The article, “FAKE NEWS—WHAT’S THE BIG DEAL?” asks pointed questions on how to identify and clarify sources of fake news and how to hone critical media literacy. After presenting my small class size fo three students who have the special needs designation of “emotional disorder,” I would do a reversed trick for “FAKE NEWS—WHAT’S THE BIG DEAL?” by having students assume the role of the creator of fake news instead of being the recipient trying to decode. After the presentation and requisite discussion questions, I would ask the students to imagine they are the PR agency of a major petroleum company. What kind of fake news would be useful to counteract scientific claims that climate change disasters are not caused by rising temperatures caused by the burning of fossil fuels? In the lesson, “Believe It or Not?: Putting the Consumer’s Questions to Work” the student’s would again be asked to reverse their positions of inquiry and go from being recipients of information to creators of it. How could they be producers of items for consumption and what kinds of “alternative facts” could they make to embellish the advertising of their items.  In the other lesson plan, “When the News Media Makes Mistakes,” I would prompt the students to commit to all the questions—just as the earlier ones had—but instead ask them to assume a nefarious angle to maintain the mistakes for the sake of sensational profits via a social media algorithm. The goal is to have students question and assume positions of power and how false information can further such dominance