{"activityType":[{"id":38377,"name":"Practical skills"},{"id":38396,"name":"Creative skills"}],"activityCategory":"Activity","completionTime":"60","cost":"Free","energy":"Focusing","equipmentList":[{"id":38267,"name":"Device to show photos, videos, or slides","description":"","type":"general"},{"id":38257,"name":"Fancy dress items","description":"","type":"general"}],"adjustments":"\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EIf any groups are really struggling to allocate roles, the person leading the game could help.\u003C/span\u003E\u003C/p\u003E","firstProvidedBy":"","flexibilityStatement":"\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EEveryone should have a role \u2013\u0026nbsp;if they don\u2019t feel comfortable performing it could be a small or non-speaking part, or they could perform to a smaller audience.\u003C/span\u003E\u003C/p\u003E","groupSize":"Teams","guide":null,"meetsRequirements":[{"notes":"\u003Cp\u003EUse evidence you\u2019ve found online only. After the debate, discuss how easy it was to know if the evidence you found was reliable or not.\u003C/p\u003E","subRequirementsToQualify":0,"numberOfTimeToComplete":0,"subRequirements":null,"tips":null,"optional":false,"id":44677,"nodeName":null,"title":null,"type":"","image":null,"assets":null,"headerOptions":null,"searchDescription":null,"subHeader":null,"browserTitle":null,"silktide":null,"canonicalUrl":null}],"countsTowardsBadges":[{"title":"Digital Citizen Stage 4","sections":["Squirrels","Beavers","Cubs","Scouts","Explorers"],"supportedBy":null,"badgeType":{"id":39508,"name":"Staged"},"activityTypes":[],"settings":[],"browserTitle":"Digital Citizen Stage 4","url":"/staged-badges/digital-citizen/digital-citizen-stage-4/","id":44668,"nodeName":"Digital Citizen Stage 4","type":"badge","image":{"url":"/media/4457/staged-digital-citizen.png","caption":"Staged Digital Citizen","type":"png","size":9470,"width":347,"height":350,"altText":""},"assets":null,"headerOptions":{"headerTitle":"Digital Citizen Stage 4","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"","subHeader":"","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80NDY2OCJ9","canonicalUrl":"https://www.scouts.org.uk/staged-badges/digital-citizen/digital-citizen-stage-4/"}],"outcome":[{"id":38404,"name":"Communicate","outcomeLabel":"Communicate","outcomeDescription":"Learn to express your own views, listen to others, and understand what they\u2019re trying to tell you."},{"id":38402,"name":"Be independent","outcomeLabel":"Be independent","outcomeDescription":"Learn to make your own decisions, succeed without adults\u2019 help, and achieve things for yourself."}],"preparation":null,"preparationTime":"15","reflection":"\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EThis activity was all about communicating. Everyone had to create characters and stories based on a few facts. How did it feel to be in character? People may have felt the emotions of the character they were playing, whether they were angry, frustrated, sad, unheard, helpless, or powerful. Which side do people think was right? Did hearing the facts from the other side change their opinion? \u003C/span\u003E\u003C/p\u003E\n\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EWhen else may people take sides and believe they\u2019re right? People could think of politics, but also things like films and games. There\u2019s usually more than one perspective on a story, and it can be helpful to do some research before believing everything you see, hear, or read. What should people do if they come across disagreement online? Should they argue, bully, and shout\u2026 or would it be better to listen, try to understand, and be respectful? How might people be able to spot online media being unbalanced? What sources are especially likely to be biased or trustworthy? \u003C/span\u003E\u003C/p\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"},{"id":38378,"name":"Outdoors"},{"id":38384,"name":"At camp"}],"supportedBy":null,"takingItFurther":"\u003Cp\u003E\u003Cspan\u003EWhy not watch \u2018\u003C/span\u003E\u003Cspan\u003E\u003Ca href=\u0022https://www.youtube.com/watch?v=EsxHTE6CYkU\u0022\u003EThe Outrage Machine\u003C/a\u003E\u003C/span\u003E\u003Cspan\u003E\u2019 from the New York Times?\u003C/span\u003E\u003Cspan\u003E\u0026nbsp;\u003C/span\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cspan\u003EPractise the dramas more, then film them. Maybe you could use an actual green space to make it even more lifelike. If you have the right permissions, you could upload the films to your group\u2019s social media or website. \u003C/span\u003E\u003C/p\u003E","whoIsItFor":"","youthShapedGuidance":"\u003Cp class=\u0022BodyA\u0022\u003E\u003Cspan\u003EAs far as possible, young people should organise their own groups and roles. They should plan their own news item. \u003C/span\u003E\u003C/p\u003E","activityTags":[{"id":38524,"name":"Acting"},{"id":38521,"name":"Performance"},{"id":38529,"name":"Storytelling"}],"roles":[{"id":39231,"name":"Helpers"},{"id":38724,"name":"Section Teams"}],"sections":[{"name":"Scouts","id":39275,"logo":"","colour":null,"ageRange":""},{"name":"Explorers","id":39276,"logo":"","colour":null,"ageRange":""}],"themes":[{"id":38475,"name":"Communication"},{"id":38469,"name":"Teamwork"},{"id":38473,"name":"Problem solving"},{"id":41141,"name":"Technology"},{"id":38442,"name":"Local area"}],"searchEngineDescription":"Create a dramatic news item while using your critical thinking skills to suss out the other side of the story. ","plannerTimeSlot":60.000000,"safetyAlerts":[{"title":"Music and films","alert":"\u003Cp\u003E\u003Cspan\u003EMake sure music and films are age appropriate for the youngest person present.\u003C/span\u003E\u003Cspan\u003E\u003C/span\u003E\u003C/p\u003E"},{"title":"Online safety","alert":"\u003Cp\u003E\u003Cspan\u003ESupervise young people when they\u2019re online and give them advice about staying safe. Take a look at our\u003C/span\u003E\u003Cspan\u003E\u00A0\u003C/span\u003E\u003Cspan\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safeguarding-in-the-programme/scouting-online-safely/\u0022 title=\u0022Staying safe online\u0022\u003Eonline safety\u003C/a\u003E\u003C/span\u003E\u003Cspan\u003E or \u003C/span\u003E\u003Cspan\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022http://nspcc.org.uk/bullying\u0022 target=\u0022_blank\u0022 title=\u0022Bullying (NSPCC)\u0022\u003Ebullying\u003C/a\u003E guidance. The \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.nspcc.org.uk\u0022 target=\u0022_blank\u0022\u003ENSPCC\u003C/a\u003E\u00A0\u003C/span\u003E\u003Cspan\u003Eoffers more advice and guidance, too\u003C/span\u003E\u003Cspan\u003E. If you want to know more about specific social networks and games, \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.childnet.com/\u0022 target=\u0022_blank\u0022 title=\u0022Childnet\u0022\u003EChildnet\u003C/a\u003E\u00A0\u003C/span\u003E\u003Cspan\u003Ehas information and safety tips for apps. \u003C/span\u003EYou can also report anything that\u2019s worried you online to the \u003Ca rel=\u0022noopener\u0022 tabindex=\u0022-1\u0022 href=\u0022https://www.ceop.police.uk/safety-centre/\u0022 target=\u0022_blank\u0022 title=\u0022Safety centre (CEOP)\u0022\u003EChild Exploitation and Online Protection Command\u003C/a\u003E\u003Cspan\u003E.\u00A0\u003C/span\u003E\u003Cspan\u003EAs always, if you\u2019ve got concerns about a young person\u2019s welfare, including their online experiences, follow the \u003C/span\u003E\u003Cspan\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Young People First - Yellow Card\u0022\u003EYellow Card\u003C/a\u003E to make a report\u003C/span\u003E\u003Cspan\u003E.\u003C/span\u003E\u003C/p\u003E"}],"safetyAlert":"","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":0,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":60,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003E\u003Cstrong\u003E\u003Cspan\u003EBefore you begin \u003C/span\u003E\u003C/strong\u003E\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u003Cspan\u003EDon\u2019t worry too much if you don\u2019t have props \u2013 they\u2019re not essential. You could use things you may already have (for example, hi-vis vests or clipboards). The focus should always be on the content of the drama.\u003C/span\u003E\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003E\u003Cstrong\u003E\u003Cspan\u003EHear a tree story\u003C/span\u003E\u003C/strong\u003E\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003E\u003Cspan\u003EThe person leading the activity should help everyone think about key features of a news report. Who might feature? People might think about a newsreader in the studio, a reporter at a location, and key people being interviewed. \u003C/span\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003E\u003Cspan\u003EYou may want to watch an example news item together to get everyone in the right frame of mind. CBBC Newsround\u2019s a great place to look. \u003Cbr /\u003E\u003C/span\u003E\u003C/aside\u003E\n\u003Col start=\u00222\u0022\u003E\n\u003Cli\u003E\u003Cspan\u003EEveryone should split into groups. Each group should find a space where they can talk (quietly) without the other groups hearing them. \u003Cbr /\u003E\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EThe person leading the game should give each group one of the tree stories. They should explain that each group has the facts about their story. \u003Cbr /\u003E\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EEach group should think about the different characters in their story, and who\u2019ll play each one. They should also plan what kind of mood any interviewees may be in (they could be angry, upset, or confident, for example). \u003C/span\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003E\u003Cspan\u003EPeople could think about asking questions like: \u2018How do you feel about the trees being cut down\u2019, \u2018What are you planning to do?\u2019, \u2018Do you have a message for the council or local residents?\u2019, \u2018How will a social media campaign help?\u2019, or \u2018What do you think will happen next?\u2019. \u003C/span\u003E\u003C/aside\u003E\n\u003Col start=\u00225\u0022\u003E\n\u003Cli\u003E\u003Cspan\u003EEveryone should spend about 15 minutes planning and practising their dramas. Each one should be under two minutes long.\u003C/span\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch3\u003E\u003Cstrong\u003E\u003Cspan\u003EPresent the news\u003C/span\u003E\u003C/strong\u003E\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003E\u003Cspan\u003EEveryone should gather together to watch. \u003Cbr /\u003E\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EEach group should take it in turns to show their drama. Once their turn is over, everyone should come of character and return to being their normal, reasonable, selves. \u003Cbr /\u003E\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EThe person leading the game should reveal that both groups had facts about the same story \u2013 and all of the facts were still true.\u003C/span\u003E\u003C/li\u003E\n\u003C/ol\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cul\u003E\n\u003Cli\u003E\u003Cspan\u003EThe council wants to cut down 10 trees in the local park. \u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EThe trees are around 200 years old. \u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EThe trees provide shade in the summer and they help combat the traffic fumes from the nearby road. \u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EA local resident has started a campaign to save the trees. \u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EA group of concerned families have staged a protest and plan to stop the council from cutting them down. \u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003ESome young people have started a social media campaign urging more people to join them and spread their message. \u003C/span\u003E\u003C/li\u003E\n\u003C/ul\u003E","label":"Tree story one (the facts)"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cul\u003E\n\u003Cli\u003E\u003Cspan\u003EA tree expert\u2019s examined 10 trees in the local park. They found that they\u2019re diseased as well as old, so they need to be cut down. \u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EThe expert says the trees should be cut down before winter. \u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EPeople from the local council are worried that the trees could fall and hurt people.\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EThe council\u2019s planning to plant some new trees to replace the diseased ones. \u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003ESome young people have started a social media campaign urging the council to cut down the trees before an accident happens. \u003C/span\u003E\u003C/li\u003E\n\u003C/ul\u003E","label":"Tree story two (the facts)"}]}]}],"config":null},{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003Ch3\u003ETime to debate\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003ENext, everyone should agree a topic that they\u2019d like to find more information about. Explain that they\u2019ll be taking part in a debate on the topic they\u2019ve chosen and assign each group a side of the debate.\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003E \u003C/span\u003E\u003Cspan\u003EAsk groups to come up with a set of five questions to research online. They should plan to find the answers to these questions from reliable websites.\u003C/span\u003E\u003C/li\u003E\n\u003Cli\u003EUsing the evidence they\u2019ve found online, groups should prepare their own set of facts to use in the debate. Like in the tree stories above, these should all be true but from two different sides of the story.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003EGroups should also think about whether news sites, Wikipedia and social media posts are the most accurate sources of information. They should use primary sources if possible, for example, the source of the research or an interview with the researcher or expert. This part of the activity can be done between meetings or at home.\u003C/aside\u003E\n\u003Col start=\u00224\u0022\u003E\n\u003Cli\u003ENow it\u2019s time to debate! 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