This lesson plan is based on the article ‘How to investigate official documents’ which we recommend trainers read before adapting the material below for your own purposes.

Learning objective

Students will critically analyse official documents to identify their origin, purpose, and any potential biases or inaccuracies. They will also evaluate the document’s context and related records to uncover deeper insights and verify the information presented.

• Student-facing objective: By the end of this lesson the student will be able to examine official documents to find out who made them, why, and if there’s anything suspicious or missing.
• Standards: Journalists will learn how to investigate official documents including the questions to ask and the barriers to information.

Learning activities

Warm-up

Present students with a simple, fictional official document, such as a “Changes in immigration processing regulations”. Use Google Gemini AI or any other free AI tool to design a sample document for educational purposes. Here is an example of such a document created using AI. Display it on the board. Ask students to spend a few minutes observing the document and jotting down their initial thoughts. Prompt them with questions like:

• What do you notice about the document’s layout and language?
• Who might have created this document, and why?
• What information seems crucial, and what might be missing?

Afterward, facilitate a brief discussion where students share their observations and hypotheses. Record the main points on the board to highlight the importance of questioning and analysing documents. This primes students for deeper investigation skills in the lesson.

Direct instruction

Identify Document Origin and Purpose

Present an example of an official document, such as a government-issued permit. Guide students to identify the document’s creator and purpose. Discuss the importance of understanding who created the document and why. Use questions like:

• Who issued this document?
• What was the intended purpose at the time of issuance?
• How might the purpose have evolved over time?

Provide solution steps for analysing the document’s origin and purpose.

Analyse document content and context

Introduce a second document related to the first, such as a regulation that necessitated the permit. Again consider using AI to draft a sample document. Instruct students to examine the content for jargon, acronyms, and codes. Discuss how these elements can obscure understanding. Use questions like:

• What terms or codes need clarification?
• How does this document relate to the first one?
• What additional information does it provide?

Provide solution steps for decoding and contextualising the document.

Evaluate document accuracy and bias

Present a scenario where the document’s information might be inaccurate or biased. Encourage students to question the document’s reliability and explore potential biases. Use questions like:

• What evidence supports or contradicts the document’s claims?
• Are there any signs of bias or missing information?
• How can you verify the document’s accuracy independently?

Provide solution steps for evaluating the document’s credibility and identifying biases.

Guided practice

Think, Pair, Share Activity

• Think: Present students with a new official document, again use AI to create a fictitious document. Make sure you edit to include points you want to raise with the class. Ask the students to individually analyse the document, focusing on its origin, purpose, and any potential biases or inaccuracies.
• Pair: Have students pair up to discuss their findings. Encourage them to compare their analyses and identify any differences in their observations.
• Share: Facilitate a class discussion where pairs share their insights. Highlight key points and discrepancies noted by different pairs.
• Clarify: Guide students to clarify any confusing terms or codes found in the document. Encourage them to use resources or ask questions to deepen their understanding.
• Connect: Ask students to connect this document to others they have analyzed, discussing how it fits into a broader context and what additional information might be needed to verify its accuracy.

Independent practice

• Provide students with a set of official documents, again created with AI and adapted.
• Instruct students to work individually to analyse each document, focusing on:
  • Identifying the document’s origin and purpose.
  • Evaluating the document’s content for jargon, acronyms, and codes.
  • Assessing the document’s accuracy and potential biases.
• Encourage students to take notes on their findings and questions.
• Direct students to practice a related exercise by placing placeholders where I should link to said exercise.
• Circulate throughout the class to observe students as they work and provide support as needed.

Assignment

Ask these questions:

1. What is one question you should ask when investigating an official document?
2. How can you verify the accuracy of information in a document?
3. Are there any points you are unclear about?

Suggested answers:

• Suggested answer to Question 1: Who created the document and why?
• Suggested answer to Question 2: Cross-check the information with other sources or related documents.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore the historical context of the document’s creation. Challenge them to identify systemic patterns or trends in document issuance and updates. Suggest they investigate the broader implications of the document’s purpose and its impact on policy or society.
• Striving learners: Simplify tasks by providing a checklist of key questions to ask when analysing documents. Offer guided examples with clear explanations of jargon and acronyms. Pair them with peers for collaborative analysis to build confidence and understanding. Use visual aids to illustrate document relationships and context.
• Background reading: This lesson plan is based on the article ‘How to investigate official documents’ which we recommend trainers read before adapting the material below for your own purposes.

Notable definitions

• Official document: A formal written record issued by a government or authoritative body, often used to convey information, grant permissions, or record transactions.
• Bias: A tendency or inclination that affects impartial judgment, potentially leading to unfair or inaccurate conclusions in the context of document analysis.
• Jargon: Specialised language used by a particular group or profession, often difficult for outsiders to understand, which can obscure the meaning of official documents.

Required materials

• Copies of fictional and real-world official documents
• Whiteboard and markers for recording observations and key points
• Access to resources for clarifying jargon, acronyms, and codes (e.g., glossaries, online databases)
• Notebooks or digital devices for students to take notes
• Projector or screen for displaying documents and facilitating discussions

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related article

How to investigate official documents

The post Lesson: Investigating Documents first appeared on Media Helping Media.

It’s based on the article ‘Investigative journalism best-practice‘ which is published on Media Helping Media. We recommend trainers read the article before adapting the lesson plan for their own requirements.

Learning objective

Students will identify and evaluate best practices in investigative journalism in order to avoid common pitfalls that often occur during complex investigations. They will apply these practices to hypothetical scenarios, demonstrating their understanding of effective research, interviewing, and ethical considerations.

• Student-facing objective: By the end of this lesson the student will know how to spot and use the best practices in investigative journalism in order to avoid mistakes and to be able handle complex stories effectively.
• Standards: This guide is to help journalists avoid some of the pitfalls and problems often encountered when compiling a detailed and complex investigation.

Learning activities

Warm-up

Begin with a brief discussion on the importance of research in journalism. Ask students to brainstorm what types of sources they might consult when starting an investigation. List their ideas on the board. Then, present a short scenario: “Imagine you’re investigating a local environmental issue. What initial steps would you take to gather information?” Encourage students to think about diverse sources, such as official documents, expert interviews, and community input. This primes them for the lesson’s focus on investigative journalism best practices.

Direct instruction

• Conceptual understanding: Introduce the core principles of investigative journalism. Discuss the importance of thorough research, ethical considerations, and maintaining objectivity. Use a real-world example, such as a well-known investigative report, to illustrate these principles. Highlight how the journalist avoided common pitfalls and maintained credibility.
• Procedural skills and fluency: Explain the process of gathering and verifying information. Break down steps: identifying credible sources, cross-referencing data, and organising findings. Provide a hypothetical scenario, such as investigating a public health issue, and outline the procedural steps a journalist would take. Emphasise the importance of verifying facts and maintaining detailed records.
• Application: Discuss interviewing techniques and ethical considerations. Explain the difference between open-ended and closed-ended questions, and the importance of listening actively. Present a scenario where students must plan an interview with a leading figure in a controversial topic. Guide them through preparing questions, considering ethical implications, and deciding on the record status.

Guided practice

Think, Pair, Share: Facilitate a collaborative exercise to reinforce investigative journalism best practices.

• Think: Present students with a hypothetical scenario involving a complex investigation, such as uncovering financial misconduct in a local government. Ask them to individually list potential pitfalls and best practices they should consider.
• Pair: Have students pair up to discuss their lists. Encourage them to compare their ideas and refine their understanding of best practices in investigative journalism.
• Share: Invite pairs to share their insights with the class. As they present, compile a collective list of best practices on the board, ensuring a comprehensive understanding of the topic.
• Class discussion: Lead a class discussion to evaluate the compiled list. Encourage students to provide examples or counterexamples from real-world journalism to support their points.
• Reflection: Ask students to reflect on how these best practices can be applied to their own investigative projects, emphasising the importance of ethical considerations and thorough research.

Independent practice

• Assign students a hypothetical investigative journalism project. Provide a brief scenario, such as investigating a local business’s environmental impact.
• Instruct students to outline their research plan, identifying potential sources and interview subjects.
• Have students draft a list of interview questions, ensuring a mix of open-ended and closed-ended questions.
• Require students to write a short reflection on ethical considerations they must keep in mind during their investigation.
• Encourage students to review their peers’ plans and provide constructive feedback, focusing on research thoroughness and ethical considerations.

Assignment

Ask students to answer these questions:

1. What is one best practice in investigative journalism you learned today?
2. How can ethical considerations impact the credibility of a journalist’s work?
3. What’s one question you still have from today’s lesson?

Here are some suggested answers:

• Suggested answer to Question 1: Conducting thorough research and verifying sources.
• Suggested answer to Question 2: Ethical considerations ensure the journalist maintains objectivity and trustworthiness, which are crucial for credibility.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore complex case studies of investigative journalism. Assign them to identify and critique the strategies used, focusing on ethical dilemmas and innovative research methods. Challenge them to propose alternative approaches or improvements.
• Striving learners: Simplify tasks by breaking down the investigative process into smaller, manageable steps. Provide graphic organisers to help them structure their research and interview plans. Offer additional support through guided questions and examples to clarify ethical considerations and best practices.
• Background reading: We recommend trainers read the article ‘Investigative journalism best-practice‘ before adapting the lesson plan for their own requirements.

Notable definitions

• Investigative journalism: A form of journalism in which reporters carries out an in-depth investigation into a single topic of interest, such as serious crimes, political corruption, or corporate wrongdoing. Such journalism involves extensive research and fact-checking to uncover the truth.
• Ethical considerations: The moral principles that guide journalists in their work, ensuring they maintain integrity, objectivity, and respect for their subjects. See our ethics section for more on editorial ethics. These includes obtaining informed consent, avoiding harm, and being transparent about their methods.
• Source verification: The process of confirming the accuracy and reliability of information obtained from various sources. This involves cross-referencing data, checking the credibility of the source, and ensuring the information is factual and unbiased.

Required materials

• Whiteboard and markers
• Projector and screen for displaying examples
• Printed handouts of hypothetical scenarios
• Notebooks and pens for student notes
• Access to computers or tablets for research activities
• Audio recording devices for interview practice (optional)

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used as a basis for converting the original article into a lesson plan.

Related article

Investigative journalism best-practice

The post Lesson: Investigative Journalism first appeared on Media Helping Media.

Discipline, order and a well thought out plan are essential for successful investigative journalism.

It starts with the compilation of a solid dossier, built with meticulous precision and executed with an attention to detail that ensures all key facts are thoroughly tested.

Note: The original article written by Don Ray was in American English. The text below has been edited into English English to match the MHM house-style. Many of the examples Don mentions in his list are American records, please adjust for your own country/region if using this content for training material.

The investigative journalism dossier checklist

Compiling a good dossier is like constructing a good building – you need well thought out plans, the right tools and supplies, and a strong foundation.

All your work must be solidly build with precision. And when you’re done it must be leak-proof.

Consider these 10 simple steps for preparing a thorough piece of investigative journalism:

1. Identify the person
   • Ensure that you have the correct spelling of the first, middle and last name.
   • Find a date of birth, or at least an age.
   • Use online credit-header services, maintain indices of voter records, drivers’ licenses, employment checks, friends, lovers, relatives…
   • … or just ask him or her.
2. Locate the person
   • Once you nail down the most permanent domicile for the person, you’ll be laying the foundation for later steps.
   • Use telephone directories, city directories, voter records, property records, online credit-header services, interview friends, former neighbours.
   • Visit the morgue.
3. See what’s already been written
   • There is no point in reinventing the wheel.
   • Check your own story archives first.
   • Search online for articles about the person.
   • Then hit every local newspaper site, any Who’s Who that match his or her profession, region or specialty.
4. Check local public records
   • Whether or not the person is from your local area, do a thorough search at your town or city hall, county clerk’s office and local branches of state and federal offices.
   • Look specifically for business permits, animal licences, building permits, recorded deeds, trust deeds, conveyances, notices of sale, powers of attorney, liens, local, state and federal tax, bonds, agreements and other documents, property tax records, unsecured property tax records, local vehicle tax records, renters’ tax records, fictitious business (assumed name) filings, birth, marriage and death certificates, consumer affairs licenses, UCC filings, state driving records.
5. Search the courts for lawsuits
   • Use the online services to search the party indices, but eventually you must try to look at the actual case files at the courthouse.
   • Don’t miss any level of court – small claims, justice, municipal, metropolitan, district, superior, divorce, state, appeals, U.S. District Court, U.S. Tax Court, naturalisation court and most importantly, U.S. Bankruptcy Court.
6. Check for criminal activity
   • Depending upon your own state’s open records laws, you might be able to check with local police and sheriffs, state police, courts, from justice court all the way up to U.S. District Court.
   • Then check with local, county, state and federal jails and prisons – including the probation department and the parole department.
   • This is a good time to plug in any aliases.
7. Look for employment information
   • Make direct calls to his or her current and past employers.
   • Many times they won’t ask who you are if you simply ask for the personnel department and then matter-of-factly say, “employment verification please.”
   • If they ask who you are, of course tell the truth.
   • Try to get a copy of the company, corporate or government phone directory for his or her work establishment.
   • Ask current or former employers for a copy of his or her resume.
   • Ask your subject for it.
   • Check state corporation and federal SEC records for involvement in corporations.
   • Look for the legal owner of his or her car.
   • Is it his employer’s credit union? The Postal Credit Union, etc.?
8. Verify professional licences, credentials, degrees and awards
   • If the person is a physician, dentist or any other type of licensed healthcare worker, you must verify the licence.
   • If you’ve asked him or her for their resume, check out every claim.
   • If there’s a Who’s Who listing for the person, check out every claim. Many such directories don’t check.
   • Check high schools and universities for graduation verification. Get copies of theses and dissertations from the Library of Congress.
   • Check out any claims of military service, actual combat, injuries and awards for valour.
9. Check campaign contributions, filings and conflict of interests
   1. Not just for the current office they are holding or the most recent election.
   2. Check them out as far back as you can.
   3. See if they or any other potential interviewees contributed to others’ campaigns.
10. Look for family members, friends, victims and enemies
    • Talk to people who would know him or her.
    • Don’t overlook current or former neighbours, ex-spouses, former lovers, business associates, school mates, teachers, supervisors, even babysitters.

By Don Ray

The post The investigative journalism dossier first appeared on Media Helping Media.