Lesson 20: Can the crew post this image as true? Educator guide

A realistic image says the campus courtyard flooded today, and Jordy must decide what the six o’clock recap can say about it.

  • Grades 6–12 and college
  • 45-minute lesson
  • 4 evidence documents
  • Lesson 20 of 20

Open the student page Printable pages

Lupa checks the doorway visible in a full courtyard image but missing from a crop.

Content note

The real sources include AI-generated images from disasters such as Hurricane Helene. Preview them, and do not share images of real people in distress, even to debunk them.

Overview

Students read a short story in which a realistic image captioned “Courtyard flooded today, stay away” spreads through a campus group chat. They compare the image, Sami’s zoom-in, a secondhand reply, a detector score and the campus alerts page with NIST’s overview of detection. They then write the verification note Jordy posts instead of the image.

Key terms

Provenance

Provenance is information about where an image or a document came from and how it has been handled. En español: procedencia

In this case: The courtyard image arrived at 2:48 p.m. with no link, no date and no named poster. Its provenance is unknown.

Corroboration

Corroboration is support for a claim from an independent source. En español: corroboración

In this case: A campus alert or someone’s dated photo of the courtyard could corroborate the flood. A roommate’s friend’s report of water near the library cannot.

Verification note

A verification note is a short record of what you checked, what you found and what is still unknown. En español: nota de verificación

In this case: Instead of posting the image, the recap says what the crew checked, what it found and what is still unknown.

Where this example applies

Do not fabricate an actual viral incident or imply NIST certifies a consumer detector as perfectly reliable.

Grade levels, subjects and time

Grade levels
6–12, plus college and community groups.
Subjects
English language arts; also communications and law.
Time
45 minutes for the lesson steps on this page. The student page takes 20 to 30 minutes.

Learning objectives

Students will be able to:

  • separate a clue that calls for a closer look from evidence that proves a claim;
  • trace an image to its earliest source and look for corroboration;
  • write a verification note that says what was checked, what was found and what is still open.

What students should already be able to do

The student edition for each grade band assumes students can already:

Grades 6–8
find a date and a time in a short document; tell what a picture shows from what a caption says; write a complete sentence that answers a question.
Grades 9–10
summarize what a source shows and what it leaves out; tell a clue from proof; write a short message for a named audience.
Grades 11–12
explain the difference between how a file was made and what it shows; summarize a technical source accurately; write a plan as ordered steps.
College and community
trace a claim to its earliest source; write a short public note that states uncertainty; write a memo with recommendations for a named office.

Skills, terms and roles

New skill

Confirm an image with independent sources

Trace where an image came from, look for separate sources that confirm it and publish only what you checked.

Skills students use again

  • Find the original source (Lesson 1). You look for where the image first appeared.
  • Correct a public mistake (Lesson 3). Jordy plans to update the note if better evidence turns up.
  • Check an official source for your own area (Lesson 9). You check the campus facilities alerts page and note when it was last updated.

Key terms

New in this case
Provenance, Corroboration, Verification note
From earlier cases
Claim (Lesson 1), Holding statement (Lesson 1), Correction (Lesson 3)

Character spotlight

Sami leads. Sami studies design and photographs things most people walk past. She moves the question from how the image looks to where it came from.

  • Jordy: They have a six o’clock deadline and choose to post what the crew checked instead of the image with a question mark.

The student’s role

You’re the one who writes the verification note Jordy posts at six.

Materials

Evidence handout

Evidence A Group-chat post

The courtyard image and its caption

Image, described: a photo-like view of the campus courtyard with water over the paving and benches. A person in the foreground holds up a phone. Caption: “Courtyard flooded today, stay away.” Shared Wednesday at 2:48 p.m. with no link, no date on the image and no original poster named.

What it shows: Someone claims the courtyard flooded today. The image looks like it shows that.

What it leaves out: Who first posted the image, and when and where it was taken.

Ask: Underline what the caption claims. Circle what the post is missing.

Evidence B Screenshot

Sami’s zoom-in on the hand

Zoomed screenshot of the foreground hand: the fingers seem to merge at the knuckles. Sami posted it in the crew chat on Wednesday at 3:02 p.m.

What it shows: One detail in the image looks wrong. That is a reason to look more closely.

What it leaves out: Whether the image was generated, edited or is a real photo from another day.

Ask: What does the odd hand tell you? What can it not tell you?

Evidence C Detector result

A score from a free online detector

“12% likely AI-generated.”

What it shows: One tool gave the image a low score for being AI-generated.

What it leaves out: How often this tool is wrong, and whether the courtyard flooded today.

Ask: What did the tool measure? Does it say anything about the flood?

Evidence D Web page

The campus facilities alerts page, checked at 3:10 p.m.

“No active alerts. Last update: Monday, 9:15 a.m. Scheduled elevator maintenance in Science Hall, completed.”

What it shows: On Wednesday at 3:10 p.m., the page listed no alert about the courtyard.

What it leaves out: How quickly the page would report a flood on the same day.

Ask: When was this page last updated? Compare that with the caption’s claim.

Printable pages by grade band

Each grade band has its own student pages and educator pages for this case. The educator pages show every student page with sample answers. See every printable page for this case, including the course editions.

Real news and research for this case

These news stories and studies are real. Each link opens the original in a new tab.

Real source News NPR May 22, 2023

Fake viral images of an explosion at the Pentagon were probably created by AI

A realistic fake image spread fast and briefly moved markets before officials confirmed nothing happened.

Read on npr.org (opens in a new tab)

Real source News CNN May 22, 2023

‘Verified’ Twitter accounts share fake image of ‘explosion’ near Pentagon, causing confusion

A blue check was not proof: accounts that looked trustworthy still shared an image with no real source.

Read on edition.cnn.com (opens in a new tab)
More news and research (6)

Real source News NPR December 17, 2025

Simple tricks to spot AI-generated videos in your social media feed

Practical checks for AI video, plus why looking closely is not enough without other sources.

Read on npr.org (opens in a new tab)

Real source News KPRC Click2Houston October 9, 2024

Houstonians learn the cons of a viral AI-generated photo after Hurricane Helene

Local reporting on a fake disaster photo, showing how emotion can outrun verification.

Read on click2houston.com (opens in a new tab)

Real source Video KVUE, VERIFY (YouTube) October 7, 2024

Viral images of a crying girl clutching a puppy during Hurricane Helene are AI-generated | VERIFY

A newsroom verification team shows its steps for checking a realistic disaster image.

Watch on YouTube (opens in a new tab)

Real source Video PBS NewsHour October 22, 2025

AI content spreads confusion and misinformation, critics say

A look at how much AI-made content is in feeds and why provenance matters more than ever.

Read on pbs.org (opens in a new tab)

Real source News RumorGuard (News Literacy Project) No date listed

Widely shared image of crying girl and puppy after Helene is AI generated

A News Literacy Project check that models a verification note: what’s known, what’s not and why.

Read on rumorguard.org (opens in a new tab)

Real source Research PNAS (Nightingale & Farid) February 14, 2022

AI-synthesized faces are indistinguishable from real faces and more trustworthy

People could not reliably tell AI faces from real ones, so ‘it looks real’ cannot be the proof.

Read on doi.org (opens in a new tab)

Links checked September 24, 2026.

Professional standards

Many professions publish a code of ethics. These parts of real codes apply to this case.

Real source Radio Television Digital News Association (RTDNA) 2015

RTDNA Code of Ethics: Truth and accuracy above all

Journalism verifies, provides relevant context, tells the rest of the story and acknowledges the absence of important additional information.

In plain words: The RTDNA code asks news staff to say what they checked and to admit what they still do not know.

Ask: The facilities page shows no active alerts but was last updated Monday. What should Jordy's note say is still unknown?

Sample answers
Grades 6–8
The note should say we don’t know if the courtyard flooded today, because the page has not changed since Monday.
Grades 9–10
The note should say whether the courtyard flooded today is still unknown. The alerts page has not been updated since Monday.
Grades 11–12
Still unknown: whether the courtyard flooded today, because an empty page last updated Monday morning cannot confirm or rule out a Wednesday flood.
Read the full code on the RTDNA website (opens in a new tab)

Real source Society of Professional Journalists (SPJ) 2014

SPJ Code of Ethics: Seek Truth and Report It

Identify sources clearly. The public is entitled to as much information as possible to judge the reliability and motivations of sources.

In plain words: Journalists who follow the SPJ code name their sources so readers can judge how far to trust them.

Ask: The image has no link, no date and no named poster. What can the crew truthfully say about its source?

Sample answers
Grades 6–8
The crew can say it does not know who posted the image first. It came with no link, date or name.
Grades 9–10
The crew can say the image reached the chat at 2:48 p.m. with no link, date or original poster. The crew could not trace it.
Grades 11–12
The crew can say only what it saw: the image appeared at 2:48 p.m. Wednesday with no link, date or named poster. Its source is unknown.
Read the full code on the SPJ website (opens in a new tab)

Real source Public Relations Society of America (PRSA) 2000

PRSA Code of Ethics: Disclosure of Information

Investigate the truthfulness and accuracy of information released on behalf of those represented.

In plain words: PRSA members agree to check information before they release it for the group they speak for.

Ask: What should Jordy check before posting anything about the courtyard under the crew's name?

Sample answers
Grades 6–8
Before posting, the crew should look for who posted it first and check the campus alerts page.
Grades 9–10
Before posting, the crew should look for the first post, check the alerts page and ask for a dated photo.
Grades 11–12
Before posting, the crew should trace the earliest post, check an official source and seek independent corroboration.
Read the full code on the PRSA website (opens in a new tab)
Share, schedule or open in your apps

Reading passage by grade band

Each grade band has its own longer reading passage built from this case’s story and its real sources. Real news, laws and research are cited in the text with their dates. Three “Stop and think” questions sit inside each passage. Open a band to read it, or print that band on its own.

Grades 6–8: The flood nobody can confirm

493 words

The flood nobody can confirm

The story: An image with no source

It is Wednesday at 3:10 p.m. For twenty minutes, an image has been going around the group chat. It looks like a photo of the campus courtyard, with water over the paving and the benches. The caption says, “Courtyard flooded today, stay away.” It showed up at 2:48 p.m. with no link, no date and no name.

Jordy is putting together the crew’s recap, which goes out at six. Sami zooms in on a hand in the picture. The fingers seem to merge at the knuckles. Someone runs the image through a free online detector. It says “12% likely AI-generated.” Someone else says their roommate’s friend saw water near the library.

Jordy checks the campus facilities alerts page. It shows no active alerts, but its last update was Monday morning.

This is the last case in the casebook, and it uses almost every skill you have learned. Your role is to write the verification note Jordy posts at six.

Where did it come from?

In Lesson 1, a real clip in a group chat seemed to cancel a screening. You learned to find the original source. That is the first move here too. Provenance is information about where an image or a document came from and how it has been handled. This image has no link, no date and no named poster, so its provenance is unknown.

The caption makes a claim, a statement that something is true that you can check with evidence. The hand is a clue, not proof. The detector score is a clue, not proof. As Sami asks, “Twelve percent of what?” And a roommate’s friend is not a source. Near the library is not the courtyard, either.

Corroboration is support for a claim from an independent source. A campus alert would count. So would someone’s dated photo of the courtyard. In Lesson 9, you learned to check an official source. The alerts page is official, but it has not been updated since Monday, so it cannot prove there was no flood.

Should Jordy post the image with a question mark? No. “A question mark still spreads the picture,” Jordy says. Instead, Jordy writes a verification note, a short record of what you checked, what you found and what is still unknown. It works like the holding statement from Lesson 1: it says what is known, what is being checked and when people will hear more. If better evidence appears, the crew will post an update. In Lesson 3, you learned that a correction is a public statement that replaces wrong information with accurate information. If the note turns out to be wrong, the crew will post one where people saw it.

Real fake images

After Hurricane Helene in October 2024, an image of a crying girl holding a puppy in a rescue boat spread fast. Fact-checkers found no original photographer or news source. A digital-forensics expert pointed to details that did not hold together (UC Berkeley School of Information, October 4, 2024).

Key terms in this passage

Provenance
Provenance is information about where an image or a document came from and how it has been handled.
Corroboration
Corroboration is support for a claim from an independent source.
Verification note
A verification note is a short record of what you checked, what you found and what is still unknown.
Claim
A claim is a statement that something is true. You can check a claim with evidence.
Holding statement
A holding statement is a short update that says what is known, what is still being checked and when people will hear more.
Correction
A correction is a public statement that replaces wrong information with accurate information.

Real sources cited

Grades 9–10: Checked, found, still unknown

651 words

Checked, found, still unknown

The story: An image with no when or where

At 2:48 p.m. on a Wednesday, an image lands in the group chat with no link, no date and no name attached. It looks like a photo of the campus courtyard, with water covering the paving and the benches. The caption is urgent: “Courtyard flooded today, stay away.” By 3:10, it has been circulating for twenty minutes.

Jordy has a deadline. The crew’s recap goes out at six, and the first question in the chat is whether the courtyard picture goes in. The evidence piles up quickly, and none of it settles anything. Sami, who studies design and photographs things most people walk past, zooms in on a hand in the foreground. The fingers seem to merge at the knuckles. Someone runs the image through a free detector and gets “12% likely AI-generated.” A reply says the writer’s roommate’s friend saw water near the library. Jordy checks the campus facilities alerts page. It lists no active alerts, but it has not been updated since Monday at 9:15 a.m.

Sami redirects the conversation. Everyone is zooming in on the hand, and she did too. But she still does not know who posted the image. When she takes a photo, it has a when and a where. This one has neither.

Your role is to write the verification note Jordy posts at six. It is the final skill in the casebook, and it combines many of the others.

From clues to a verification note

Start where Lesson 1 started, with the original source. Provenance is information about where an image or a document came from and how it has been handled. This image arrived without any, so its provenance is unknown.

The caption makes a claim, the Lesson 1 term for a statement that something is true that you can check with evidence. Look at each clue honestly. The hand is a reason to look closer, not proof of anything. A natural-looking hand would not prove an image is real, either. The detector score is a number without context. Sami asks, twelve percent of what? These tools can be wrong in both directions, and none of them can say whether the courtyard flooded today. The secondhand report fails as a source twice. It is a roommate’s friend, and it is about the library, not the courtyard. Jordy would welcome it if that person had a photo with a time on it.

Corroboration is support for a claim from an independent source. The best candidates are an official alert or a dated photo from someone on site. Lesson 9 taught you to check the official source for your area, and the alerts page is that source. Its silence is weak evidence, because it has not been updated since Monday.

Jordy considers posting the image with a question mark and rejects it, because a question mark still spreads the picture. Instead, the recap will carry a verification note, a short record of what you checked, what you found and what is still unknown. It shares its logic with Lesson 1’s holding statement, which says what is known, what is still being checked and when people will hear more. Lesson 3 adds the last piece. If new evidence changes the answer, a correction goes where people saw the original note.

How real newsrooms handle it

After Hurricane Helene in October 2024, an image of a crying girl clutching a puppy in a rescue boat spread widely. Fact-checkers found no original photographer or news source. Digital-forensics researcher Hany Farid pointed to details that did not hold together, like a boat floor with impossible perspective (UC Berkeley School of Information, October 4, 2024). In 2023, fake images of an explosion near the Pentagon spread quickly and briefly moved markets before officials confirmed nothing had happened (NPR, May 22, 2023).

Looking closely is not enough. Research found that people could not reliably tell AI-generated faces from real ones (Nightingale and Farid, PNAS, February 14, 2022).

Key terms in this passage

Provenance
Provenance is information about where an image or a document came from and how it has been handled.
Corroboration
Corroboration is support for a claim from an independent source.
Verification note
A verification note is a short record of what you checked, what you found and what is still unknown.
Claim
A claim is a statement that something is true. You can check a claim with evidence.
Holding statement
A holding statement is a short update that says what is known, what is still being checked and when people will hear more.
Correction
A correction is a public statement that replaces wrong information with accurate information.

Real sources cited

Grades 11–12: When the honest answer is unverified

754 words

When the honest answer is unverified

The story: A deadline and a picture

The crew’s casebook began with a seven-second clip in a group chat. It ends with a single image. At 2:48 p.m. on a Wednesday, a photo-like picture of the campus courtyard appears in the chat, showing water over the paving and benches. Its caption reads, “Courtyard flooded today, stay away.” It arrives with no link, no date on the image and no original poster named. A person in the foreground holds up a phone.

Jordy, who edits the crew’s films and checks every cut before calling it finished, is assembling the six o’clock recap. Within twenty minutes, four pieces of evidence have arrived, and each points somewhere different. Sami posts a zoomed screenshot at 3:02 showing a foreground hand whose fingers seem to merge at the knuckles. A free online detector reports “12% likely AI-generated.” A reply relays that the writer’s roommate’s friend saw water near the library. And at 3:10, Jordy checks the campus facilities alerts page: “No active alerts. Last update: Monday, 9:15 a.m.”

Sami, a design student who notices details for a living, is the first to step back from them. The hand is weird, she agrees, but the more important question is who posted the image first, and when. Jordy states the dilemma plainly. They wanted a clean yes or no, and they do not have one.

Your role is to write the verification note Jordy posts at six.

Weighing evidence without overclaiming

Provenance is information about where an image or a document came from and how it has been handled. Checking provenance first is the Lesson 1 skill, finding the original source, applied to images. This image has none, so every other clue has to be weighed without an anchor.

Each clue has a specific weakness. The caption is a claim, a statement that something is true that can be checked with evidence. The hand is an anomaly, which justifies closer scrutiny and proves nothing, since generated images can look natural and real photos can look strange. The detector score is uninterpretable without knowing the tool’s error rates. Sami’s question, twelve percent of what, gets at that. It also answers a different question from the one that matters. Even a perfect detector could not say whether the courtyard flooded today. The secondhand report fails on two counts: it is not firsthand, and it concerns the library, not the courtyard.

Corroboration is support for a claim from an independent source. Lesson 9’s skill, checking the official source for your area, points to the alerts page, but its last update on Monday limits what its silence can mean. A dated photo from someone at the courtyard would be stronger.

The new skill is confirming an image with independent sources, and publishing only what was checked. Jordy rejects the middle path of posting the image with a question mark, because the image travels regardless of the punctuation. The recap instead carries a verification note, a short record of what you checked, what you found and what is still unknown. It is a descendant of Lesson 1’s holding statement, which says what is known, what is still being checked and when people will hear more. It also sets up Lesson 3’s obligation. If new evidence arrives, a correction or update appears where the note did. “Unverified” is sometimes the most accurate conclusion available.

Detection, provenance and professional standards

NIST’s overview of synthetic content describes provenance data, labeling, watermarking and detection, and it explains the technical limits of each (NIST, November 20, 2024). Real incidents show why no single signal suffices. The Hurricane Helene image of a crying girl with a puppy had no traceable photographer or outlet, and forensics researcher Hany Farid identified internal inconsistencies (UC Berkeley School of Information, October 4, 2024). The News Literacy Project’s RumorGuard check on that image models a verification note, setting out what is known, what is not and why (RumorGuard, no date listed). In 2023, fake images of a Pentagon explosion were shared by verified accounts, showing that a trusted-looking sharer is not provenance (CNN, May 22, 2023).

Human perception is not a reliable safeguard. In a PNAS study, people could not reliably distinguish AI-synthesized faces from real ones (Nightingale and Farid, February 14, 2022).

Journalism codes frame Jordy’s choice as a duty. The RTDNA code says journalism “verifies, provides relevant context, tells the rest of the story and acknowledges the absence of important additional information” (RTDNA Code of Ethics, June 11, 2015). The SPJ code asks journalists to “identify sources clearly” (SPJ Code of Ethics, September 6, 2014).

Key terms in this passage

Provenance
Provenance is information about where an image or a document came from and how it has been handled.
Corroboration
Corroboration is support for a claim from an independent source.
Verification note
A verification note is a short record of what you checked, what you found and what is still unknown.
Claim
A claim is a statement that something is true. You can check a claim with evidence.
Holding statement
A holding statement is a short update that says what is known, what is still being checked and when people will hear more.
Correction
A correction is a public statement that replaces wrong information with accurate information.

Real sources cited

College and community: Verification under deadline

753 words

Verification under deadline

The story: Four clues and no source

The casebook closes where it opened, with a piece of media in a group chat and a group deciding what to tell people. At 2:48 p.m. on a Wednesday, an image of the campus courtyard under water appears with the caption “Courtyard flooded today, stay away.” It carries no link, no date and no original poster. Jordy has until six to decide what the crew’s recap will say.

By 3:10, four signals have accumulated. Sami’s zoom shows a hand whose fingers seem to merge at the knuckles. A free detector reports “12% likely AI-generated.” A secondhand message says someone’s roommate’s friend saw water near the library. The campus facilities alerts page shows no active alerts, with a last update on Monday at 9:15 a.m.

The case is designed so that none of these signals resolves the question, and several tempt overinterpretation. Sami models the necessary shift. She acknowledges the anomaly she found and then sets it aside in favor of provenance. Who posted the image first, and when? Jordy models the editorial decision. Wanting a clean answer is not a reason to publish one. The recap will say what was checked and leave the image out.

Your role is to write the verification note Jordy posts at six.

An evidentiary standard for images

Provenance is information about where an image or a document came from and how it has been handled. For images that claim to show a news event, provenance is the primary question, and it applies the Lesson 1 skill of finding the original source. Its absence here shifts the burden to corroboration.

The caption asserts a claim, a statement that something is true that can be checked with evidence. The available signals differ in kind. The hand anomaly is diagnostic of nothing on its own, since generated images can look natural and genuine photos can look odd. The detector’s output lacks the error rates that would make it interpretable, and it addresses whether the image is synthetic rather than whether the event occurred. The secondhand report is attenuated in source and mismatched in location.

Corroboration is support for a claim from an independent source. The official source, Lesson 9’s habit, is the alerts page, and its staleness means its silence is weak evidence. An independent, dated image or a same-day official notice would be probative.

The case’s new skill is confirming an image with independent sources and publishing only what was verified. The chosen output is a verification note, a short record of what you checked, what you found and what is still unknown. It is the structural descendant of Lesson 1’s holding statement, which says what is known, what is still being checked and when people will hear more. It commits the crew to Lesson 3’s duty of correction, a public statement that replaces wrong information with accurate information, if later evidence changes the picture. Jordy’s refusal to post the image “with a question mark” reflects a practical insight. Hedging language does not travel with an image, and the image is what spreads.

Technical limits and professional norms

NIST’s overview of synthetic-content transparency surveys provenance metadata, labeling, watermarking and detection, and it emphasizes that each has technical limits (NIST, November 20, 2024). Perception offers no backstop. Nightingale and Farid found that people could not reliably distinguish AI-synthesized faces from real ones and rated synthetic faces as more trustworthy (PNAS, February 14, 2022).

Recent cases show the costs of skipping provenance. The Hurricane Helene “girl and puppy” image had no identifiable photographer or outlet, and forensic analysis found inconsistencies such as a boat floor with impossible perspective (UC Berkeley School of Information, October 4, 2024). Local reporting documented how emotion outran verification (KPRC Click2Houston, October 9, 2024). In 2023, a fabricated image of an explosion near the Pentagon spread through verified accounts and briefly moved markets (NPR, May 22, 2023; CNN, May 22, 2023). Critics now warn that AI content is spreading confusion across feeds (PBS NewsHour, October 22, 2025).

Professional codes treat verification and transparency about uncertainty as obligations. RTDNA says journalism “acknowledges the absence of important additional information” (RTDNA Code of Ethics, June 11, 2015). SPJ holds that the public “is entitled to as much information as possible to judge the reliability and motivations of sources” (SPJ Code of Ethics, September 6, 2014). PRSA asks practitioners to “investigate the truthfulness and accuracy of information released on behalf of those represented” (PRSA Code of Ethics, October 2000). A verification note meets all three standards, even when its conclusion is “we cannot confirm this yet.”

Key terms in this passage

Provenance
Provenance is information about where an image or a document came from and how it has been handled.
Corroboration
Corroboration is support for a claim from an independent source.
Verification note
A verification note is a short record of what you checked, what you found and what is still unknown.
Claim
A claim is a statement that something is true. You can check a claim with evidence.
Holding statement
A holding statement is a short update that says what is known, what is still being checked and when people will hear more.
Correction
A correction is a public statement that replaces wrong information with accurate information.

Real sources cited

Pacing options

10-minute bellringer

10 minutes

One piece of evidence and one question. Use it to open the case or to review it the next day.

Go to the bellringer

One class period

45 minutes

Teach the lesson steps on this page in four parts.

Go to the lesson steps

The student edition also has a one-period plan for each grade band:

  • Grades 6–8: 45 minutes
  • Grades 9–10: 50 minutes
  • Grades 11–12: 60 minutes
  • College and community: 75 minutes

Full chapter

67 to 97 minutes

Teach every page of the student edition chapter. The educator edition has notes and sample answers beside each page.

  • Grades 6–8: 67 minutes
  • Grades 9–10: 79 minutes
  • Grades 11–12: 89 minutes
  • College and community: 97 minutes

Find the printable pages

Minutes for each page

How long each student edition page takes, and what to cut when you have one class period.

Open your grade band.

Grades 6–8: full chapter 67 minutes, one period 45 minutes
PageFull chapterOne periodHow to cut
Opener5 min4 minRead What happened aloud and go straight to the key terms.
Key terms6 min3 minRead the key terms aloud. Skip Who is involved.
Look at the evidence10 min8 minRead Evidence A and D aloud. Students fill in only the What it shows boxes.
Key idea6 min2 minRead the first paragraph of the key idea aloud. Skip the code of ethics.
Sort the evidence6 minSkipSkip this page.
Practice6 min4 minVote on the three options and skip the marked draft.
Your task15 min15 min
Check your work5 min3 minStudents answer the Check your work questions only.
Questions to discuss8 min6 minUse question 4 as an exit ticket.
Talk about this case at homeAt homeAt home
Grades 9–10: full chapter 79 minutes, one period 50 minutes
PageFull chapterOne periodHow to cut
Opener4 min3 minRead the summary line and the first paragraph aloud.
Key terms5 minSkipSkip this page. Define provenance and corroboration aloud in one minute.
Look at the evidence7 min6 minStudents fill in only the What it shows boxes for Evidence A and B.
Look at the evidence, continued6 min5 minStudents fill in only the What it leaves out boxes for Evidence C and D.
Key idea7 min3 minRead the NIST paragraph aloud. Skip the code of ethics.
Sort the evidence6 minSkipSkip this page.
Practice6 min4 minVote on the three options and skip the marked draft.
Your task6 min5 minStudents fill in the claim and the checks only.
Your draft18 min16 minStudents write the note in class and finish the rationale at home.
Check your work6 min4 minStudents answer the Check your work questions only.
Questions to discuss8 min4 minUse question 4 as an exit ticket.
Talk about this case at homeAt homeAt home
Grades 11–12: full chapter 89 minutes, one period 60 minutes
PageFull chapterOne periodHow to cut
Opener4 min3 minRead the summary line aloud and go straight to the evidence.
Key terms4 minSkipSkip this page.
Look at the evidence6 min5 minStudents fill in only the What it leaves out boxes.
Look at the evidence, continued5 min4 minStudents fill in only the What it leaves out boxes.
Key idea8 min6 minRead the NIST paragraph. Skip In the news.
Sort the evidence6 minSkipSkip this page.
Practice5 minSkipSkip this page.
Your task12 min12 min
Your draft25 min25 min
Check your work6 min3 minStudents answer the Check your work questions only.
Questions to discuss8 min2 minUse question 3 as an exit ticket.
Talk about this case at homeAt homeAt home
College and community: full chapter 97 minutes, one period 75 minutes
PageFull chapterOne periodHow to cut
Opener4 min3 minRead What happened aloud and go straight to the key terms.
Key terms4 min2 minRead the key terms aloud. Skip Who is involved.
Look at the evidence7 min6 minParticipants fill in only the What it shows boxes.
Look at the evidence, continued6 min5 minParticipants fill in only the What it leaves out boxes.
Key idea10 min6 minSkip In the news.
Sort the evidence6 minSkipSkip this page.
Practice5 min4 minVote on the three options and skip the marked draft.
Your task12 min12 min
Your draft25 min25 min
Check your work8 min5 minParticipants answer the Check your work questions only.
Questions to discuss10 min7 minUse question 3 as a closing question.
Talk about this case at homeAt homeAt home

Minutes for each page are in the educator edition for each grade band.

10-minute bellringer

  1. 1 min Project Evidence A as students come in.
  2. 5 min Students read it on their own. Each student writes a one-sentence answer to the question.
  3. 4 min Take two or three answers. Then ask the follow-up questions.

Evidence A Group-chat post

The courtyard image and its caption

Image, described: a photo-like view of the campus courtyard with water over the paving and benches. A person in the foreground holds up a phone. Caption: “Courtyard flooded today, stay away.” Shared Wednesday at 2:48 p.m. with no link, no date on the image and no original poster named.

Question What does the caption claim, and what information is missing from the post?

Follow-up questions

  1. Can a picture alone show that something happened today?
  2. Where could you check whether the courtyard flooded?

Listen for: Students list what is missing (a link, a date and the original poster) before they judge how real the image looks.

This is the same bellringer as on the bellringers page, which has one for every case.

Lesson steps

This plan takes 45 minutes in four parts. Each step says what you do, what students do and how to check.

Warm-up 5 minutes

  1. 1 The image 5 min

    You
    Describe the courtyard image and caption: “Courtyard flooded today, stay away.” No link.
    Students
    Rate belief 1–5 and write what makes it convincing.
    Check
    Reasons are about appearance, not source.

Read and discuss 30 minutes

  1. 2 Zoom-in trap 8 min

    You
    Show the class zooming into a hand. Ask: what does an odd hand prove?
    Students
    Sort clues into “reason to look closer” and “proof.”
    Check
    Students put the hand under “reason to look closer.”
  2. 3 Trace it 12 min

    You
    Hand out the earliest post found, the campus facilities page and a weather note.
    Students
    Build a chain: claim, earliest source, date, corroboration.
    Check
    Chains show no independent record of a flood today.
  3. 4 Read the limits 10 min

    You
    Summarize NIST: provenance, labels, watermarks and detection each have gaps.
    Students
    Write what a detector score can and can’t tell you.
    Check
    Answer mentions error rates or missing provenance.

Questions for the people in the case

  1. Sami: So what would you check instead? Check next: Trace the earliest post you can find: who, when and where.
  2. Sami: Someone ran a detector. It said 12% AI. Check next: Treat a detector score as a clue with error rates, not a finding.
  3. Jordy: Someone says a friend saw water near the library. Check next: Separate secondhand reports from dated, firsthand evidence.
  4. Jordy: Can you post it with a question mark? Check next: Write a verification note: what you checked, what you found, what is still open.

Task 7 minutes

  1. 5 Write the note 7 min

    You
    Model: checked, found, still open.
    Students
    Draft a 50–80 word verification note for the recap.
    Check
    Note states uncertainty without calling anyone a liar.

Wrap-up 3 minutes

  1. 6 Exit 3 min

    You
    Ask: what would change your confidence?
    Students
    Name one piece of evidence.
    Check
    Answer names independent, dated evidence.

Educator notes by page

These notes follow the pages of the student edition chapter. The educator edition prints the same notes beside each page. Heat check tells you how likely a page is to bring up strong feelings: low, medium or high. Medium and high pages come with a cool-down. Open a page to see what to say, what to watch for and how to support students.

Opener

Heat check: Low

Say this

  • “This image lands in your chat with the caption ‘Courtyard flooded today, stay away.’ Would you share it?” Ask for a show of hands. Do not correct anyone yet.

Watch for

Misconception:
Students decide from how real the image looks.
Listen for:
“It looks totally real, so it happened.”
Then:
Ask what the image cannot tell you: who took it, when and where.

Support

  • Read What happened aloud. Describe the image aloud for students with low vision.

Key terms

Heat check: Low

Say this

  • “Provenance asks where a file came from. What do we know about this image’s provenance?” Only when it appeared, 2:48 p.m. No link, no date, no name.

Watch for

Misconception:
Students treat any second report as corroboration.
Listen for:
“Someone else saw water, so it’s confirmed.”
Then:
Ask who saw what, where and when. The report is secondhand, and the library is a different place from the courtyard.

Support

  • Pair students who share a language to explain each term with an example from the case.

Look at the evidence

Heat check: Low

Say this

  • “For each document, ask two questions: what can it show, and what can it not show?” Model it on the odd hand: a reason to look closer, not proof.

Watch for

Misconception:
Students treat the detector score as a verdict.
Listen for:
“Twelve percent means it’s real.”
Then:
Ask what the tool measured and how often it is wrong. The score is silent about the flood.

Support

  • Describe the image and the zoomed hand aloud.
  • Give each document on its own half-page with the key line enlarged.

Stretch

Ask which evidence bears on how the image was made and which bears on whether the courtyard flooded.

Grades 6–8: notes that replace the ones above

Say this

  • “Read the caption, then the alerts page. Do they agree?” The page shows no alert, but it was last updated Monday.
  • “What would you need to know to trust the picture?” List answers: who posted it first, when, another proof.

Support

  • Describe the image aloud before students write.
  • Give Evidence A and D on half-pages with the key lines enlarged.

Key idea

Heat check: Low

Say this

  • “A clue can start a question. Can it end one? Look at the hand and the score.” Neither settles the question. Both are clues.
  • “The RTDNA code says journalism acknowledges missing information. What is missing here?” Wait for the first post and a dated photo.

Watch for

Misconception:
Students treat the RTDNA code as a law.
Listen for:
“The crew could get in legal trouble.”
Then:
Say: “The RTDNA code is guidance for news staff. It is not a law.”

Support

  • Preview the In the news sources. Do not show images of real people in distress, even to debunk them.

Stretch

Use the SPJ row: what can the crew truthfully say about where the image came from?

Sort the evidence

Heat check: Low

Say this

  • “Two claims are in play: the flood, and how the image was made. Sort each clue under the claim it bears on.” Model the hand together.

Watch for

Misconception:
Students put the detector score under the flood claim.
Listen for:
“Low score, so the flood happened.”
Then:
Ask whether the tool looked at the courtyard. It looked only at the file.

Support

  • Let students write F for the flood claim or M for how it was made before writing sentences.

Practice

Heat check: Low

Say this

  • “The recap goes out at six. What should Jordy do about the image?” Vote before any discussion.

Watch for

Misconception:
Students choose B because the hand looks wrong.
Listen for:
“Look at the fingers, it’s obviously fake.”
Then:
Ask whether the image could be a real photo from another day. The hand cannot rule that out.

Support

  • Read the three options aloud before students choose.

Your task and draft

4 grade bands

The task is different in each grade band. Open yours.

Grades 6–8

Your task

Heat check: Low

Say this

  • “Fill the card first. Which box is still empty?” Who posted it first.
Grades 9–10

Your task

Heat check: Low

Say this

  • “List every check the crew made. Next to each one, write what it can and cannot show.” Model the detector row together.

Watch for

Misconception:
Students mix two questions: how the image was made and whether the flood happened.
Listen for:
“If it’s a real photo, the flood happened.”
Then:
Ask: real from when, and from where? A real photo can be from another day.

Support

  • Note template: We checked ___. We found ___. Still open: ___. Next update: ___.

Your draft

Heat check: Low

Say this

  • “Read your note as a follower who is on campus right now. Do you know what to do?” Partners read each other’s note aloud.

Watch for

Misconception:
The rationale repeats the note instead of explaining choices.
Listen for:
“I said we checked the alerts page.”
Then:
Ask why that choice matters to a follower.
Grades 11–12

Your task

Heat check: Low

Say this

  • “Which checks answer ‘is it generated?’ and which answer ‘did the event happen?” Draw two columns on the board.

Watch for

Misconception:
The plan relies on one detector.
Listen for:
“We’ll run everything through a checker.”
Then:
Ask what NIST says about each approach. Each has limits.

Support

  • Plan template: check, decide, post, correct.

Your draft

Heat check: Low

Say this

  • “Your plan will fail someday. What does the crew say when it does?” Ask for the risk statement in one sentence.

Watch for

Misconception:
The plan is too heavy for a small team.
Listen for:
“Every post needs three sources and a meeting.”
Then:
Ask who does each step and how long it lasts.
College and community

Your task

Heat check: Low

Say this

  • “Two questions need two different sources. Which one can say whether the courtyard flooded?” The facilities office, or someone with a dated photo.

Watch for

Misconception:
Participants ask the office to rule on images.
Listen for:
“The office should tell us which pictures are fake.”
Then:
Ask what the office knows about: campus conditions, not how files were made.

Your draft

Heat check: Low

Say this

  • “Would the office adopt your recommendation tomorrow? What would it need?” Ask for evidence from the case behind each recommendation.

Watch for

Misconception:
The memo blames the office.
Listen for:
“Your page never tells us anything.”
Then:
Ask for a recommendation the office could act on, with evidence from Wednesday.

Check your work

Heat check: Low

Say this

  • “Mark your level honestly. Then make one change and say why.” Ask for one removed verdict or one added source.

Watch for

Misconception:
Revisions only soften words.
Listen for:
“I changed fake to probably fake.”
Then:
Point to the Revision row. Replace the verdict with what was checked.

Questions to discuss

Say this

  • “Answer with a detail from a document, not a feeling about the image.” Ask for one answer per question.

Stretch

Compare the crew’s note with the RumorGuard check on the Helene image. What does each say is known and unknown?

Talk about this case at home

Say this

  • “Read this page at home with someone you trust.” Nobody needs to share a personal story to complete it.

Sample response

Worked example, grades 9–10

Prompt: Write the verification note Jordy posts instead of the image, plus a short explanation of your choices.

Student response

Verification note: We’ve seen the courtyard flood picture going around. 1 We checked the campus facilities alerts page at 3:10 and it shows no flooding today, and 2 we couldn’t find who posted the image first. 3 The picture is fake, so please ignore it. Check the official alerts page before you change plans.

Why I wrote it this way: I didn’t repost the image because people would share it without reading the note. I listed what we checked so followers can check it too. The hand in the picture also looks weird, 4 which shows it was made with AI.

  1. Evidence. Strong: a named source and a time, so followers can check it themselves.
  2. Strength. Honest about a gap in provenance, which is part of what was checked.
  3. Revise. The evidence shows the flood is unconfirmed, not that the image is fake. It could be a real photo from another day or place.
  4. Revise. An odd detail is a reason to look closer, not proof. Visual clues and detectors both have error rates.

Before: The picture is fake, so please ignore it.

After: We can’t confirm the flood, so we’re not sharing the image as news, and we’ll update here by 6 p.m.

Why: The revision reports exactly what the evidence supports and gives followers a time to check back, instead of a verdict the crew can’t defend.

Educator commentary: The note does the hard part well: it names a source, a time and a provenance gap, and it keeps the image out of the feed. It then overclaims twice, calling the image fake and treating an odd hand as proof of AI. Replacing both verdicts with calibrated language moves the response from Developing to Proficient on Reasoning.

Task answers by grade band

What a strong student in each grade band writes in the student edition task.

Open your grade band.

Grades 6–8

With a partner, fill an image-check card and write two sentences telling friends whether to trust the courtyard picture.

Students make: Completed card plus 2–3 sentences.

Steps students follow

  1. Read the caption in Evidence A. Write what it says happened, and when.
  2. Write who posted the picture first and when. Write “unknown” if you cannot find out.
  3. Check the alerts page in Evidence D. Write what it says about a flood.
  4. Decide with your partner: is the claim confirmed, false or unverified?
  5. Write 2 or 3 sentences in the Your draft box that tell friends whether to trust the picture.
  6. Check that your sentences do not blame the person who posted it.

Sample answers for the task boxes

The claim
The courtyard flooded today.
Who posted it first
Unknown. No link and no name.
Date on the image
None. It came into the chat at 2:48 p.m.
Other proof
The alerts page shows no flood alert.
Confirmed, false or unverified?
Unverified

Sample draft: Your draft

Sample answer Grades 6–8

The picture shows water in a courtyard. 1 It doesn’t show who took it or when. 2 The campus alerts page has no flood alert, 3 so the flood is unverified. Please don’t share it yet.

  1. Separates what the image shows from what it claims.
  2. Names a better source to check.
  3. Uses the word unverified correctly.

Check your work questions

  1. Do your sentences say what the picture shows and what it doesn’t show?
  2. Do they name a better source to check?
  3. Do they use the word “unverified” correctly?
  4. Do they avoid blaming the person who posted it?
One change I made
I changed “it’s fake” to “unverified” because we don’t know where the picture came from.

My take: sample answers

I think the crew should ___ because ___.
I think the crew should say the flood is not confirmed because nobody knows who posted the picture.
The evidence that changed my first guess is ___.
The evidence that changed my first guess is the alerts page. It shows no flood alert.
One question I still have is ___.
One question I still have is who took the picture first.
Grades 9–10

Write the verification note Jordy posts instead of the image, plus a one-paragraph explanation of your choices.

Students make: Note (50–80 words) plus 120-word rationale.

Steps students follow

  1. Write the caption’s claim in one sentence in the planner.
  2. List what the crew checked, using Evidence A to D.
  3. Mark each piece of evidence as supporting, challenging or leaving open the flood claim.
  4. Write a verification note of 50 to 80 words on the Your draft page.
  5. Say what the crew checked, what it found, what is still unknown and when it will update.
  6. Explain your choices in a rationale of about 120 words.

Sample answers for the task boxes

The caption’s claim
The campus courtyard flooded today, so people should stay away.
What the crew checked, and what each check shows
First post: not found, no link or date. Hand: odd, a clue only. Detector: 12%, error rates unknown. Alerts page: no alerts, last updated Monday.
Supports, challenges or leaves open
Image: supports. Alerts page: challenges, weakly. Hand and score: bear on how it was made, not the flood.

Sample draft: Verification note, 50 to 80 words

Sample answer Grades 9–10

We’ve seen the courtyard flood image going around. 1 We can’t confirm it yet. We couldn’t find who posted it first, and the campus alerts page shows no active alerts, 2 though its last update was Monday. So we’re not sharing the image as news. Check the official alerts page before you change plans. 3 We’ll update here by 6 p.m.

  1. States the level of confidence the evidence supports.
  2. Names what the source cannot show.
  3. Gives followers a time to check back.

Sample draft: Rationale, about 120 words

Sample answer Grades 9–10

I wrote “we can’t confirm it yet” instead of calling the image fake. The hand looks odd, but 1 an odd detail is only a reason to look closer. The image could be generated, edited or a real photo from another day. The detector’s 12% score is also a clue with error rates, and it says nothing about the flood. I named the alerts page and its Monday update so followers can check it themselves. I left the image out because a question mark still spreads the picture. I gave a time for the next update so people know when to look again.

  1. Explains why “can’t confirm” is more accurate than “fake.”

Check your work questions

  1. Does your note say what the crew checked?
  2. Does it avoid a verdict the evidence cannot support?
  3. Does it give followers a next step?
  4. Does your rationale explain your hedging choices?
One change I made after feedback
I changed “the picture is fake” to “we can’t confirm the flood,” because it could be a real photo from another day or place.

My take: sample answers

My claim: ___.
The recap should post a verification note and leave the image out.
The best evidence is ___, because ___.
The alerts page, because it is an official source and it shows no courtyard alert.
Someone who disagrees might say ___.
People need a fast warning in case the flood is real.
I would change my mind if ___.
Someone shared a dated photo of water in the courtyard today.
Grades 11–12

Build a verification and risk plan for the crew’s accounts: steps before posting any image, and a correction plan if one proves false.

Students make: Plan, 400–500 words.

Steps students follow

  1. Reread Evidence A to D. Sort each check by the question it answers: how made, or what happened.
  2. Read the NIST summary in the key idea. Note one limit for each approach.
  3. Fill in the planner, including a risk statement.
  4. Write the Check and decide section and the Post and correct section on the Your draft page.
  5. Add a correction plan for an image that proves false.
  6. Finish the plan, 400 to 500 words, on lined paper or in the online workspace.

Sample answers for the task boxes

Which checks answer which question
How was it made? The hand, the detector score, any provenance data. Did it happen? The first post’s date and place, the alerts page, a dated firsthand photo.
The limits NIST describes
Provenance data can be missing. Labels can be stripped or forged. Detectors get it wrong both ways. No single approach settles it.
Risk statement, prepared in advance
If an image we share proves false, we will say so in the same place, remove it and explain what we missed.

Sample draft: Check and decide

Sample answer Grades 11–12

Check. Before we post any image as news, one person traces it to the earliest post and records the date and place. A second person looks for corroboration, such as an official alert or a dated firsthand photo. We treat odd details and detector scores as reasons to look closer, not as proof. NIST describes provenance data, labels, watermarks and detection, 2 and says each has technical limits. So no single tool decides for us. Decide. 1 We ask two separate questions. How was the image made? Did the event happen? The courtyard image shows why. Its hand looks odd and a detector gave it 12%, but neither tells us whether the courtyard flooded.

  1. Separates authenticity from the event claim.
  2. Represents NIST’s limits accurately.

Sample draft: Post and correct

Sample answer Grades 11–12

Post. When a claim is unconfirmed, we post a verification note instead of the image. The note says what we checked, what we found, what is still open and when we will update. For the courtyard, that means naming the alerts page and its Monday update. Correct. If an image we shared proves false, we say so in the same place we posted it. We remove the image and explain what we missed. 1 Our risk statement is ready in advance, so nobody writes it in a panic. 2 The plan costs time: a real alert could reach followers later.

  1. Includes a risk statement before it is needed.
  2. Weighs the cost of missing a real alert.

Check your work questions

  1. Does your plan separate how an image was made from whether the event happened?
  2. Does it describe NIST’s limits accurately?
  3. Does it include a correction plan and a risk statement?
  4. Could a small team follow it?
One change I made after feedback
I removed a step that trusted a detector score, because detectors get it wrong both ways and cannot confirm an event.

My take: sample answers

My claim: ___.
The crew should post a verification note that keeps the flood claim open and leaves the image out.
The best evidence is ___, because ___.
The missing provenance, because with no first post or date, the image cannot show today’s courtyard.
Someone who disagrees might say ___.
The low detector score means the image is real, so the crew should warn people.
The limit of the evidence is ___.
The alerts page was last updated Monday, so its silence proves little.
I would change my mind if ___.
The facilities office posted a same-day alert about the courtyard.
College and community

Write the verification note the crew posts instead of the image. Then write a memo recommending two changes to the campus facilities alerts page that would help students check rumors.

Students make: Verification note, 50–80 words, plus a memo of 250–350 words.

Steps students follow

  1. Fill in the chain chart for the courtyard image: claim, earliest source, date, corroboration.
  2. Write the verification note, 50 to 80 words, on the Your draft page.
  3. List what the alerts page could not tell the crew on Wednesday.
  4. Plan two changes the office that runs the page could make.
  5. Draft the memo’s recommendations on the Your draft page.
  6. Finish the memo, 250 to 350 words, on lined paper or in the online workspace.

Sample answers for the task boxes

Chain chart
Claim: courtyard flooded today. Earliest source: not found. Date: none on the image; shared 2:48 p.m. Corroboration: none.
What the alerts page could not tell the crew
It showed no alerts at 3:10 p.m. but was last updated Monday at 9:15 a.m., so it could not answer a Wednesday rumor.
Two questions, and who can answer each
Was it generated? The hand and the 12% score are clues only. Did it flood? Only the office or a dated photo can say.

Sample draft: Verification note, 50 to 80 words

Sample answer College and community

About the courtyard flood image going around: we can’t confirm it yet. We couldn’t find who posted it first. The campus alerts page shows no active alerts, but its last update was Monday. We’re not sharing the image as news. Check the official alerts page before you change plans. If you have a dated photo or the original post, send it to Jordy.

Sample draft: Memo: the two recommendations

Sample answer College and community

To the office that runs the campus facilities alerts page. On Wednesday at 2:48 p.m., an image captioned “Courtyard flooded today, stay away” spread in a student group chat. When students checked your alerts page at 3:10 p.m., it showed no active alerts. 1 Its last update was Monday at 9:15 a.m. Students could not tell whether the page was current, so it could not settle the rumor. 2 First, we recommend showing when the page was last checked, even when nothing has changed. Then an empty page would count as evidence. Second, we recommend a line that answers a spreading rumor directly, such as whether a reported flood has been confirmed. 3 We are not asking the office to judge whether images were generated. 4 NIST notes that no single approach settles that question. We are asking for faster answers about what happened on campus.

  1. Uses the case’s evidence about the page.
  2. A change the office could make.
  3. Separates how an image was made from what happened.
  4. Represents NIST’s point accurately.

Check your work questions

  1. Does your note say what was checked and what is still open?
  2. Do you treat the 12% score and the odd hand as clues, not proof?
  3. Does your memo note the Monday 9:15 a.m. update?
  4. Could the office make both changes you recommend?
One change I made after feedback
I cut a recommendation that the office run a detector on every image, because detection has limits and the office tracks campus conditions.

My take: sample answers

My claim: ___.
The crew should publish what it checked, say the flood is unconfirmed and invite dated evidence.
The best evidence is ___, because ___.
The alerts page, because it is independent of the chat, even though it may be out of date.
Someone who disagrees might say ___.
Treating the image as unverified could leave people walking into a real flood.
The limit of the evidence is ___.
No source in the case can say how the image was made or when it was taken.
I would change my mind if ___.
The original poster shared the file with its date and place.

Sample task answers for each grade band are in the educator edition for that band.

Evidence answers

Sample answers for the two boxes under each document in the student edition. Grades 6–8 students write one question they still have instead of what the document leaves out.

Evidence A The courtyard image and its caption

Look closely: Underline what the caption claims. Circle what the post is missing.

Grade bandWhat it showsWhat it leaves out
Grades 6–8Someone says the courtyard flooded today, and the picture shows water.One question: Who posted this picture first, and when?
Grades 9–10Someone claims the courtyard flooded today. The image looks like it shows that.Who first posted the image, and when and where it was taken.
Grades 11–12A realistic image and a caption that claims a flood today, with no link or date.The first poster, and when and where the image was made or taken.
College and communityA same-day claim carried by a realistic image that arrived with no provenance.The earliest post, its date and place, and how the file was handled.

Evidence B Sami’s zoom-in on the hand

Look closely: What does the odd hand tell you? What can it not tell you?

Grade bandWhat it showsWhat it leaves out
Grades 9–10One detail looks wrong: the fingers seem to merge. That is a reason to look closer.Whether the image was generated, edited or is a real photo from another day.
Grades 11–12A visual clue that calls for a closer look. It is not proof in either direction.Whether the image was generated, edited, or real but from another day or place.
College and communityAn anomaly that justifies a closer look. It settles no question on its own.How the image was made, and whether a real photo from another day was reused.

Evidence C A score from a free online detector

Look closely: What did the tool measure? Does it say anything about the flood?

Grade bandWhat it showsWhat it leaves out
Grades 9–10One free tool gave the image a low score, 12%, for being generated.How often this tool is wrong, and whether the courtyard flooded today.
Grades 11–12One tool’s low score about how the image was made. It is silent about the event.The tool’s error rate, and whether the courtyard flooded today.
College and communityOne unnamed tool’s estimate, 12%, about how the image was made.Its error rates, what it measured, and whether the event happened.

Evidence D The campus facilities alerts page, checked at 3:10 p.m.

Look closely: When was this page last updated? Compare that with the caption’s claim.

Grade bandWhat it showsWhat it leaves out
Grades 6–8On Wednesday at 3:10 p.m., the page had no alert about the courtyard.One question: Would this page show a flood on the same day?
Grades 9–10At 3:10 p.m. on Wednesday, the page listed no alert about the courtyard.How quickly the page would report a flood on the same day.
Grades 11–12No active alerts at 3:10 p.m., but the last update was Monday at 9:15 a.m.Whether anyone checked the page since Monday, or how fast it reports floods.
College and communityAn official source with no courtyard alert, last updated Monday at 9:15 a.m.How fast the office posts same-day problems, so its silence proves little.

Practice answers

The feedback students see for each choice on the student page.

The recap goes out at six. What should Jordy do about the courtyard image?

  1. Post the image with a question: “Is the courtyard flooded?”

    A question mark still spreads the picture. Many people will see the image and skip the question.

  2. Say the image is fake, because the hand looks wrong.

    An odd hand is a reason to look closer, but it does not prove anything. The image could be a real photo from another day or place.

  3. Leave the image out, report what the crew checked and say the flood is not confirmed. Best answer

    This is what the evidence supports. The crew can update the post if a dated photo or an official alert turns up.

Why the best answer is best, by grade band

Grades 6–8
C. The crew does not know if the flood is real. So it should say what it checked and leave the picture out.
Grades 9–10
C. A still spreads the picture, and B treats a clue as proof. C reports only what the evidence supports.
Grades 11–12
C. A spreads the image even with a question mark. B turns a clue into a verdict, and the image could be a real photo from another day.
College and community
C. It keeps two questions apart: how the image was made and whether the courtyard flooded. The crew can answer neither yet, and C says so.

Whose perspective is missing?

Prompt: Whose view is missing from these documents? What would you ask them?

Grades 6–8
The person who posted the picture first is missing. I would ask where and when they got it.
Grades 9–10
The facilities office is missing. I would ask whether it has any report of water in the courtyard today.
Grades 11–12
The original poster’s view is missing. I would ask where the file came from, when it was made or taken, and whether they have the original.
College and community
The facilities office is missing. I would ask how quickly it posts same-day problems, since the page was last updated Monday.

Discussion answers

The numbers match the questions to discuss on the student page. Each sample answer is what a strong student in that grade band might say.

1

What would you need beyond the image to support the caption’s claim?

Heat check: Low
Grades 6–8
Who posted it first and when, and another proof, like a campus alert or a photo with a date.
Grades 9–10
The earliest post with a date, and corroboration from an independent source, like a campus alert.
Grades 11–12
The earliest post, its date and place, and an independent record, such as an alert or a dated firsthand photo.
College and community
Provenance for the file and corroboration for the event. The two answer different questions, and the caption needs both.
2

Do you agree with Jordy’s choice to leave the image out of the recap, and why?

Heat check: Low
Grades 6–8
Yes. If the crew posts the picture, people might believe it even if the note says it is not confirmed.
Grades 9–10
Yes. A question mark still spreads the picture, and many people see the image and skip the words.
Grades 11–12
Yes. The image would do the persuading, whatever the caption says. A note can report the checks without spreading the claim.
College and community
Mostly yes. Leaving it out avoids spreading an unverified claim. The cost is that followers cannot see what the crew is talking about.
3

Who could be harmed if the crew called a real photo fake?

Heat check: Medium

Why: Students may bring up real disaster images or people they know who lived through a disaster. Cool-down: Keep to the courtyard case. Do not show or search for images of real people in distress.

Grades 9–10
The person who took it, and anyone who needed the warning. If the courtyard really flooded, people could walk into water.
Grades 11–12
The photographer, whose honest photo is called a lie, and people who skip a real warning. The crew’s credibility also suffers.
College and community
The person who took it and anyone who ignored a real hazard. A false debunk also costs the crew trust it needs for its next correction.
4

The alerts page shows nothing new since Monday. Does that prove the courtyard did not flood?

Heat check: Low
Grades 6–8
No. The page might not be updated yet. It shows no alert, but that is not proof.
Grades 9–10
No. The page was last updated Monday, so it might not show a flood from Wednesday.
Grades 11–12
No. Silence from a page last updated Monday morning cannot rule out a Wednesday flood. It only means no alert was posted.
College and community
No. An empty alerts page is weak evidence when the page may not report same-day problems. It lowers confidence in the claim without disproving it.

Sample explanation

One way a student could explain the case in plain words:

I can’t verify the event from this image alone. I’m checking its source and independent records before sharing the claim.

En español: No puedo verificar el suceso solo con esta imagen. Voy a revisar su fuente y registros independientes antes de compartir la afirmación.

Annotated student draft

Prompt: Write what the crew should post about the courtyard image.

First draft

Heads up everyone!! 1 The courtyard flooded today so don’t go over there. Some people are saying the picture is AI because 3 the hand looks weird but I ran it through a detector and 2 it said 12% AI so it’s basically real. My roommate also said her friend saw water near the library earlier, so that pretty much confirms it. Stay safe and 4 tell your friends, we don’t want anyone getting hurt or ruining their shoes lol. 5 We’ll post more if we hear anything else about it.

  1. Revise. States the event as fact. Nothing independent confirms it yet.
  2. Evidence. A detector score isn’t proof of the event, and detectors make errors.
  3. Strength. Good that you noticed, but a detail is a clue, not a verdict either way.
  4. Audience. Asking people to spread an unverified claim multiplies the problem.
  5. Strength. Good: promises a follow-up. Say what you’re checking.

Revised draft

About the courtyard flood image going around: we can’t confirm it yet. We couldn’t find who posted it first, and the campus alerts page shows no active alerts, though its last update was Monday. A detector gave a low score, but detectors make mistakes and can’t tell us whether the event happened. So we’re not sharing the image as news. If you’re on campus now, check the official alert page before changing plans. We’ll update here by 6 p.m. Thanks for checking before sharing. If you have a dated photo or an original post, send it to Jordy.

Rubric

Score each row. Proficient is the target for most students.

CriterionBeginningDevelopingProficientAdvanced
EvidenceTreats the image as proof.Cites a detector or a detail as a verdict.Checks the earliest source and an independent record.Checks several sources and names what each can’t show.
ReasoningDeclares real or fake with no basis.Hedges without explaining why.Matches confidence to evidence.Separates authenticity of the file from truth of the event.
Audience & purposeUrges spreading.Warns without guidance.Gives followers a safe next step.Gives a next step, a follow-up time and a way to contribute evidence.
RevisionNo change.Softens words only.Replaces the verdict with a verification note.Explains how each change protects followers and credibility.

Support and challenge

Support

  • Use a printed image-check card with icons
  • Describe the image aloud for students with low vision
  • Spanish vocabulary: imagen, fuente, verificado, sin confirmar
  • Offer an oral verification note
  • Reduce to two checks: who posted first, is there another record

Supports written for each grade band:

Grades 6–8

  • Image-check card: claim, who posted first, date, other proof
  • Frames: “The picture shows __. It doesn’t show __.”
  • Vocabulary cards: source, evidence, unverified
  • Talk before writing

Grades 9–10

  • Note template: checked, found, open
  • Model note from another topic

Grades 11–12

  • Plan template: check, decide, post, correct
  • Glossary: provenance, watermark, content credentials

College and community

  • Verification-note frame from the workshop: checked, found, still open
  • Chain chart: claim, earliest source, date, corroboration
  • Glossary: provenance, watermark, content credentials

Challenge

  • Compare how two news organizations describe their image-verification process
  • Research what content credentials record and what they cannot show
Grades 6–8
Add one other piece of evidence that would change your mind.
Grades 9–10
Explain why “we can’t confirm” is more accurate than “fake.”
Grades 11–12
Explain which checks answer “is it generated?” and which answer “did the event happen?”
College and community
Separate two questions in the memo, whether the image was generated and whether the courtyard flooded, and say which office or source could answer each.

More extension prompts

These activities are not on the student page. Use them for students who finish early or want a different angle.

Check the rules Law
Which separate legal question would require facts and authority beyond whether the image is synthetic?
Compare the options Public policy
If a platform proposes mandatory labels, what problem does that address and what could remain unverified?
Reflect on your thinking Learning
What new source or provenance information would change your assessment?

Try it at your school

Pause before you share an image as news.

  1. Find where the image first appeared before reposting
  2. Check an official or independent source for the event
  3. If you can’t confirm it, say so or don’t share it
  4. Suggest a “check before posting” rule for a club account you help run

Who to ask School librarian or media specialist, journalism advisor, campus communications office

Stay safe Don’t download or share images of real people that could embarrass or harm them, even to debunk them. Report harmful fakes to a trusted adult and the platform.

Classroom resources

Free outside resources we checked for this case. Watch, Try and Read items work for students. Teach items are for you and stay off the student pages. Preview a link before you use it with a class.

Watch

Short videos to show in class or assign.

For students CrashCourse

Evaluating Photos & Videos: Crash Course Navigating Digital Information #7

Learn how photos get edited or taken out of context and how to trace an image back to its source.

  • Grades 6–8
  • Grades 9–12
  • Ages 16–24

Also on the student page, under Explore more.

Watch on YouTube (opens in a new tab)

Try

Games, simulations and tools students use themselves.

Students and educators News Literacy Project

RumorGuard’s Five Factors

Run a viral image through five questions: authentic, source, evidence, context, reasoning.

  • Grades 6–8
  • Grades 9–12
  • Ages 16–24

Also on the student page, under Explore more.

Open on rumorguard.org (opens in a new tab)

For students Jevin West and Carl Bergstrom, University of Washington

Which Face Is Real?

Click the real photo in each pair and learn the clues that give away computer-made faces.

  • Grades 9–12
  • Ages 16–24

Also on the student page, under Explore more.

Open on whichfaceisreal.com (opens in a new tab)

Students and educators Content Authenticity Initiative

Content Credentials Verify

Upload an image to see any attached record of where it was made and how it was edited.

  • Grades 9–12
  • Ages 16–24

Also on the student page, under Explore more.

Open on verify.contentauthenticity.org (opens in a new tab)

Teach

Lesson plans, slides and guides for you. These stay off the student pages.

For educators Digital Inquiry Group (Civic Online Reasoning)

Evaluating Evidence (assessment)

Short assessment where students judge whether a vivid photo is strong evidence for a claim.

  • Grades 6–8
  • Grades 9–12

Free; Creative Commons licensed. A free sign-in is needed to download lesson files.

Open on cor.inquirygroup.org (opens in a new tab)

Links checked September 25, 2026.

Standards

Common Core codes come from our standards map for this case. Each code links to the official standard. The C3 row names what students do for each code. The College and community row names the AAC&U VALUE rubrics and ACRL Framework frames the task practices. AAC&U says VALUE rubrics are for reviewing learning across a college, not for grading, so score the task with the case rubric.

GradeWhat students doStandards
Grade 6

With a partner, fill an image-check card and write two sentences telling friends whether to trust the courtyard picture.

Students make: Completed card plus 2–3 sentences.

RI.6.1 (opens in a new tab) W.6.2 (opens in a new tab) W.6.5 (opens in a new tab) SL.6.1.c (opens in a new tab) SL.6.1.d (opens in a new tab)
Grade 7RI.7.1 (opens in a new tab) W.7.2 (opens in a new tab) W.7.5 (opens in a new tab) SL.7.1.c (opens in a new tab) SL.7.1.d (opens in a new tab)
Grade 8RI.8.1 (opens in a new tab) W.8.2 (opens in a new tab) W.8.5 (opens in a new tab) SL.8.1.c (opens in a new tab) SL.8.1.d (opens in a new tab)
Grades 9–10

Write the verification note Jordy posts instead of the image, plus a one-paragraph explanation of your choices.

Students make: Note (50–80 words) plus 120-word rationale.

RI.9-10.1 (opens in a new tab) W.9-10.2 (opens in a new tab) W.9-10.5 (opens in a new tab) SL.9-10.1.c (opens in a new tab) SL.9-10.1.d (opens in a new tab)
Grades 11–12

Build a verification and risk plan for the crew’s accounts: steps before posting any image, and a correction plan if one proves false.

Students make: Plan, 400–500 words.

RI.11-12.1 (opens in a new tab) W.11-12.2 (opens in a new tab) W.11-12.5 (opens in a new tab) SL.11-12.1.c (opens in a new tab) SL.11-12.1.d (opens in a new tab)
College and community

Write the verification note the crew posts instead of the image. Then write a memo recommending two changes to the campus facilities alerts page that would help students check rumors.

Students make: Verification note, 50–80 words, plus a memo of 250–350 words.

Social studies (C3)
  • D3.1.6-8 Students choose sources by origin and authority, like the campus facilities page.
  • D3.2.9-12 Students evaluate how credible a detector result is and what it measures.
  • D3.3.9-12 Students look for inconsistencies across the image, caption and independent records.
  • D4.3.9-12 Students adapt a verification note for the crew’s followers.
D3.1.6-8 (opens in a new tab) D3.2.9-12 (opens in a new tab) D3.3.9-12 (opens in a new tab) D4.3.9-12 (opens in a new tab)
What each standard means
RI.6.1
Use evidence from the text to support what it says directly and what you can infer from it.
W.6.2
Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.6.5
With help from peers and adults, strengthen writing by planning, revising, editing or rewriting.
SL.6.1.c
Ask and answer specific questions with details that add to the discussion.
SL.6.1.d
Review the main ideas of a discussion and show you understand other views by reflecting and paraphrasing.
RI.7.1
Use several pieces of evidence from the text to support what it says directly and what you can infer.
W.7.2
Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.7.5
With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.7.1.c
Ask questions that draw out more detail, and respond with relevant ideas that bring the discussion back on topic.
SL.7.1.d
Take in new information from others and change your view when the evidence calls for it.
RI.8.1
Use the evidence that most strongly supports your analysis of what a text says and implies.
W.8.2
Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.8.5
With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.8.1.c
Ask questions that connect several speakers’ ideas, and respond with relevant evidence and observations.
SL.8.1.d
Take in new information from others and qualify or defend your view based on the evidence.
RI.9-10.1
Support an analysis with solid, complete evidence from the text, both for what it states and for what it implies.
W.9-10.2
Write an explanatory text that presents complex ideas and information clearly and accurately.
W.9-10.5
Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.9-10.1.c
Move a discussion forward with questions that connect it to larger ideas, bring others in and test ideas and conclusions.
SL.9-10.1.d
Respond to different views, sum up where people agree and disagree, and adjust your view when the evidence calls for it.
RI.11-12.1
Back up an analysis with the strongest evidence from the text, including where the text leaves things uncertain.
W.11-12.2
Write an explanatory text that conveys complex ideas clearly and accurately.
W.11-12.5
Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.11-12.1.c
Keep a discussion moving with questions that probe reasoning and evidence, and make sure the full range of views is heard.
SL.11-12.1.d
Respond to different views, pull together what each side says, resolve conflicts where possible and name what still needs research.
D3.1.6-8
Gather information from several sources, using origin, authority, structure, context and corroboration to choose them.
D3.2.9-12
Judge a source’s credibility by looking at how experts value it.
D3.3.9-12
Draw evidence from several sources to find inconsistencies, then revise or strengthen claims.
D4.3.9-12
Present arguments and explanations to audiences outside the classroom in print, oral or digital form.
Information Literacy VALUE Rubric
AAC&U’s rubric for finding, evaluating and using information for a purpose, ethically and legally. In this case: Students weigh a detector score, a secondhand reply and an alerts page for what each can show.
Critical Thinking VALUE Rubric
AAC&U’s rubric for exploring issues, evidence and assumptions thoroughly before forming a conclusion. In this case: Students separate whether the image was generated from whether the courtyard flooded before they reach a conclusion.
Information Creation as a Process
Information is made through a process, and how it was made affects what it can be trusted for. In this case: Students explain what provenance data, labels, watermarks and detection each record, using the NIST overview.
Searching as Strategic Exploration
Searching for information is an exploration that takes planning, several sources and changes of direction. In this case: Students look for the earliest post and an independent source before they judge the claim.

Plain wording is our paraphrase. The official text is at each link.

Course versions

Each course version changes what students read, make and show. The names are the official course names.

Open your course to see its task.

Honors (set by your school) 60 minutes

Task: Argue whether platforms should be required to label AI-generated images.

Students make
Argument, 550–650 words.
Assess
The argument is judged on accurate use of technical limits and the realism of its proposed policy, not on length.
Steps and sample answers

Steps students follow

  1. Reread Evidence B and C. Note what a clue or a score can and cannot show.
  2. Read the NIST summary and the article on labeling policies your teacher gives you.
  3. Fill in the claim and counterclaim chart.
  4. Write a qualified thesis on whether platforms should be required to label generated images.
  5. Draft your thesis paragraph and counterargument paragraph on the Your draft page.
  6. Propose a realistic policy and explain what it cannot guarantee.
  7. Finish the argument, 550 to 650 words, on lined paper or in the online workspace.

Sample answers for the task boxes

Thesis
Platforms should label images when provenance data shows they were generated. A label should never be read as proof an image is true.
The strongest objection
Mandatory labels create false confidence, because unlabeled fakes will look more trustworthy.
My policy, and what it cannot guarantee
Label what provenance data shows and mark files with no provenance as unknown. It cannot catch fakes whose labels were stripped.

Sample draft: Thesis paragraph

Sample answer Honors (set by your school)

The courtyard image reached the crew’s chat at 2:48 p.m. with no link, no date and no named poster. A free detector scored it at 12%, and the hand looked odd. None of that told Jordy whether the courtyard flooded. A label would answer a narrower question: how the image was made. NIST describes provenance data, labels, watermarks and detection, and it says each has technical limits. Platforms should label images when provenance data shows they were generated. But 1 a label is a statement about how an image was made, not a verdict on whether it is true.

  1. Separates two claims a label could make.

Sample draft: Counterargument paragraph

Sample answer Honors (set by your school)

1 The strongest objection is that mandatory labels create false confidence. If labeled images are fakes, viewers may assume unlabeled images are real. 2 Labels can also be stripped, forged or wrongly applied to real photos. This objection is serious. It changes the policy, but it does not defeat it. A platform should label what it can show and 3 mark files with no provenance as unknown. That third category tells viewers the truth about the gap. The courtyard image would be marked unknown, which matches what the crew could honestly say about it.

  1. States the counterargument at full strength.
  2. Uses technical limits accurately.
  3. Proposes a realistic policy that answers the objection.

Check your work questions

  1. Is your position clear and qualified?
  2. Do you use technical limits accurately?
  3. Do you answer the strongest counterargument?
  4. Is your proposed policy realistic?
One change I made after feedback
I cut my claim that labels would stop fake images, because labels can be stripped or forged.

This case in the Honors (set by your school) educator edition

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Pre-AP English 1 and Pre-AP English 2 45 minutes

Task: Closely observe the courtyard image and its caption, record what can and can’t be seen, and write an evidence-based verification paragraph.

Students make
Observation grid plus paragraph (150–200 words).
Assess
The grid is checked for keeping observations apart from claims, and the paragraph is scored for calibrated confidence, a cited source and a revision that reflects the discussion.
Course skills
Close observation and analysis, Academic conversation, Evidence-based writing.
Steps and sample answers

Steps students follow

  1. Read the image description and the caption in Evidence A.
  2. Fill in the observation grid: in the image, and claimed by the caption.
  3. Write what you would expect to see if the flood happened today.
  4. Check the alerts page in Evidence D for that evidence.
  5. Write a paragraph of 150 to 200 words that matches your confidence to the evidence.
  6. Discuss with a partner how confident to be. Then revise your confidence statement.

Sample answers for the task boxes

In the image
Water over paving and benches. A person in the foreground holds up a phone.
Claimed by the caption
The courtyard flooded today, and people should stay away.
What I would expect to see if this were today
A campus alert, a dated first post, or other people’s photos of the courtyard with today’s time.

Sample draft: Your paragraph, 150 to 200 words

Sample answer Pre-AP English 1 and Pre-AP English 2

The image shows water over the paving and benches of a courtyard, 1 but it does not show when or where it was taken. The caption adds two claims the image cannot prove: that this is the campus courtyard and that it flooded today. If the flood happened on Wednesday, 2 I would expect a campus alert or dated photos from other people. The facilities alerts page, checked at 3:10 p.m., shows “No active alerts.” 3 That challenges the claim, but only weakly, because its last update was Monday at 9:15 a.m. The page may not report a same-day flood. The image arrived at 2:48 p.m. with no link, no date and no original poster. 4 So my confidence that the courtyard flooded today is low. It is not zero. The most accurate word is unverified, and a dated photo or an official alert would change my mind.

  1. Keeps the observation apart from the claim.
  2. Predicts the evidence a true claim would leave.
  3. Matches confidence to a limited source.
  4. States a calibrated confidence level.

Check your work questions

  1. Do you keep what you see apart from what the caption claims?
  2. Does your confidence match the evidence?
  3. Do you cite the campus alerts page?
  4. Does your revision reflect the discussion?
My confidence statement before the discussion
The flood definitely did not happen, because the alerts page is empty.
What I changed, and why
I changed my statement to low confidence and unverified, because the page was last updated Monday.

This case in the Pre-AP English 1 and Pre-AP English 2 educator edition

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Official course framework: College Board, Pre-AP shared principles and instructional practices (opens in a new tab)

AP English Language and Composition 50 minutes

Task: Analyze how the viral caption persuades, then write a verification note that uses the same brevity honestly.

Students make
Analysis (about 400 words) plus note.
Assess
The analysis receives practice feedback on the three AP Lang scoring rows, and the note is checked for applying the analysis honestly.
Course skills
Claims and Evidence (CLE), Rhetorical Situation (RHS), Style (STL).
Steps and sample answers

Steps students follow

  1. Fill in the rhetorical situation grid for the caption: speaker, audience, purpose and context.
  2. Mark the imperative and the time word in the caption.
  3. Write a thesis on how the caption persuades readers to act before checking.
  4. Draft your thesis and first body paragraph on the Your draft page.
  5. Write a verification note that keeps urgency without overclaiming.
  6. Ask a peer to mark any overconfident word. Revise, and explain the change in one sentence.

Sample answers for the task boxes

Rhetorical situation
Speaker: unknown. Audience: people on campus. Purpose: keep them away. Context: no link, no date, shared at 2:48 p.m.
Word choices and their effect
Stay away is an imperative. Today makes it urgent. The flat statement leaves no room for doubt.
Thesis
The caption pairs a realistic image with an urgent command, so readers act on the claim before they ask where it came from.

Sample draft: Your analysis: thesis and first body paragraph

Sample answer AP English Language and Composition

The caption pairs a realistic image with an urgent command, 1 so readers act before they check. “Courtyard flooded today, stay away” has no hedge and no source. It states the flood as fact and then tells readers what to do. 2 The imperative “stay away” asks for obedience, not judgment. The word “today” adds urgency, 3 which makes checking feel like a delay. The image does the rest. It looks like a photo of water over the paving and benches, so readers supply the proof the caption never gives. The post arrived at 2:48 p.m. with no link, no date and no named poster. Yet the command reads as a warning from someone who knows. Its brevity is the source of its force, because a reader finds no claim to question, only an order to follow.

  1. The thesis names how the caption persuades and its effect.
  2. Analyzes a specific word choice.
  3. Commentary explains the effect of urgency.

Sample draft: Your verification note

Sample answer AP English Language and Composition

Heads up about the courtyard flood image going around. We can’t confirm it yet. We couldn’t find who posted it first, and the campus alerts page shows no active alerts, though it was last updated Monday. 1 If you’re on campus now, check the official alerts page before changing plans. We’ll update here by 6 p.m.

  1. The note keeps urgency with a safe next step, without overclaiming.

Check your work questions

  1. Does your thesis explain how the caption persuades?
  2. Do you analyze specific word choices?
  3. Does your note keep urgency without overclaiming?
  4. Did you revise every word your peer marked as too certain?
The word I changed, and why
I changed “no flooding today” to “no active alerts,” because the page cannot show there was no flood.

This case in the AP English Language and Composition educator edition

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Official course framework: College Board, AP English Language and Composition course page (opens in a new tab)

AP United States Government and Politics 50 minutes, partial fit

Task: Argument essay: should government regulate AI-generated images of public events, or leave it to platforms and users?

Students make
Argument essay, 40 minutes.
Assess
Practice feedback follows the published Argument Essay expectations for claim, evidence, reasoning and rebuttal, with a check that First Amendment reasoning is accurate.
Course skills
Unit 3: Civil Liberties and Civil Rights, Unit 5: Political Participation, Argumentation.

Fit: partial. Whether government may regulate or require labels on AI images raises real First Amendment questions (Unit 3) and questions about media and public information (Unit 5), but the case’s campus flood rumor is not political, so students need political examples and a foundational document to write a true Argument Essay.

Steps and sample answers

Steps students follow

  1. Read the prompt: should government regulate generated images of public events, or leave it to platforms and users?
  2. Choose a political example from the course as your main evidence.
  3. Write a defensible claim in the planner.
  4. Plan how the First Amendment limits what government can do.
  5. Write the argument essay in 40 minutes. Start on the Your draft page.
  6. Explain the difference between regulating false images and requiring labels.

Sample answers for the task boxes

Defensible claim
Government should not ban false images of public events. It may support labels and media literacy, which leave speech in place.
What NIST adds
Provenance, labels, watermarks and detection each have technical limits. No single approach settles whether an image is synthetic.
Opposing view, and my response
False images of public events spread fast. But a ban would depend on judgments that no single tool can make.

Sample draft: Your essay: claim and first body paragraph

Sample answer AP United States Government and Politics

1 Government should not ban false images of public events. It may support labels and media literacy, which inform viewers without removing speech. 2 The First Amendment limits how government can regulate speech. A ban on false images would require someone to decide what is false, and that decision is harder than it looks. The courtyard case shows why. An image said the campus courtyard flooded today. A detector gave it 12%, the hand looked odd, and the alerts page showed no alerts. None of those clues settled whether the flood happened. NIST describes provenance data, labels, watermarks and detection, and it says each has technical limits. If no single approach can settle whether an image is synthetic, a ban would likely punish honest mistakes too. 3 Requiring labels is a different kind of rule. It regulates how an image is marked, not whether its content is allowed. 4 My next paragraph applies this to the political example from our course.

  1. States a defensible claim.
  2. Brings in the constitutional limit the prompt requires.
  3. Separates regulating falsity from requiring labels.
  4. The case is a hook. The main evidence is a political example.

Check your work questions

  1. Does your essay make a defensible claim?
  2. Is your First Amendment reasoning accurate?
  3. Do you use the case and NIST as evidence, along with a political example?
  4. Do you respond to an opposing view?
One change I made after feedback
I added my course example as the main evidence, because the courtyard case is not a political event.

This case in the AP United States Government and Politics educator edition

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Official course framework: College Board, AP United States Government and Politics course page (opens in a new tab)

AP Seminar 250 minutes

Task: Individual written argument on “Can we still trust what we see?”, using a stimulus packet.

Students make
Individual written argument, 1,200–1,500 words.
Assess
The argument is scored with an educator-adapted rubric modeled on the published Individual Written Argument expectations; it is practice, not a Performance Task 2 submission.
Course skills
Understand and Analyze, Evaluate Multiple Perspectives, Synthesize Ideas.
Steps and sample answers

Steps students follow

  1. Annotate each source in the stimulus packet for its claim and its perspective.
  2. Fill in the perspective map: technical, journalistic and psychological.
  3. Write a research question about whether we can still trust what we see.
  4. Draft the section that proposes your verification norm on the Your draft page.
  5. Test your norm on the courtyard image before you finalize it.
  6. Finish the argument, 1,200 to 1,500 words, on lined paper or in the online workspace.

Sample answers for the task boxes

Research question
When can a student media team treat a realistic image as evidence of a real event?
Perspective map
Technical: each approach has limits (NIST). Journalistic: verify and say what is missing. Psychological: people could not reliably tell synthesized faces from real ones.
My verification norm
No image goes out as news until it has a traced first post and one independent confirmation.

Sample draft: The section that proposes your norm

Sample answer AP Seminar

I propose one verification norm for a student media team. 1 No image goes out as news until it has a traced first post and one independent confirmation. 2 The three perspectives in the stimulus explain why. The technical sources show that tools cannot carry this job alone. NIST describes provenance data, labels, watermarks and detection, and it says each has technical limits. The psychological evidence shows that our eyes cannot carry it either. Nightingale and Farid found that people could not reliably tell synthesized faces from real ones. Journalism supplies the habit that fills the gap. The RTDNA code says journalism verifies and acknowledges when important information is missing. 3 Tested on the courtyard image, the norm works. The image had no traced first post, and the alerts page, last updated Monday, could not confirm a flood. Under the norm, the crew posts a verification note instead of the image. 4 The cost is speed. A real flood warning could reach followers later. So the norm allows a note that says what is known and when the next update will come.

  1. States a norm a student team could follow.
  2. Synthesizes perspectives instead of listing sources.
  3. Applies the norm to a concrete case.
  4. Names the trade-off of the norm.

Check your work questions

  1. Is your research question clear?
  2. Do you evaluate technical, journalistic and psychological perspectives?
  3. Is your synthesis your own, not a list of sources?
  4. Could a student media team follow your norm?
One change I made after feedback
I cut a paragraph that summarized each source in turn, because it listed perspectives without connecting them.

This case in the AP Seminar educator edition

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Official course framework: College Board, AP Seminar course page (opens in a new tab)

Pre-IB (a school pathway, not an IB program) 90 minutes

Task: Trace the courtyard image as far as the case allows and write a verification analysis: what each source can establish, what it cannot and how confident the crew should be. Then write a 300-word reflection on the question: when is seeing still believing?

Students make
Verification analysis (400–500 words) plus a 300-word reflection.
Assess
The educator applies the school’s own pre-IB rubric for evidence handling, calibration and reflection; no IB criteria, marks or grades are assigned.
Steps and sample answers

Steps students follow

  1. Fill in the source chain: claim, earliest source, date, corroboration.
  2. Write what each source can establish and what it cannot.
  3. Choose a confidence level from the scale, with the wording that goes with it.
  4. Draft the analysis, 400 to 500 words, starting on the Your draft page.
  5. Write a 300-word reflection on lined paper: when is seeing still believing?
  6. Name the one piece of evidence that would change your confidence most.

Sample answers for the task boxes

Source chain
Claim: flooded today. Earliest source: not found; appeared 2:48 p.m. Date: none. Corroboration: none yet.
What each source can and cannot establish
Hand: a clue, not proof. Score: 12%, error rates unknown. Library reply: secondhand, not the courtyard. Alerts page: no alert, last updated Monday.
My confidence level
Low. The flood is unverified: no independent record confirms it or rules it out.
The evidence that would change my confidence most
A dated firsthand photo of the courtyard today. I would ask the person who saw water for one.

Sample draft: Verification analysis, first section

Sample answer Pre-IB (a school pathway, not an IB program)

The caption makes a claim about an event: the courtyard flooded today. The image cannot carry that claim alone. It arrived at 2:48 p.m. with no link, no date and no named poster, 1 so its provenance is unknown. Each other source establishes less than it first seems to. Sami’s zoom-in shows fingers that seem to merge. That is a reason to look closer, but it cannot show whether the image was generated, edited or real from another day. The free detector reported 12%, but its error rates are unknown, and it is silent about the courtyard. The reply about water near the library is secondhand, and it describes a different place. The facilities alerts page showed no active alerts at 3:10 p.m. Its last update was Monday at 9:15 a.m., 3 so its silence is weak evidence. 2 Two questions stay apart here. Whether the image was generated bears on the file. Whether the courtyard flooded bears on the event. The crew has answered neither, so its confidence should be low, and its note should say unverified.

  1. States what the provenance can and cannot establish.
  2. Keeps the authenticity question apart from the event question.
  3. Uses calibrated language for a limited source.

Check your work questions

  1. Do you say what each source can and cannot establish?
  2. Do you keep the authenticity question apart from the event question?
  3. Do you use calibrated language for confidence?
  4. Does your reflection develop a claim and a counterclaim?
One change I made after feedback
I changed my claim that the alerts page proves there was no flood, because the page had not been updated since Monday.

This case in the Pre-IB (a school pathway, not an IB program) educator edition

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IB Middle Years Programme (MYP) 90 minutes

Task: Investigate “Can we still believe our eyes?” and make a short guide for younger students.

Students make
Guide plus 150-word reflection.
Assess
The educator uses Language and literature criteria A and C and Individuals and societies criterion B, applying the school’s own year-level descriptors.
Course skills
Individuals and Societies B: Investigating, Individuals and Societies D: Thinking critically, Language and Literature C: Producing text.
Steps and sample answers

Steps students follow

  1. Read the statement of inquiry. Underline the key concept and the global context.
  2. List the verification steps the crew used on the courtyard image.
  3. Plan a guide for younger students with four steps and one practice example.
  4. Label the practice example clearly as generated.
  5. Write the guide on the Your draft page.
  6. Write a reflection of about 150 words that connects to the global context.

Sample answers for the task boxes

Statement of inquiry
As image-making technology changes, communities need new habits for deciding what counts as evidence.
The crew’s verification steps, in plain words
Find the first post. Check the date and place. Look for another source. Say you can’t confirm it if you can’t.
My practice example and its label
A flooded playground, labeled as generated for practice, with no real place or date.

Sample draft: Your guide for younger students

Sample answer IB Middle Years Programme (MYP)

Can you believe your eyes? Four steps before you share a picture. Step 1: Find where it came from. Who posted it first, and when? Step 2: Check the date and place. 1 A real photo can be from another day. Step 3: Look for another source, like a school alert or a dated photo from someone who was there. Step 4: If you can’t confirm it, say so. “We can’t confirm this yet” is an honest answer. Practice picture: a flooded playground. 2 This picture was generated for practice. It shows no real place.

  1. Teaches that realism is not proof, in words younger students understand.
  2. Labels the practice example clearly.

Sample draft: Reflection, about 150 words

Sample answer IB Middle Years Programme (MYP)

Our statement of inquiry says that as image-making technology changes, communities need new habits for evidence. The courtyard case showed me why. The image looked like a photo, and a detector gave it only 12%. Neither told Jordy whether the courtyard flooded. The global context, scientific and technical innovation, cuts both ways. New tools can make realistic images, and other tools try to detect them. NIST says each approach has limits. 1 So the habits matter more than any one tool. Writing the guide made me explain this in plain words. I learned that saying we are not sure yet can be the most accurate answer. I also learned to label my own practice picture, so nobody mistakes it for news.

  1. Connects the case to the statement of inquiry.

Check your work questions

  1. Does your statement of inquiry link the key concept and the global context?
  2. Are your verification steps accurate?
  3. Is your practice example clearly labeled?
  4. Does your reflection connect to the global context?
One change I made after testing the guide
I changed my first step from spotting fakes to finding where a picture came from, because a picture can look wrong and still be real.

This case in the IB Middle Years Programme (MYP) educator edition

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Official course framework: International Baccalaureate, MYP curriculum (opens in a new tab)

IB Diploma Programme: Language A: language and literature 75 minutes, partial fit

Task: Write a guided textual analysis of an educator-selected, clearly labeled AI-generated image post and its caption, answering the guiding question, then test your analysis against the case’s courtyard post and its reposts.

Students make
Guided analysis, 600–800 words, written in 75 minutes.
Assess
The educator gives practice feedback on understanding and interpretation, analysis of the writer’s choices, focus and organization, and language; no IB marks are predicted.
Course skills
Language A: language and literature — Readers, writers and texts.

Fit: partial. A captioned viral image and its reposts are a legitimate multimodal non-literary text, but the case supplies only a description of the image and a one-line caption, so a Paper 1 rehearsal needs a real, clearly labeled example post.

Steps and sample answers

Steps students follow

  1. Read the guiding question printed above the text.
  2. Annotate the post in layers: composition, realism cues, caption syntax and imperatives.
  3. Write a thesis that answers the guiding question.
  4. Write the guided analysis, 600 to 800 words, on lined paper.
  5. Write your final paragraph on the Your draft page. Test your analysis on the courtyard post.
  6. Stop writing at 75 minutes.

Sample answers for the task boxes

Annotation layers (sample uses the courtyard post)
Composition: water over paving and benches; a person in the foreground holds up a phone. Caption: a flat statement, then an imperative.
Thesis
Realism supplies proof the caption never gives, and urgency turns that proof into an order, so the reader acts before checking.

Sample draft: Final paragraph: test your analysis on the courtyard post

Sample answer IB Diploma Programme: Language A: language and literature

The courtyard post tests this reading. Its image offers a photo-like view of water over the paving and benches, with a person in the foreground holding up a phone. 1 That figure invites the reader to see the scene as someone’s own record of the moment. The caption, “Courtyard flooded today, stay away,” then removes any distance. 2 It states the flood as fact, fixes it to “today” and ends with a command. The post carries no link, no date and no named poster, so the reader has no handle for a question. Realism and urgency work together here as in the labeled post, with one difference. The labeled post tells its reader how it was made. The courtyard post gives no such signal, 3 so the burden of checking falls entirely on the reader.

  1. Analyzes a visual choice with a precise reference to the image.
  2. Analyzes caption syntax and its effect on the reader.
  3. Explains how the text positions its reader.

Check your work questions

  1. Does your analysis respond directly to the guiding question?
  2. Do you analyze image and caption together with precise references?
  3. Do you explain how the text positions its reader to act?
  4. Is your line of analysis organized from start to finish?
One change I made after feedback
I replaced a sentence that called the post a lie, because the task asks how the text works, not whether it is true.

This case in the IB Diploma Programme: Language A: language and literature educator edition

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Official course framework: International Baccalaureate, Language A: language and literature course page (opens in a new tab)

Steps and sample answers for each course are in the educator edition for that course.

Not recommended for this case
IB Diploma Programme: Global politics
The case is a campus weather rumor. Synthetic media is a real issue in global politics, but nothing here involves political actors, power or legitimacy, so a Global Politics task would have to replace the case rather than use it.

Sources

Case sources

  1. UC Berkeley School of Information, “Hany Farid breaks down the viral Helene image (opens in a new tab).” October 4, 2024. What a digital-forensics expert checked in the Hurricane Helene image, and why it did not hold up.
  2. National Institute of Standards and Technology (NIST), “Reducing Risks Posed by Synthetic Content: An Overview of Technical Approaches to Digital Content Transparency (opens in a new tab).” No date listed. Describes provenance data, labels, watermarks and detection tools, and the limits of each.

Research behind the lesson

These are our teaching applications of the ideas below. For a rule or a fact, use the case sources.

  1. Society of Professional Journalists, 2014. Verification, context and accountability (opens in a new tab). Professional ethics code. Check information, preserve relevant context, consider harm and correct errors openly. Keep in mind: Professional ethical guidance is not a statute or a guarantee that a claim is true.
  2. Robert M. Entman, 1993. Framing (opens in a new tab). Research article. What a message selects and emphasizes can shape how a problem, its causes and possible responses are understood. Keep in mind: Identifying a frame does not establish a speaker’s intent or prove how every audience member will respond.

Professional codes

  1. Radio Television Digital News Association (RTDNA), RTDNA Code of Ethics (opens in a new tab). Revised code adopted June 11, 2015.
  2. Society of Professional Journalists (SPJ), SPJ Code of Ethics (opens in a new tab). Revised September 6, 2014, at SPJ's National Convention in Nashville, Tennessee.
  3. Public Relations Society of America (PRSA), PRSA Code of Ethics (opens in a new tab). First developed in 1950. The current code was adopted by PRSA members in October 2000, according to PRSA's Board of Ethics and Professional Standards handbook. The page shows no later revision date.

Standards and course frameworks

  1. Common Core State Standards Initiative, English Language Arts Standards, Reading: Informational Text: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
  2. Common Core State Standards Initiative, English Language Arts Standards, Writing: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
  3. Common Core State Standards Initiative, English Language Arts Standards, Speaking and Listening: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
  4. National Council for the Social Studies, “College, Career, and Civic Life (C3) Framework (opens in a new tab).” Checked September 25, 2026.
  5. College Board, Pre-AP shared principles and instructional practices (opens in a new tab). Checked September 25, 2026.
  6. College Board, AP English Language and Composition course page (opens in a new tab). Checked September 25, 2026.
  7. College Board, AP United States Government and Politics course page (opens in a new tab). Checked September 25, 2026.
  8. College Board, AP Seminar course page (opens in a new tab). Checked September 25, 2026.
  9. International Baccalaureate, MYP curriculum (opens in a new tab). Checked September 25, 2026.
  10. International Baccalaureate, Language A: language and literature course page (opens in a new tab). Checked September 25, 2026.
  11. American Association of Colleges and Universities (AAC&U), “VALUE Rubrics (opens in a new tab).” 2009. Checked September 25, 2026.
  12. Association of College and Research Libraries (ACRL), a division of the American Library Association, “Framework for Information Literacy for Higher Education (opens in a new tab).” 2016. Checked September 25, 2026.

Margin notes

  • Evidence to check
  • A question to ask
  • A rule or process
  • A next step

The companions are characters in the story. Their notes point to something to check or ask.

AP, Pre-AP and IB activities are practice designed by No, Pero Why?. They are not official College Board or IB materials. Honors expectations are set by your school. College tasks are practice designed by No, Pero Why?. They are not official materials from AAC&U, ACRL or any college, and no college has reviewed them. This guide gives general education, not legal advice.