Discuss

Why did people, particularly the teens in Macedonia, create fake news sites? [to make money]

How are Facebook and Google addressing the problem? [blocking sites from making money off of advertising]

Do you agree with President Obama's assertion that "we have problems" if we cannot tell the difference between real news and propaganda? Why or why not?

Take a Survey

Have students scan their social media newsfeeds to spot suspect articles. Then, have them use this checklist from the News Literacy Project, Ten Questions for Fake News Detection, to determine whether they've spotted an illegitimate news source.

Then, work with the whole class to create a list of sites that they evaluated. List the sites, and create columns for read, "liked," or shared. Perform a class-wide survey to see how many times people read, "liked" or shared an article from each site.

Based on the results of the survey, ask students:

Were you surprised to learn that any of the sites were actually fake news sites?

If you shared any articles from the site, what was the result? Did people like, comment or share the article from your social media page? Did you see this activity on other people's social media pages? What types of behaviors did you notice?

What impact do you think fake news has had on you, or on people in your life?

What impact do you think fake news sites had on the election?

Now that you know these sites are fake, what actions might you take to lessen the harm of misinformation?

Write

What impact do you think fake news had on the 2016 Presidential Election? What steps should the government, media outlets and individuals take to address the problem? Write an essay exploring the issue. Support your answer with evidence from the video, the class survey and your own experience.
Premium subscribers get access to the Channel One News video library, daily show and daily lesson plans.

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The problem of fake news came to a dizzying head in 2016 when a man fired a shot in a family pizzeria as he "self-investigated" a false report of a child abuse ring led by top democrats.

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Select a news from the website http://www.cnoticias.net/ . It's a fake news website.

Discuss with the students the text, vocabulary, source, the pictures quality and the layout of the site.

Follow the Frank Baker fake news recommendation to detect fake news.

Show students two or three tests for checking fake news: Handbook, CRAP test.

Explore additional news websites to understand and assimilate the Handbook test.

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I would like to drive my students attention to identifying Fake news with the help of CRAP test http://www.workliteracy.com/pages/the-crap-test/

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This is a fake news posted on WhatsApp and on Facebook.
On the left there is a fake news while on the right there is the authentic news. The students will use the Cars cheklist and they 'll understand what are the tipycal elements of fake news . So reflecting , they 'll develop the critical tinking .

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We read some news as real and discuss wich one is a fake new and why,
https://www.imprensafalsa.com/

By the way I found this interesting article:
http://science.sciencemag.org/content/359/6380/1146.full

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Barbara from Italy: I would ask my students to check the sources of a website about literature (critical essays for ex) before downloading the material, by checking the origin of the sources. The criteria I would focus on most could be the following: context, credibility and compare, before considering also construction and corroboration which are not less important, but associated to them.

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Lesson starts giving this website to students:
https://kamikazeonline.ro/
We discuss with students asking questions from website

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We will read this article together: http://devinformarti.blogspot.it/2017/11/gentiloni-confessa-e-renzi-dirmi-cosa_17.html?m=1
We will discuss and analyse it taking into consideration these criteria:
Emotional response = is it created for raising a strong emotional response?
Context = which kind of site is this? Who is the author? Does the author quote any sources?
Construction = in which way is it constructed? How about the title?
Corroboration = is this the only website claiming these facts? Are these facts mentioned in other articles?

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Firstly, my students will compare this fake news website "ABCnews.com.co" with this othe one
"http://abcnews.go.com/" without knowing which one is the fake one.
Seconly, they will have to decide which one is the fake one and provide arguments to support their decisson.
Thirdly, they will watch the video https://youtu.be/xf8mjbVRqao
and discuss the 5 c's of critical consuming.
Finally, they will analyze both websites following that criteria.

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Lesson starts giving this website to students
http://www.chemtrailsprojectuk.com/
We discuss with students asking questions about chem trails.

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In this link has a fake news about Latvia:  https://panorama.pub/1008-v-latvii-vvedut-evgeniku-v-shkolnuyu-programmu.html
We discussing with students asking questions from website  https://www.ifla.org/publications/node/11174 about:
CONSIDER THE SOURCE
Click away from the story to investigate the site, its mission and its contact info.
READ BEYOND
Headlines can be outrageous in an effort to get clicks. What’s the whole story?
CHECK THE AUTHOR
Do a quick search on the author. Are they credible? Are they real?
SUPPORTING SOURCES?
Click on those links. Determine if the info given actually supports the story.
CHECK THE DATE
Reposting old news stories doesn’t mean they’re relevant to current events.
IS IT A JOKE?
If it is too outlandish, it might be satire. Research the site and author to be sure.
CHECK YOUR BIASES
Consider if your own beliefs could affect your judgement.
ASK THE EXPERTS
Ask a librarian, or consult a fact-checking site.

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At this addres https://verificasursa.ro we can find a list of websites that usuallly post fake news in order to egt many readers.
I expect pupils will use the following criteria in order to identify if the information is real or fake:
- If a story offers links, follow them. If there are none, no quotes or references then you probably shouldn't believe it.
- Use a reverse search engine in order to find the real source of the image.
- If  story makes you angry, it's probably designed that way.
- Caps and obviously photoshopped pictures.

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Create fake news using http://www.novosti24.net/

List of criteria is: authority, reliability, objectivity, currency and how wide is the topic.

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I divided my pupils in groups
I gave them this link containing some fake news https://www.vanityfair.com/news/2018/01/the-6-fakest-fake-news-stories-of-2017
then, I ask them to focus on these criterias (one criteria/group)
Currency, Reliablity, Purpose and Authority.
Finaly we discuss and negociate together about the result of each group to deduce that these news are not valid.

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Since our country opened its doors to Syrian refugees, there have been a lot of fake news about them and they were really provocative and made us feel so sorry. I would go over with one of them ...With pupils we will visit this website...

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Sahte haberler özellikle son aylarda gündemi oldukça meşgul eden bir konu. Bunun en büyük nedeni ise, internette dolaşan bu haberlerin gerçeklerinden oldukça zor ayırt ediliyor olması. Aslında bu haberlerlerin yayınlanmasının tıklanma ile para kazanmak, halk üzerinde panik yaratmak gibi çeşitli nedenleri var. Üstelik maalesef fazlasıyla etkili olabiliyor. Bu durumdan en çok etkilenen ise yine çocuklar oluyor. Konuyla ilgili bir önceki yazımızda yer aldığı üzere, çocukların %82'si internetteki sponsorlu içerik ve gerçek haberi birbirinden ayırt edemiyor.

Çocuklar gerçek ile sahteyi ayırt edemediklerinde ise yanlış bilgi edinebiliyor, korkuya kapılabiliyor veya uygunsuz içeriklere maruz kalabiliyorlar. Özellikle son Amerika başkanlık seçimlerinden sonra çeşitli şirketler ise bu durumun önüne geçebilmek için çalışmalara başladı. Sahte haberlere karşı mücadele başlatan şirketlerin başında ise Google, Facebook, Vikipedi gibi teknoloji devleri geliyor.
Google'dan Fact-check Atağı
Sahte haberlerle mücadele için ilk adım Google'dan geldi. Google, fact-check özelliğini devreye sokarak internette dolaşan sahte haberlerin belirlenmesini ve sanal ortamdan kaldırılmasını hedefliyor. Her gün yayınlanan binlerce haberin kontrolden geçirilmesi ile okuyucuların ve tabi ki çocukların bu içeriklere maruz kalmaları engellenecek. Kısacası bir ''doğruluk süzgecinden'' geçirilecek haberler, doğruluğu onaylandıktan sonra okuyucuya sunuculacak.
Peki nasıl çalışıyor?
Aslında sistem kulağa oldukça basit geliyor. İlk olarak yayınlanan içerikler artık bir etiket taşıyacak. Bu etiketler, ''doğru'' ve ''kesinlikle yanlış'' olmak üzere ikiye ayrılıyor. Türkiye'de, bu etiketler Doğruluk Payı adı verilen bölümün altında yer alacak. Ayrıca sitenin yanı sıra yayıncılara da iş düşüyor. Haberlerinin yayınlanmasını isteyen yayıncıların içeriklerinin içine markup tag'i koymaları gerecek. Bunlara ek olarak Google, sahte içerikleri tespit edebilmek adına ClaimReview markup denen bir sistem kullanacak. Sahte haberlerle mücadele etkili bir rol oynayacak gibi görünen fact-check'in çok yakın bir zamanda Türkiye'de kullanıma sunulacak.
Facebook da Sahte Haberlerin Karşısında
Facebook da tıpkı Google gibi sahte haberlerle mücadele başlatan şirketlerden biri. Fakat Facebook'ta bu sistem Google'dan biraz daha farklı işleyecek. Çünkü dünyanın en büyük sosyal medya kanalı olan Facebook'ta sahte haberlerle mücadele etkili olan taraf kullanıcıların kendisi olacak. Yeni sistemde kullanıcılar, şüphelendikleri haberleri rapor edebilecekler. Böylece bu yayınlar haber akışında görünmeye devam edecek ancak içeriğin yan tarafında sahte olabileceğini gösteren bir bant yer alacak. Belirli sayıda kullanıcı veya kurum tarafından şikayet edilen içerikler Poynter Network tarafından incelenerek sahte olduğu olduğu tespit edildiği takdirdie yayın akışından kaldırılacak. Aynı zamanda paylaşımların üzerinden haberlerin neden sahte olduğuyla ilgili bir açıklama yer alacak.

Şuan tam olarak 2 milyar kullanıcısı bulunan Facebook'un bu mücadelesi aslında tüm internet kullanıcısı için önem arz ediyor. Çünkü bu kullanıcı sayfalarının birçoğunu çocuklar ve gençler oluşturuyor. Gün içinde milyonlarca içerik yayınlanan haber akışı sayesinde ise kullanıcılar istemeseler bile uygunsuz içeriklere maruz kalıyor.
Sahte Haberlere Online Gazete Çözümü
Sahte haberlerle mücadele ile ilgili son bir açıklama da Wikipedia'dan geldi. Dünyanın ilk online ansiklopedisi olan Wikipedia'nın kurucusu Jimmy Wales, the Guardian'da yer alan haberde yaptığı açıklamada "Wikitribune" adında bir internet gazetesi çıkaracaklarını duyurdu.

Wales gazete hakkında,

"Bu, profesyonel gazetecilerin ve vatandaş gazetecilerin bir arada meydana gelen hikayeleri eşit haklara sahip olarak haber haline getirdiği, olaylar gelişme gösterdikçe revize ettikleri, tüm gerçeklerin bir topluluk tarafından kontrol edildiği ve denetlendiği bir ilk olacak."

şeklinde konuştu.
Nasıl işleyecek?
Yeni kurulacak internet gazetesi, Wikipedia çalışanları ile ortak yürütülecek. Okuyucularından ücret talep etmeyecek olan Wikitribune'de gönüllü haberciler ile profesyonel gazetecilerin içerikleri yayınlanacak. Ana hedefi sahte içeriklerden arındırılmış gerçek haberlere yer vermek olan internet gazetesi sıkça çalışanlar tarafından denetime tabi tutulacak.

Dünyanın en önemli kuruluşları arasında bulunan bu teknoloji devlerinin attığı adımlar aslında, sahte haberler meselesinin ne kadar önemli olduğunu bir kez daha kanıtlar nitelikte. Özellikle çocuklar üzerinde büyük etkilere sahip olabilecek bu içeriklere karşı başlatılan mücadelesi henüz başlangıç seviyesinde olsa da zaman içinde önemli noktalara gelecek gibi görünüyor.

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Sahte Haberlerle Mücadele Dönemi Başladı

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Sahte haberler özellikle son aylarda gündemi oldukça meşgul eden bir konu. Bunun en büyük nedeni ise, internette dolaşan bu haberlerin gerçeklerinden oldukça zor ayırt ediliyor olması. Aslında bu haberlerlerin yayınlanmasının tıklanma ile para kazanmak, halk üzerinde panik yaratmak gibi çeşitli nedenleri var. Üstelik maalesef fazlasıyla etkili olabiliyor.

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Select a news from the website http://www.24hnoticias.com/. It's a fake news website.
Discuss with the students the text, vocabulary, source and pictures quality.
Show students two or three tests for checking fake news: Handbook, CRAP test.
Explore international news website to understand and assimilate the Handbook test.

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I would work with this webpage and use this as a tool for discussions:

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Help Save The ENDANGERED

From EXTINCTION!

The Pacific Northwest Tree Octopus

Rare photo of the elusive tree octopus
(Enhanced from cropped telephoto)

The Pacific Northwest tree octopus ( Octopus paxarbolis) can be found in the temperate rainforests of the Olympic Peninsula on the west coast of North America. Their habitat lies on the Eastern side of the Olympic mountain range, adjacent to Hood Canal. These solitary cephalopods reach an average size (measured from arm-tip to mantle-tip,) of 30-33 cm. Unlike most other cephalopods, tree octopuses are amphibious, spending only their early life and the period of their mating season in their ancestral aquatic environment. Because of the moistness of the rainforests and specialized skin adaptations, they are able to keep from becoming desiccated for prolonged periods of time, but given the chance they would prefer resting in pooled water.

An intelligent and inquisitive being (it has the largest brain-to-body ratio for any mollusk), the tree octopus explores its arboreal world by both touch and sight. Adaptations its ancestors originally evolved in the three dimensional environment of the sea have been put to good use in the spatially complex maze of the coniferous Olympic rainforests. The challenges and richness of this environment (and the intimate way in which it interacts with it,) may account for the tree octopus's advanced behavioral development. (Some evolutionary theorists suppose that "arboreal adaptation" is what laid the groundwork in primates for the evolution of the human mind.)

Reaching out with one of her eight arms, each covered in sensitive suckers, a tree octopus might grab a branch to pull herself along in a form of locomotion called tentaculation; or she might be preparing to strike at an insect or small vertebrate, such as a frog or rodent, or steal an egg from a bird's nest; or she might even be examining some object that caught her fancy, instinctively desiring to manipulate it with her dexterous limbs (really deserving the title "sensory organs" more than mere "limbs",) in order to better know it.

Map of estimated tree octopus maximum range, including spawning waters

Tree octopuses have eyesight comparable to humans. Besides allowing them to see their prey and environment, it helps them in inter-octopus relations. Although they are not social animals like us, they display to one-another their emotions through their ability to change the color of their skin: red indicates anger, white fear, while they normally maintain a mottled brown tone to blend in with the background.

The reproductive cycle of the tree octopus is still linked to its roots in the waters of the Puget Sound from where it is thought to have originated. Every year, in Spring, tree octopuses leave their homes in the Olympic National Forest and migrate towards the shore and, eventually, their spawning grounds in Hood Canal. There, they congregate (the only real social time in their lives,) and find mates. After the male has deposited his sperm, he returns to the forests, leaving the female to find an aquatic lair in which to attach her strands of egg-clusters. The female will guard and care for her eggs until they hatch, refusing even to eat, and usually dying from her selflessness. The young will spend the first month or so floating through Hood Canal, Admiralty Inlet, and as far as North Puget Sound before eventually moving out of the water and beginning their adult lives.

Why It's Endangered

Route 101, separating the rainforests of the Olympic Peninsula from Hood Canal

Although the tree octopus is not officially listed on the Endangered Species List, we feel that it should be added since its numbers are at a critically low level for its breeding needs. The reasons for this dire situation include: decimation of habitat by logging and suburban encroachment; building of roads that cut off access to the water which it needs for spawning; predation by foreign species such as house cats; and booming populations of its natural predators, including the bald eagle and sasquatch. What few that make it to the Canal are further hampered in their reproduction by the growing problem of pollution from farming and residential run-off. Unless immediate action is taken to protect this species and its habitat, the Pacific Northwest tree octopus will be but a memory.

The possibility of Pacific Northwest tree octopus extinction is not an unwarranted fear. Other tree octopus species-including the Douglas octopus and the red-ringed madrona sucker-were once abundant throughout the Cascadia region, but have since gone extinct because of threats similar to those faced by paxarbolis, as well as overharvesting by the now-illegal tree octopus trade.

Tree Octopus hat from 1923

The history of the tree octopus trade is a sad one. Their voracious appetite for bird plumes having exhausted all the worthy species of that family, the fashionistas moved on to cephalopodic accoutrements during the early 20th Century. Tree octopuses became prized by the fashion industry as ornamental decorations for hats, leading greedy trappers to wipe out whole populations to feed the vanity of the fashionable rich. While fortunately this practice has been outlawed, its effects still reverberate today as these millinery deprivations brought tree octopus numbers below the critical point where even minor environmental change could cause disaster.

While efforts were made in the past to preserve remaining tree octopus habitat, these were met with resistance by the timber industry, which has traditionally viewed the tree octopus as a nuisance, both because the octopuses favor the valuable, moss-shrouded trees of old growth forests-pitting conservation needs against lucrative sources of lumber-and because octopuses hiding among felled trees often gummed up sawmills and stained pulp vats with their ink.

Traveling sideshow exhibits, such as this one by Glen "Bones" Hartzell from 1942, demonized tree octopuses to the ignorant masses
(Click to enlarge)

These nuisances led many loggers to regard tree octopuses as bad luck, resulting in the pointless killing of octopuses on sight at logging camps in a misguided attempt at eradicating the troublesome species. Anti-octopus sentiment was so strong among loggers that some even began to fear that the octopuses were prone to attacking humans.

These fears were fueled in no small part by gratuitous stories involving tree octopuses harassing lumberjacks and distressing damsels in Northwestern-themed pulp magazines of the 1930-40s and variously "nipping", "entangling", or "suckering the flesh" of the heroes of men's action magazines of the 1950-60s. (The magazine publishers depended on cheap paper made from wood pulp and were glad to contribute to the anti-octopus propaganda campaign of the timber industry.)

To this day, misunderstanding and fear of these gentle creatures can still be found among many old timers, although education campaigns-and special octopus-separators installed at sawmills-have largely halted the practice of tree octopus eradication.

How You Can Help

More Tree Octopus Information

Posters motivate the citizenry to action! Post them!

Tree Octopus FAQs - Frequently asked questions, now with answers.

Tree Octopus Sightings - Includes photos of and behavioral research on the Pacific Northwest Tree Octopus and other tree octopus species.

Tree Octopus In The Media - appearances of tree octopuses, both real and fictional, in the media and popular culture.

Research On Other Tree Octopus Species:

The author of this article and its subsections is Lyle Zapato.
This site is not associated with any school or educational organization,
other than the Kelvinic University branch of the Wild Haggis Conservation Society.
Not to be confused with the Pacific Northwest Octopus Tree.

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Information about the endangered Pacific Northwest Tree Octopus and what you can do to save it.

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Intro: I would present the following link: https://uroom.wordpress.com/2008/08/25/el-himno-nacional-mexicano-no-es-de-mexico/
Basically the article reads that the Mexican hymn belongs to the US and we have to pay every time that is played outside the country.

Debate: I will start asking questions about how they fill with the article and if they think it is true.

Research: in teams the students would search for information to convince themselves and other people that the article is false. Each team represents and investigates one aspect of the CRAP test and would write the evidence in post-it´s. In order for the kids to know what exactly to look, I would provide them with specific questions related to the concepts of the CRAP test.

Conclusions:
Using the board and organizing the post-it's, students will review the 4 aspects and concepts to identify fake news.

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As my students are young. I can start by dividing them  into  groups, I give each group a link to an article about local news.
then i ask them to reply to a survey that i prepared. this survey is about CRAP /CARS Test :
Currency -

o How recent is the information?

* Reliability -

o What kind of information is included in the resource?

* Authority -

o Who is the creator or author?

o Who is the published or sponsor?

o Are they reputable?

o What is the publisher’s interest (if any) in this information?

o Are there advertisements on the website?

* Purpose/Point of View -

o Is this fact or opinion?

o Is it biased?

o Is the creator/author trying to sell you something?
After voting, we expose the results to deduce what fake news are among the provided ones

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Students enter the http://ellinikahoaxes.gr, a website that demonstrates the fakest news published into the Greek Internet.
They choose one of them, read it and evalute it by using the CRAP test

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https://www.evrensel.net/haber/344833/reuters-raporu-yalan-haberi-okuyan-yok-paylasan-cok I Would share this news about fake news

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http://ellinikahoaxes.gr/2017/05/08/tom-hanks-greece-t-shirts/

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http://worldnewsdailyreport.com/tornado-carries-mobile-home-130-miles-family-inside-unharmed/
Is it possible? Where it was published? Check the pictures with TinEye.

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Fake News verification.
Visit the site https://maldita.es/malditobulo/. It's a web that publish fake news from other sites, and demonstrate they are fakes. Students have to select one of the news, and check the 5C's verification process.

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https://blog.vecernji.hr/ratko-martinovic/teorija-ravne-zemlje-i-u-hrvatskoj-10-glavnih-argumenata-zasto-je-okrugla-zemlja-visestoljetna-zavjera-7868
The  test:
Is it a well-known source?
Does the person or organization that produced the information have any editorial standards?
Does the example hyperlink to other quality sources?
Does it have date on it?

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The CRAP Test -

* Currency -

o How recent is the information?

o How recently has the website been updated?

o Is it current enough for your topic?

* Reliability -

o What kind of information is included in the resource?

o Is content of the resource primarily opinion? Is is balanced?

o Does the creator provide references or sources for data or quotations?

* Authority -

o Who is the creator or author?

o What are the credentials?

o Who is the published or sponsor?

o Are they reputable?

o What is the publisher’s interest (if any) in this information?

o Are there advertisements on the website?

* Purpose/Point of View -

o Is this fact or opinion?

o Is it biased?

o Is the creator/author trying to sell you something?

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history: UFO on the Earth

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Il 2017 anno delle fake news?

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list of criteria : context, credibility, compare, construction

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list o

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I’d like to involve my students about the following issue about medicine from the site http://www.segnidalcielo.it/scienziati-scoprono-il-modo-per-distruggere-i-tumori-usando-solo-onde-sonore/
I will divide the class in five  groups, according to the five C’s critical consuming: context, credibility, construction, corroborazione, compare.
I’ll ask  them to use the CARS checklist.

Credibility

If a source is credible, it is: Trustworthy; the quality of evidence and argument is evident; the author's credentials are available; quality control is evident; it is a known or respected authority; it has organizational support.
Goal: An authoritative source; a source that supplies some good evidence that allows you to trust it. Some questions to ask to determine credibility:

Is there sufficient evidence presented to make the argument persuasive?

Are there compelling arguments and reasons given?

Are there enough details for a reasonable conclusion about the information?

Accuracy

If a source is accurate, it is: Up-to-date, factual, detailed, exact, comprehensive, and its purpose reflects intentions of completeness and accuracy.
Goal: A source that is correct today (not yesterday); a source that gives the whole truth. In addition to an obvious tone or style that reveals a carelessness with detail or accuracy, there are several indicators that may mean the source is inaccurate, either in whole or in part:

No date on the document

Assertions that are vague or otherwise lacking detail

Sweeping rather than qualified language (that is, the use of always, never, every, completely rather than usually, seldom, sometimes, tends, and so forth)

An old date on information known to change rapidly

A very one-sided view that does not acknowledge opposing views or respond to them

Reasonableness

If a source is reasonable, it is: Fair, balanced, objective, and reasoned; there is no conflict of interest; there is an absence of fallacies or slanted tone.
Goal: A source that engages the subject thoughtfully and reasonably; a source concerned with the truth.

Here are some clues to a lack of reasonableness:

Intemperate tone or language ("stupid jerks," "shrill cries of my extremist opponents")

Overclaims ("Thousands of children are murdered every day in the United States.")

Sweeping statements of excessive significance ("This is the most important idea ever conceived!")

Conflict of interest ("Welcome to the Old Stogie Tobacco Company Home Page. To read our report, 'Cigarettes Make You Live Longer,' click here." or "When you buy a stereo, beware of other brands that lack our patented circuitry.")

Support

If a source is valid, it will have: Listed sources, contact information, and available corroboration its claims will be supported; documentation will be supplied.
Goal: A source that provides convincing evidence for the claims made; a source you can triangulate (find at least two other sources that support it).

Some source considerations include these:

Where did this information come from?

What sources did the information creator use?

Are the sources listed?

Is there a bibliography or other documentation?

Does the author provide contact information in case you wish to discuss an issue or request further clarification?

What kind of support for the information is given?

How does the writer know this?

Evaluate Some Sources

Having read the summary of the CARS Checklist, you are now ready to put your evaluative skills to work.

Moreover, I Aldo Sant’ my students to follow these  advices :
1. Click (the link) and read beyond the headline.
2. Look at the date.
3. Google it.
4. Look it up on Snopes (a website that debunks fake news)
5. Know your satirical websites

The 5 C’s of Critical Consuming

#1: Context – Look at the context of the article. When was it written? Where does it come from? Have the events changed since then? Is there any new information that could change your perspective?

#2: Credibility – Check the credibility of the source. Does the site have a reputation for journalistic integrity? Does the author cite credible sources? Or is it satirical? Is it on a list of fake news sites? Is it actually an advertisement posing as a real news story?

#3: Construction. Analyze the construction of the article. What is the bias? Are there any loaded words? Any propaganda techniques? Any omissions that you should look out for? Can you distinguish between the facts and opinions? Or is it simply all speculation?

#4: Corroboration: Corroborate the information with other credible news sources. Make sure it’s not the only source making the claim. If it is, there’s a good chance it’s actually not true.

#5: Compare: Compare it to other news sources to get different perspectives. Find other credible sources from other areas of the ideological or political spectrum to provide nuance and get a bigger picture of what’s actually happening.

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Very useful! Thank you.
http://www.workliteracy.com/pages/the-crap-test/

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Currency -

Reliability -

Authority -
Purpose/Point of View -

=CRAP
I like this acronym because Croatian news are full of it!

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Real or fake news?

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Adult learners
This has been repeatedly doing the rounds on Facebook. And I am surprised to see how many adults have believed this. Have we so little knowledge retained after finishing school? I have seen this repeated by people who only have secondary school and by people with degrees. Worrying. Not because we should know everything, but because all it takes is ONE ONLINE SEARCH!
So, Facebook especially is a tool to easily spread fake news and misinformation.
CLAIM: Placing cut onions in bowls around your home will fight off the flu virus.
And, the link shows a reputable service for debunking various fake news.
https://www.snopes.com/medical/swineflu/onion.asp

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Onions placed in bowls around your home will fight off the flu virus.

Although influenza is no longer the unchecked grim reaper of years past (in 1918 it killed half a million Americans and twenty to forty million folks worldwide), it continues to present a very real danger even in these more modern times. According to the Centers for Disease Control (CDC), millions of people in the United States (about 10% to 20% of U.S. residents) will get the flu each year. Influenza also costs Americans $10 billion annually in lost wages and medical expenses. Worst of all, every year about 36,000 people in the United States die from it, and 114,000 have to be admitted to the hospital because of it. The flu is not just a week of feeling lousy and missing work; it is a disease that can and does kill.

The 2009 outbreak of H1N1 (swine) flu brought home even to those who didn't normally ponder such matters the danger posed by contagions dismissively regarded in other years as mere seasonal flu, maladies that are thought of as wholly unpleasant but not life threatening. In 2009, people became more aware of the sniffles and sneezes around them. Also, unlike in other years, more folks were actively looking for ways to avoid catching the flu - including by unconventional means, such as those referenced in the following message:

Onions, for collecting the flu virus:

In 1919 when the flu killed 40 million people there was this Doctor that visited the many farmers to see if he could help them combat the flu. Many of the farmers and their family had contracted it and many died.

The doctor came upon this one farmer and to his surprise, everyone was very healthy. When the doctor asked what the farmer was doing that was different the wife replied that she had placed an unpeeled onion in a dish in the rooms of the home, (probably only two rooms back then). The doctor couldn't believe it and asked if he could have one of the onions and placed it under the microscope. She gave him one and when he did this, he did find the flu virus in the onion. It obviously absorbed the virus,
therefore, keeping the family healthy.

Now, I heard this story from my hairdresser in AZ. She said that several years ago many of her employees were coming down with the flu and so were many of her customers. The next year she placed several bowls with onions around in her shop. To her surprise, none of her staff got sick. It must work.. (And no, she is not in the onion business.)

The moral of the story is, buy some onions and place them in bowls around your home. If you work at a desk, place one or two in your office or under your desk or even on top somewhere. Try it and see what happens. We did it last year and we never got the flu.

If this helps you and your loved ones from getting sick, all the better. If you do get the flu, it just might be a mild case..

Whatever, what have you to lose? Just a few bucks on onions!

In addition to the good advice about washing one's hands frequently and avoiding the company of those who are obviously under the weather, those looking to sidestep being felled by the flu are subject to toutings of a variety of folk remedies, each of which is presented as a surefire and deadly preventive. The missive quoted above about onions absorbing the virus is one such offering.

There's no medical magic to placing peeled or cut onions around the home: they don't act as sponges that soak up whatever viruses or other nasty microbes are in their immediate vicinity. However, the belief that they would act in this fashion predates the 2009 flu outbreak by at least 100 years. Long-standing superstition asserts that keeping raw onions in the house (either cut or whole; different folks swear by different methods) will draw illness-causing germs from the air, thereby rendering the home free of contamination. The following print references gathered by folklorists Iona Opie and Moira Tatum showcase that belief:

The onion is cut up and stood in an old tin-plate. Then you place it in the room where the sick child sleeps. The onion draws the complaint into itself, and when the child is better care must be taken to see that the onion is properly burnt.

When there's flu about, I puts a plate of cut up onion in every room. That's what keeps colds away ... All the cold germs goes into they.

I fondly remember the smell of my mother's window sill adorned with half onions. She swore by the legend that the onions captured any incoming germs and purified the air.

Even older print sightings exist, however. One of the earliest we've located (from 1900) calls the practice "an old custom," which means even at that early date, the belief's origins were lost in the mists of time:

In remote country villages one sometimes sees an old custom which, in its essence, is wise, though the performers do not know its why or wherefore; as their forbears did, so do they. This is to place plates full of sliced onion at the side of any bed or coffin wherein lies the body of a person dead of infections [sic] disease. This good and shrewd practice was based on the observation of the blackening of the onion and practical experience of the usefulness of the habit, not on scientific knowledge. But the floating germs were attracted to that blackening onion, and settled on thickly, the result being the onion's discoloration and the great purification of the air in the death-chamber. The story is true of a house wherein ropes of onions intended for sale were hung escaping a smallpox epidemic, which attacked the neighbouring houses.

In a sickroom you cannot have a better disinfectant than the onion. It has a wonderful capacity for absorbing germs. A dish of sliced onions placed in a sickroom will draw away the disease; they must be removed as soon as they lose their odor and become discolored, and be replaced by fresh ones.

In remote villages the old custom still exists of placing a plate full of sliced onion beside the bed or coffin of any persons who had died of an infectious disease. Although those who follow this practice cannot explain it, the fact is that the raw onion destroys germs and purifies the infected air of the death chamber.

Some people insist plates of sliced raw onion should be left at various points around the home; others avow that whole onions must be hung on strings affixed to the domicile's ceilings, some further asserting the bulbs must be hung in front of doorways to better filter incoming contamination. As to what sorts of contamination the onion is purported to overcome, at various times it has been said to kill flu virus, diphtheria, smallpox, the cold virus, and even whatever nastiness a rotting corpse might be venting into the air, especially one that reached that condition via infectious disease of any description. Onions are also, according to lore, to be placed in any sickroom no matter how that room's occupant came to require bedrest.

While this folk belief is indeed an old one, there's precious little reason to place any store in it. No scientific studies back it, and common sense rules it out: cold and flu viruses are spread by contact, not by their nasty microbes floating loosely in the air where the almighty onion can supposedly seek out and destroy them. As the Wall Street Journal noted in 2009 of such claims:

Biologists say it's highly implausible that onions could attract flu virus as a bug zapper traps flies. Viruses require a living host to replicate and can't propel themselves out of a body and across a room.

The idea that onions have medicinal properties goes back millennia and spans many cultures. Egyptians thought onions were fertility symbols. Ancient Greeks rubbed them on sore muscles, and Native Americans used them to treat coughs and colds. Herbalists note that the World Health Organization recognizes onion extracts for providing relief in the treatment of coughs, colds, asthma and bronchitis. As with most home remedies, there have been few scientific studies with humans - and none on record involving raw onions placed across a room.

Furthermore, for those who believe in folk claims, superstition also asserts that it is unlucky to keep cut onions around, as demonstrated in these additional examples gathered by Opie and Tatum:

To have a cut onion lying about in the house breeds distempers.

An old servant (Essex) ... recently complained that ... Spanish onions ... were too big. When an obvious method of getting over that difficulty was suggested, she replied, 'Oh, no! that would never do! It's so unlucky to have a cut onion in the house.'

Special small onions are being grown for me as I am liable to keep half a cut onion from one meal to another, which I am assured is highly dangerous.

Onions - cut, peeled, or otherwise - aren't going to secure your living space from the flu virus, either 2009's swine version or any other year's contagion. Instead, if you want to stay healthy, wash your hands and avoid being around sick people.

Mind you, if you choose to place a few onions around your home, the only downside would be that your nearest and dearest will regard you as somewhat eccentric.
Got a tip or a rumor? Contact us here.

Snopes Delivered to Your Inbox:

Beck, Melinda. "Home Flu Cures: Bad Medicine?"
The Wall Street Journal. 3 November 2009 (p. D8).

Opie, Iona and Moira Tatum. A Dictionary of Superstitions.
Oxford University Press; Oxford, 1992. ISBN 0-19-282916-5 (pp. 293-294).

Chambers' Journal. "The Onion is Not Merely a Vegetable."
1 September 1900.

The Chicago Defender. "Onion Diet 'Will Rout' All Germs."
10 June 1922 (p. A8).

The Hartford Courant. "Worried About Flu? Old Onion Remedy Hailed."
24 January 1972 (p. I9).

Los Angeles Times. "Healthfulness of Onions."
4 June 1913 (p. I15).

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FACT CHECK: Do Onions Fight Off the Flu Virus?

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Onions placed in bowls around your home will fight off the flu virus. Although influenza is no longer the unchecked grim reaper of years past (in 1918 it killed half a million Americans and twenty to forty million folks worldwide), it continues to present a very real danger even in these more modern times.

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The tree Octopus - Endangered species
I read this article about ow a teacher in SIngapur is howing his students how to differ fake news or websites from real by using this link: https://zapatopi.net/treeoctopus/

I would love for them to use their 10 questions for fake new, but also to corroborate this information in a different website, probably would be something like NatGeo or something they would identify as credible.

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I found an example in which the fake piece of news is discovered but I think it can be valid because it explains how the information was presented.

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Parece que el fenómeno de las llamadas 'fake news' (noticias falsas) se ha instalado también entre los usuarios de las redes sociales de Tarragona. A lo largo de la jornada de este martes la provincia estaba pendiente de la caída de nieve que habían anunciado todas las previsiones.

De hecho, desde primera hora, usuarios de Twitter, Facebook, Intagram y otras redes sociales han compartido imágenes de como los copos de nieve estaban cayendo por distintas zonas de Tarragona, Reus y la Costa Daurada.

Algunos han aprovechado y han intentado colar falsas imágenes, o fotos antiguas, de PortAventura y de Tarragona emblanquecidas por una nieve, que al menos hoy y de momento, no ha cuajado en ninguna de las dos zonas.

Falsa imagen (o imagen antigua) de unas vistas de PortAventura con la nieve como protagonista

De hecho, el mismo Diari de Tarragona ha ido informando de la nieve a lo largo de la mañana. La nieve, o aguanieve en algunos momentos, ha caído de forma interminente, también a nivel del mar, en la mayoría de ciudades del Camp de Tarragona, pero lo cierto es que, más allá del Priorat y la Conca de Barberà, ver nieve cuajando ha sido prácticamente imposible.

Pero esas ansias por ver nieve en la provincia han dado lugar a la distribución de algunas imágenes falsas por las redes sociales.

Un fenómeno que, aunque en esta ocasión parece más un divertimento que otra cosa, en otras ocasiones puede llevar a graves confusiones o, en el peor de los casos, a la manipulación de la población. Sobretodo, cuando en lugar de fenómenos meteorológicos, las 'fake news' se relacionan con cuestiones políticas. Especialmente, cuando se trata de asuntos bélicos y de violencia.

El Diccionario Cambridge define a las 'fake news' como "historias falsas que parecen ser noticias, difundidas en Internet o usando otros medios, generalmente creadas para influir en las opiniones políticas o como una broma", agregando un comentario respecto de la preocupación existente en cuanto al poder de las 'fake news' de afectar resultados electorales.

El diccionario Collins las define como "información falsa, a menudo sensacional, diseminada bajo la apariencia informes de noticias".

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Fake news: PortAventura y Tarragona caen en la trampa con la nieve

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Parece que el fenómeno de las llamadas 'fake news' (noticias falsas) se ha instalado también entre los usuarios de las redes sociales de Tarragona. A lo largo de la jornada de este martes la provincia estaba pendiente de la caída de nieve que habían anunciado todas las previsiones.

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Age: 12
http://ellinikahoaxes.gr/2017/07/11/128-year-old-man-claims-he-is-hitler-hoax/
We'll discuss about a man who claims he is Hitler. The focus will be in fake news generally, and the test CRAP

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It is very common to promise miracles when talking about a quick cash gain. . This false news is about accessing multiple sites. . I will ask students to check ads for quick earnings, search for site author information, check site, and find where it was forged. The approach is CARS.

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We discuss about differen sites where exist fake news. For ex.

http://spynews.ro/actualitate/slabeste-rapid-si-sanatos-4-kilograme-in-doar-5-zile-cu-dieta-cu-iaurt-se-tine-foarte-usor-si-detoxifica-organismul-86430.html

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TOPIC: Blue Whale
the imaginary game of death online that would have led dozens of Russian children and adolescents (and then in various other places in the world, including Italy) in a 50-day self-injurious path to be concluded with a chilling and fatal leap into the void . The teacher  team has been discussing this history with students for quite some time.
Our students have analyzed the five phases indicated:
1.contest
2.credibility
3.information
4.corroboration
5.compare.

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There are current fake news about the recent Political Elections in Italy. I would pick one of the current fake and then I use the CARS acronym to let my students decipher whether it is fake or real.

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It is important to recognize the fake news and learn how to analyse it. The attention should be paid on the title, author and the news itself.

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To be more careful about fakes. https://www.snopes.com/category/facts/fake-news/

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The New York Evening(TheNewYorkEvening.com) | This fake news website has spread numerous false claims, including a fake story claiming that Malia Obama had been expelled from Harvard.
Criteria: 1. credibility,2. autority, 3.Purpose 4.corroborate and compare

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I always analyse Internet articles with my students. Here I have read about 5 C’s of Critical Consuming and I will tray it.

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We discuss about different sites where exist fake news. For ex. www.reporteronline.net
Then student should  say their opinion about one news provided there. And in the end they must argue if this is a good or bad way to provide fake news

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My fake news for my students. But in fact
http://www.turkiyenewspaper.com/technology/11127.aspx this news is real.

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Firstly,I will use this fake news
Then I will show the real one.
https://ahvalnews.com/syria-turkey/turkey-neutralised-more-2000-terrorists-afrin

And we will talk about fake news.

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My students are very young, 8 -9 years old, so they do not use the internet and the social media for news search. They mostly use the internet to play online games! It is good to be aware though that not all information available on the internet is real or true so we have discussed this in the classroom.

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used a list for checking the article very similar to CARS (I have it from a course about media literacy). 

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Fake News
Pupils read the headline;
verifies what media has published it;
checks the publication date and time;
looking for the author of the text;
look at what information sources are used;
checking for doubtful quotations, photos;
checking or reporting other media;
Thinks or deserves to share such information.

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Nuomonės | 9 būdai atpažinti melagingą naujieną: kaip jas

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norite žinoti, kas, kaip ir kodėl vyksta vakarų pasaulyje, lieka tik YOUTUBE: Black Pigeon Speaks

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I used an article about Dacians in a History lesson, students of 18 years old, http://evz.ro/direct-din-arhivele-vaticanului-teoria-care-rastoarna-tot-ce-stiam-despre-daci-romani-si-1085380-1.html. They used the internet foe checking. First thing, they saw the source and said that it is not reliable (well-known newspaper for stories like the hen that gave birth to chickens!). I used a list for checking the article very similar to CARS (I have it from a course about media literacy). Students were very receptive and the final conclusion was ”I will not share anything anymore unless I check it”. But they still do it, even for fun...

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Fake news analysis
https://www.dzr.org.ro/orice-cancer-se-poate-vindeca-intre-2-si-16-saptamani/#
http://drleonardcoldwell.com/only-answer-to-cancer/
My students will be given this news to read and analyse using the CRAP test, as follows:
Currency- how recent is it? has it been posted before although it appears to be news?
Reliability: what kind of information does it have? are there any references to studies?
Authority: who are the creators of the news? was it not all for advertising?
Purpose: is it a fact or opinion? can it really help people or just give them hope and the deceive them?

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It is very common to promise miracles when we speak about serious deseases like diabetes. This fake news is about a diet. I will ask students to analyze the number of ads added to the news, search for information about the author of the book, check the website and look for responses to this diet. The approach is CARS.

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CONDIVIDI
Un volume in grado di sfatare il mito secondo cui il diabete è incurabile. dottor Gabriel Cousens
Una guida essenziale per combattere una tra le più diffuse e debilitanti patologie dei nostri tempi.

Un rivoluzionario programma di 21 giorni per abbassare i livelli di glucosio nel sangue e invertire il processo diabetico fino alla guarigione.

Il dottor Cousens analizza in modo eccellente i fattori di rischio, le cause, e le cure naturali esistenti per questa patologia debilitante che interessa ormai centinaia di milioni di persone nel mondo intero.

Le terapie proposte sono basate sulla dieta vegan, senza proteine animali di nessun genere. La radicalità di questo approccio è compensata dagli straordinari risultati che nessun altro genere di regime curativo garantisce.

Questo metodo è infatti il frutto di uno lavoro medico collettivo durato 35 anni che ne ha comprovato l'efficacia.

Il programma terapeutico denominato "Albero della vita" è in grado di reirìvertire il processo degenerativo del diabete di tipo II sino a completa guarigione nonché di apportare miglioramenti notevoli rispetto ai disturbi generati dal diabete di tipo I. Il tutto tramite un approccio naturale a trecentosessanta gradi che tiene conto di alimentazione, emozioni, stile di vita e rimedi naturali.

CONDIVIDI

Puoi seguire tutti i commenti di questo articolo via RSS 2.0.

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Un volume in grado di sfatare il mito secondo cui il diabete è incurabile. dottor Gabriel Cousens Una guida essenziale per combattere una tra le più diffuse e debilitanti patologie dei nostri tempi. Un rivoluzionario programma di 21 giorni per abbassare i livelli di glucosio nel sangue e invertire il processo diabetico fino alla guarigione....

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http://www.thedogisland.com/working.html
Students around 14 will talk about finding jobs on net

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My students are aged 7-8, they will analyze this fake news http://www.ilfattoquotidaino.it/gatto-oreo-lavora-casa-cura/

Using tablets and LIM they will search about the "news", analyze the URL and think about how the fact can be fake or not

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Fake airline competition. There have been several posts of airline contests on the social media for the users to enter their personal data and "win" free airtickets.
I would advise kids to follow the rules given above and find the original site of the airline to check the veracity of the contest.

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5ways to spot the news:
1Look for unusual URLs
2 Dissect the layout
3 Dig Deeper
4 Cross Check
5 Try a reverse image search
https://www.nytimes.com/2017/01/18/us/fake-news-hillary-clinton-cameron-harris.html?ribbon-ad-idx=3&rref=business/media&module=Ribbon&version=context&region=Header&action=click&contentCollection=Media&pgtype=oak&_r=0

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In my country we prepared an activity plan for Internet saety in this subject i gave information to students about fake news they learn from Internet.

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Between October 1 and November 30, 2016, ahead of the Italian constitutional referendum, five out of ten referendum-related stories with most social media participation were hoaxes or inaccurate.[80][81] Of the three stories with the most social media attention, two were fake.
http://tg24.sky.it/mondo/2016/12/28/2016-anno-fake-news-post-truth.html

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In recent days, in Italy, an alarming news about the willingness on the part of Enel, the company that supplies electricity, to charge € 35 to all its customers to recover the money owed by the defaulters, has become viral in WhatsApp and Facebook. So, I should analyse if the

The fake news was promptly debanked by Butac

https://www.butac.it/i-35-euro-della-bolletta-della-luce/

and by Italian Postal Police.

https://www.commissariatodips.it/notizie/articolo/fake-news-aumenti-in-bolletta-luce-per-coprire-il-debito-causato-dagli-utenti-morosi.html

Nevertheless as highlighted by this petition on Change.org, over 140,000 individuals have already activated themselves, putting their signature, united by the slogan "Stop this incredible theft against honest users".

https://www.change.org/p/presidente-autorita-per-l-energia-elettrica-e-il-gas-no-alle-bollette-elettriche-con-i-debiti-dei-morosi/u/22421557

The criteria I would expect them to use for assessing the quality/veracity of this particular source of information could be:

In the news there is there is the citation of a credible and  authoritative source (the Italian consumer association Altroconsumo):

In Altroconsumo website are there sufficient information about this new?

I would like my students to reflect this petition does not refer to the fake news, but it cleverly exploits the polarizing narrative that exalts "honest citizens against corrupt institutions".

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The fake news relates to vaccination attack during the flu season https://globalnews.ca/news/4006133/flu-shot-fake-news-2/
Students would have to analyze some statistics and other official sources in order to identify how reliable and up to date the source is.

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1. The fake news is: 15 days of complete darkness in november 2017 http://evz.ro/pamantul-va-fi-in-intuneric-15-zile.html
2. The criteria is CARS:
Credibility- is this article/newspaper a credible one?
Accuracy- the details are up to date?
Reasonabless- is the newspaper objective?
Support- what is the source, from where is the information?

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http://worldnewsdailyreport.com/ using CRAP. :)

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There are many fake news on the internet concerning, first of all, celebrities (Michael Schumacher or Sylvester Stallone's deaths), but also some geographical or historical aspects.Sometimes students come across such news and they don't know if it is real or not. I strongly believe we should give them some tools to analyze these information.