Lesson Plan: Conspiracy Theories From JFK’s Assassination to Today

Subjects:

U.S. History, Civics & Government, World History, English Language Arts

• This lesson is applicable in any discussion of conspiracy theories and fact-checking.

Lesson Duration:

• One class period (45-60 minutes)

Essential Questions:

• How do conspiracy theories play a role in our daily lives?
• How can one identify “fake news” and “conspiracy theories”?

Lesson Objectives:

Students will:

• Examine how conspiracy theories are connected to historical patterns and how they relate to mistrust in government.
• Analyze how President Kennedy’s assassination and subsequent investigations led to conspiracy theories.

Materials:

• Retro Report video “Conspiracy Theories and Fake News from JFK to Pizzagate” (Transcript; Transcripción en Español)
• Student Activity handout
• The Secret Economy of Conspiracy Theories | KQED

Procedure:

1. Distribute the Student Activity handout to students. Students will silently reflect on how news media and information reach and affect them, using the following questions:
   1. How do you choose your sources of information?
   2. How do your fears, beliefs and values affect your decisions and how you interact with people?
   3. Adapted from (page 13) Addressing conspiracy theories – what teachers need to know | UNESCO
2. Have a few student volunteers share some of their reflections, and transition to and introduce the topic of conspiracy theories.
   1. For more information, see: “Why do people believe in conspiracy theories?” (page 6) and “7 traits of conspiratorial thinking” (page 10) from Addressing conspiracy theories – what teachers need to know | UNESCO
3. Students will read the The Secret Economy of Conspiracy Theories article and answer the corresponding questions on the activity handout. Alternatively, the teacher may read and have students follow along.
4. Next, students will watch the Retro Report video “Conspiracy Theories and Fake News from J.F.K to Pizzagate” (Transcript) and answer the following questions:
   1. Why did many Americans question the U.S. government’s investigation by the Warren Commission of President Kennedy’s assassination?
   2. How did the C.I.A. respond to the public’s doubts about the Warren Report?
   3. How has the internet encouraged the growth of unfounded beliefs and conspiracy theories?
5. Wrap-up: Students will complete the 4C’s thinking routine developed by Project Zero, a research center at the Harvard Graduate School of Education.
   1. Students will individually read select quotes from the video and select one, answering questions that guide them to identify a connection, challenge, concepts, changes.
   2. Next, students will work in small groups and begin with one person sharing a connection that he or she made, identifying the quote and explaining the connection. Members of the group may add their comments.
   3. Then the next group member will share his or her select quote. The discussion continues until every group member has shared a connection.
   4. The group will then move on to the next “C” (challenge, concepts, changes), making sure that the chosen quote is first shared and then discussed.
6. Have students respond and discuss the following question: What effect do conspiracy theories have on the way we consume and interact with news?

Extension Activity:

1. Have students watch Retro Report’s “How to Fact-Check History” and complete the “Intro to Fact-Checking” lesson. Then, have students read about select conspiracy theories from Conspiracy Theories | TIME:
   1. 1. 9/11 Cover-Up
      2. Area 51 and the Aliens
      3. Secret Societies Control the World
   2. “Do you think fact-checking has the power to weaken conspiracy theories? Why or why not? Aside from fact-checking, what is a good way to combat conspiracy theories?”
   3. Lesson plan: Conspiracy theories, then and now | PBS NewsHour Classroom

About the Author:

Jason Milke teaches Social Studies, including American History, Behavioral Sciences, and Contemporary Issues, at Waverly-Shell Rock High School in Waverly, Iowa. He earned a bachelor’s and master’s degree in Social Science Education from the University of Northern Iowa.

Standards

College, Career, and Civic Life (C3) Framework for Social Studies

• D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
• D1.5.9-12. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
• D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
• D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
• D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
• D2.His.7.9-12. Explain how the perspectives of people in the present shape interpretations of the past.
• D2.His.8.9-12. Analyze how current interpretations of the past are limited by the extent to which available historical sources represent the perspectives of people at the time.
• D2.His.15.9-12. Distinguish between long-term causes and triggering events in developing a historical argument.
• D2.His.17.9-12. Critique the central arguments in secondary works of history on related topics in multiple media in terms of their historical accuracy.

Common Core Literacy Standards

• CCSS.ELA.LITERACY.RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
• CCSS.ELA.LITERACY.RI.11-12.3: Analyze a complex set of ideas or sequences of events and explain how specific individuals, ideas, or events interact or develop over the course of a text.