CLASSROOM & NEWSROOM
Adaptable activities for journalism, communication, political science and international relations courses.
These are teaching suggestions developed for this website, not a syllabus reproduced from the book. The book and podcast are currently in French; activities are provided in both languages.
Aim. Distinguish image authenticity from the accuracy of a caption, using the Saint-Étienne footage falsely attributed to Tunisia.
Activity. Give students a non-graphic written summary and the cited fact-check. In groups, list claims about place, date and identity, then connect each to evidence or uncertainty.
Student output. A verification sheet with a verdict, evidence and limitations.
Aim. Distinguish local actors, sponsors, intermediaries, audiences and distribution techniques.
Activity. Compare the videomen case with an investigation into Team Jorge. Draw an actor map and distinguish documented links from hypotheses. Do not create or distribute fake accounts or misleading messages.
Student output. An annotated map and a short statement of what the sources support.
Aim. Evaluate a response to disinformation while considering civil liberties and local audiences.
Activity. Discuss the Ignace Sossou case using the book and its sources. Then design a local-radio response to a harmless fictional rumour, explaining language, evidence, tone and channel.
Student output. A 150-word corrective message with a justification of the choices made.
Suggested criteria: traceable evidence (40%), accurate context (25%), explicit uncertainty (20%), and a clear, responsible response (15%). Reward a justified “we do not know” over an unsupported verdict.
Before class, download a short podcast episode and the free excerpts of the book (prologue and chapter 1, lightweight PDFs, in French). Print a case summary and selected bibliography entries. Work in small groups with one shared device, or entirely on paper. Avoid replaying violent footage or repeating harmful claims without context.