1. Being a critical consumer of information
Lesson 4
Being a critical consumer of information

2. Learning objectives You will learn:
To be a critical consumer of information
How ‘charismatic leadership’ and ‘persuasive language’ can be used to persuade people that social problems are linked to particular groups
To recognise persuasive and manipulative language

3. Intended learning outcomes
You should be able to:
identify key questions to ask when presented with new information, or the opinions or beliefs of others.
understand why charismatic speeches and reasoned argument need not go together
recognise when people are making inaccurate links between social problems and groups
give examples of when and why people try to manipulate us into accepting these as true (e.g. gang leaders, elements within the media, politicians)
recognise and challenge the ‘language of persuasion’

4. Starter activity ‘Being a critical consumer of ideas and beliefs’
What do we mean by a ‘consumer’. What do we mean by ‘being a critical consumer’?
What do we mean by a ‘consumer’. Look for things like ‘someone who buys goods or services’. Ask what we mean by ‘being a critical consumer’. If they are not sure, ask what people should do before buying something

5. Starter activity ‘Being a critical consumer of ideas and beliefs’
A ‘consumer’: someone who buys goods or services. A ‘critical consumer’. someone who thinks and researches before they buy.
What do we mean by a ‘consumer’. Look for things like ‘someone who buys goods or services’. Ask what we mean by ‘being a critical consumer’. If they are not sure, ask what people should do before buying something

6. ‘Being a critical consumer of ideas and beliefs’
There is a huge amount of information, other people’s opinions and beliefs that are available to you. These ideas and beliefs could also be thought of as products that someone is trying to ‘sell to us’. How can you sort out what you should ‘buy into’ or what you should believe?

7. ‘Being a critical consumer of ideas and beliefs’
We would be careful before we took a product into our homes. We need to be even more careful about ideas or beliefs we take into our brains. We might think of this as being a ‘critical consumer of information’.

8. ‘Being a critical consumer of ideas and beliefs’
Discuss in pairs: if you are a ‘critical consumer of information’ – what would you say, what would you do when someone offers you a new piece of information or tries to convince you of an opinion you haven’t heard before?

9. ‘Being a critical consumer of ideas and beliefs’
‘ask questions’, not take things at ‘face value’
ask if this is a fact or someone’s opinion
ask whether there is evidence to support the ‘facts’ being presented
ask if information is accurate
ask if the ‘facts’ could be interpreted in a different way
ask if you are being given the ‘whole picture’ and that nothing critical is missing or being deliberately left out.

10. ‘Being a critical consumer of ideas and beliefs’
You could also ask yourself the following questions: Am I being shown different sides of a debate or issue or just one side? Is this opinion really justified by the facts? Who gains or profits if these facts are interpreted in this way, or this opinion or belief becomes more widely accepted? Does anyone become ‘devalued’, vulnerable or hurt if these beliefs become widely held? What might be the consequences now and in the future of these views or opinions becoming more wide spread?

11. What do they have in common?
Churchill, Enoch Powell, Hitler, Malcolm X, Martin Luther King: charismatic speakers (Click on image of Powell and Martin Luther King to hear examples)

12. ‘Are charismatic’ speakers always ‘Informed’ speakers?
Do you think how things are said can sometimes feel more convincing than what is being said?
If we enjoy listening to someone, does this mean what they are saying is accurate or factual? (Think of celebrity endorsements of products in adverts).

13. Correlation vs causation.
Something to be very careful about is being told or assuming that if two things happen at the same time the first must cause the second (or make the second thing happen). For example when umbrellas go up, roads get wet. This is a ‘correlation’ but umbrellas don’t ‘cause’ or make the roads get wet, whilst there is a ‘connection’ between the two there is something else (rain) that is causing them both. Sometimes when two things happen it is just a coincidence, they are not connected in any way. Unscrupulous people often try to claim ‘causation’ – suggesting that something makes something else happen where there is only ‘correlation’.

14. Activity: Does one cause the other?

15. Correlation vs causation Does one thing cause another?
Consider each pair of events. Do you think one causes another? Do they just happen at the same time? What might be the consequences of incorrectly assuming one thing causes another? (Look specifically at the last two examples)

16. Correlation vs causation The consequences of incorrectly assuming one thing causes another
It might incorrectly ‘blame’ people or groups for events or situations they have not caused. It might allow individuals who claim this ‘correlation’ is ’causation’ to become popular with groups or individuals who are poor, frightened or disadvantaged and look for someone to blame.

17. Recognising and challenging a ‘language of persuasion’
What do the words ‘influence’ and ‘persuasion’ mean? What is the difference? Sometimes people use language that is trying to influence how we think or what we believe. This can be because people genuinely wish to protect our best interests but sometimes it is because they want us to think, believe or do something they want us to do to support their best interests. Sometimes this language can be ‘hidden’ in sentences. If you hear any of these statements you need to be very careful. Someone may be trying to influence or persuade you of something.

18. Recognising and challenging a ‘language of persuasion’
In pairs, choose one quote from the following slides and answer the questions below:
What do you think might be really being said?
Who might you hear saying something like this?
What is it intended to make you think?
How is it intended to make you feel?
How would you challenge each statement?
Cut out the statements from the sheet for lesson 4 (see below). Depending on the amount of time available give a selection of the quotes to different groups of four pupils.

19. Choose a quote

20. Choose a quote

21. Recognising and challenging a ‘language of persuasion’
‘Everyone does...’
Might mean, ‘We do and we want you to do as well.’
Challenge with ‘Everyone? In the whole world? No exceptions?
‘Everyone knows...’
Might mean, ‘We believe it is true and we want you to believe it too!’
Challenge with ‘Everyone? In the whole world? No exceptions?
‘We all think…’
Might mean, ‘….and therefore so should you!’
Challenge with ‘Can we agree to be friends but differ on this issue?’
If the answer is yes, great, if the answer is no then ask ‘Why not?’

22. Recognising and challenging a ‘language of persuasion’
‘By now I think it is generally agreed that…’
(Variations include; ‘There is wide acceptance of…’, ‘All ‘right thinking’ people believe…’ or ‘Intelligent people such as yourself know…’)
Might mean, ‘I think it and I am trying to convince you that if you don’t agree with me you are ‘odd’ and wrong!’
Challenge with ‘Agreed by whom? Accepted by whom? How do you know? Who have you asked?’
‘They say….’
This is a simpler version of the above –
Challenge with ‘Who precisely are ‘they’? How do you know what ‘they’ think? All of them?’

23. Recognising and challenging a ‘language of persuasion’
‘Research has shown...’
Might mean, ‘My argument or position is not just mine, it is supported by research.’
Challenge with ‘What research?’ and consider carefully if the research really support their argument or position.
‘You should...’ (You ought... You must...)
Might mean, ‘I think you should….’ –
Challenge with ‘What if I didn’t? What would the consequences be to me and to others? How do I feel about those consequences?’

24. Recognising and challenging a ‘language of persuasion’
‘We all want to have fun!’
‘We all want to enjoy ourselves!’
‘We all want truth, justice and freedom!
‘We all want to be healthy!’
‘We all want to be rich!’
‘We all want the best for our families!’
‘So what we need to do is.....’
This is called ‘fat language’ or language so open to interpretation everyone would agree with what is being said. It is often used to imply that the speaker has the solution and deserves your support.
Challenge with, ‘What precisely do you mean by…?’ ‘How exactly do you propose we get…?’ What exactly are the consequences to me and others of …?’

25. Recognising and challenging a ‘language of persuasion’
‘So you don’t find it easy to agree with what I am saying?’
This is intended to make you feel you are ‘in the wrong’ –
Challenge with ‘‘I find it easy to disagree with what you are saying!’
‘I am right, aren’t I?’
(Variations include: ‘This is true, isn’t it?’ ‘You agree, don’t you?’ ‘You know this makes sense, don’t you?’)
This is a statement disguised as a question.
Challenge with ‘Are you really asking me for my opinion or are you telling me that you are right?’

26. Plenary
Discuss in pairs, How confident are you that you could recognise when someone is trying to persuade you of something? How confident would you be now at challenging this?

27. Pre-teach
Next week you are going to look at how people may behave when they are in a group. What are the differences between making a decision as part of group and making them on your own? How might you feel if a group you belonged to wanted to do something you were not sure about?

28. Extension activities
In a really busy world, many news reports covering complex issues last for a matter of seconds and information provided on social media channels like Twitter use a very small number of words. This means there is often no time to explore issues in depth so people such as advertisers and politicians need to get their message across in a matter of seconds. This means they may have to reduce complex ideas to a just a few words called ‘sound-bites’.

29. Extension activities
‘Sound-bites’ can be inserted into longer speeches and may be repeated (sometimes up to 40 times in a single speech) to drive home the message the speaker wants the audience to remember. Research famous ‘sound bites’. Explain what makes ‘sound bites’ so powerful. Are any dangers of accepting sound bites without asking more questions? What could these dangers be?

30. Recognising and challenging a ‘language of persuasion’
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