[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-642239-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-642239-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","cambridge-global-perspectives-secondary-lesson-plan-understanding-trustworthiness-of-sources","Cambridge Global Perspectives - secondary lesson plan: Understanding trustworthiness of sources","","Secondary lesson pack for ages 11–19 focused on understanding how to evaluate the trustworthiness of sources in the digital age. Learners practice identifying features that increase or reduce credibility, using class discussion and structured activities. Students compare and rank different knowledge sources, then assess reliability through tweet-based examples, including classroom prompts for judging evidence, bias, professionalism, recency, and verifiable context, culminating in reflective notes on what should be verified.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/cambridge-global-perspectives-secondary-lesson-plan-understanding-trustworthiness-of-sources/642239/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/cambridge-global-perspectives-secondary-lesson-plan-understanding-trustworthiness-of-sources/642239.png","ImageObject",300,407,{"name":42,"@type":43},"Olivia Brown","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-23",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What learning objectives are targeted in this lesson pack?","Question",{"text":62,"@type":63},"By the end of the lesson, learners comment on how trustworthy sources are, recognize features that reduce trustworthiness, and suggest which parts of sources may need verification for credibility.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How do learners evaluate reliability during Activity 1?",{"text":67,"@type":63},"Learners read tweets alongside author bio information, then stand in different classroom corners according to how reliable they think the source is. They discuss briefly and explain their choice to the class.",{"name":69,"@type":60,"acceptedAnswer":70},"What kinds of arguments are used to judge a tweet as trustworthy or not?",{"text":71,"@type":63},"The lesson prompts learners to consider factors such as recency, retweets/readership, the author’s role or expertise, image authenticity, presence of bias or emotive language, and whether details can be cross-checked or verified.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},642239,1792721688,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":79,"read_time":144},16904993612988,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Cambridge Global PerspectivesTM Secondary lesson pack (11–19 years)  \nContents  \nLesson plan  \nActivity posters  \nVerification of sources game  \nSource A: This guy is wearing every piece of garbage he generates for a month  \nSource B: The climate change alarmists are WRONG, NASA just  \ndeclared carbon dioxide is GREENING the Earth, NOT killing it  \nSource C: Climate change – Sir David Attenborough warns of ‘catastrophe’  \nSource D: Eco-win! Rockstar announces that for every mile driven in ‘Grand Theft Auto Online’ they’ll plant a tree in-game  \n[www.cambridgeinternational.org/gpweek](www.cambridgeinternational.org/gpweek) 1  \nContents  \nCambridge Global Perspectives ™ secondary lesson plan Understanding trustworthiness of sources  \n\n| CLASS: |  | DATE: |\n| --- | --- | --- |\n| Learning\u003Cbr>objectives | By the end of the lesson learners will be able to:\u003Cbr>• comment on the trustworthiness of sources\u003Cbr>• recognise features of sources that may reduce their trustworthiness\u003Cbr>• suggest areas where sources may need to be verified for credibility. |  |\n| Lesson focus | Trustworthiness of sources in the digital age and how to assess the content that they present critically. |  |\n| Skills focus | This lesson will focus on developing evaluation skills. |  |\n| Prior knowledge | It is assumed that learners will be somewhat familiar with the terms ‘fake news’and ‘trustworthiness’, and that they will have had some experience of researching using the internet. |  |\n| Resources | Whole lesson\u003Cbr>• Presentation (for all activities) Activity 1\u003Cbr>• Activity 1 posters – four optional posters with ‘very’, ‘fairly’, ‘not really’ and\u003Cbr>‘not at all’ each placed in a different corner of the room Activity 2\u003Cbr>• Verification of sources\u003Cbr>• Verification of sources teacher notes\u003Cbr>• Sources A, B, C and D (distribute digitally if possible) Reflection\u003Cbr>• Paper / Post-it notes |  |\n\nPlan  \n\n| Activity | Teacher notes |\n| --- | --- |\n| Introduction\u003Cbr>10 minutes\u003Cbr>Presentation\u003Cbr>slide 1 | How do you know?\u003Cbr>Ask the question: ‘How do you know the things that you know?’\u003Cbr>Give learners a few minutes to list the main five sources of their knowledge. Stress that ‘school/education’ is just one source (e.g. different lessons/teachers/textbooks are not different sources) .\u003Cbr>Pair up learners to compare their lists. Ask the pairs to combine their lists and rank them all in terms of how much they trust the source.\u003Cbr>Select pairs to feed back some of their sources. Probe with follow-up questions such as:\u003Cbr>• Why do you trust/not trust that source?\u003Cbr>• Are their reasons why a source might not be trustworthy at the top of your list?\u003Cbr>• Did any pairs disagree on where a source should be ranked? Why? |\n| Activity 1\u003Cbr>15 minutes\u003Cbr>Presentation\u003Cbr>slides 4–9 | How reliable?\u003Cbr>The activity asks learners to consider how reliable each tweet is as a source of information. As a class, read the tweet as well as the bio information found for the author.\u003Cbr>Ask learners to stand in the relevant corner of the classroom depending on how reliable they think the source is. Once all learners are in a corner, ask them to discuss quickly and then someone from each corner to explain why they chose that corner. |\n\nCambridge Global Perspectives secondary lesson plan: Understanding trustworthiness of sources 1  \nContents  \n\n| Activity | Teacher notes |\n| --- | --- |\n|  | Example 1: Jason Michael – shark on motorway\u003Cbr>Learners may offer ideas such as the following to support the tweet:\u003Cbr>• It is recent.\u003Cbr>• It has been read and retweeted numerous times (note, this is one of the major problems with fake news) .\u003Cbr>• It was posted by a journalist – a profession that deals in presenting information.\u003Cbr>• Jason Michael is an author.\u003Cbr>• The picture looks real.\u003Cbr>Learners may offer the following to argue it is not trustworthy:\u003Cbr>• Who is Jason Michael really? Anyone can create a Twitter account.\u003Cbr>• How likely is this really to have happened?\u003Cbr>• Just because a lot of peo","cbCaijnL4lVAy2I7","https://ap.wps.com/l/cbCaijnL4lVAy2I7","pdf",8345217,23,"English","# Lesson plan\n## Learning objectives\n## Lesson focus and skills focus\n## Resources\n## Plan\n### Introduction\n### Activity 1: How reliable?\n### Example 1–3: Tweet assessment","[{\"question\":\"What learning objectives are targeted in this lesson pack?\",\"answer\":\"By the end of the lesson, learners comment on how trustworthy sources are, recognize features that reduce trustworthiness, and suggest which parts of sources may need verification for credibility.\"},{\"question\":\"How do learners evaluate reliability during Activity 1?\",\"answer\":\"Learners read tweets alongside author bio information, then stand in different classroom corners according to how reliable they think the source is. They discuss briefly and explain their choice to the class.\"},{\"question\":\"What kinds of arguments are used to judge a tweet as trustworthy or not?\",\"answer\":\"The lesson prompts learners to consider factors such as recency, retweets/readership, the author’s role or expertise, image authenticity, presence of bias or emotive language, and whether details can be cross-checked or verified.\"}]","Cambridge Global Perspectives - secondary lesson plan: Understanding trustworthiness of sources | PDF",58]