Teaching kit
Six classroom activity sheets, from upper secondary school (media and information literacy, social sciences, history and geography) to first-year university. Each starts from a question of method (checking, comparing against a baseline, reading a measure) and draws on this site's pages, key figures and downloadable data. QAnon is not studied for its own sake but as a ground on which to learn to tell a claim from a fact. Q's posts are always treated as objects of study, never as information. The answer keys point to the key figures, which are recomputed with every version of the site, so cite the version you used (Cite).
1. Checking a prediction yourself
Upper secondary, first-year university, 1.5 to 2 hours
Goals
- Turn an announcement into a checkable statement (who, what, by when).
- Search, cross-check and cite sources to reach a verdict.
- Understand why a vague announcement, or one about an already scheduled event, does not count as a successful prediction.
- Read a rate and its confidence interval.
Resources
The Predictions page, with the verdict table, method and the detailed list, prediction by prediction, with filters (came true, partly, did not happen, unverifiable, not a prediction). The verification.csv file (one row per prediction, with date, deadline, type, verdict, triviality, explanation, sources) and the verification-README.md protocol, both in Data. A spreadsheet and internet access, one computer for two or three students.
Steps
- Preparation (teacher). Pick six to eight predictions of different types from verification.csv, including at least one "came true", one "did not happen", one "unverifiable" and one "not a prediction". Hand out only the claim column (the English paraphrase), the drop date and the deadline, and hide the verdict, explanation and sources.
- Rephrase (15 min). For each announcement, groups write the matching checkable statement (who, what, by when). Under the site's rule, the horizon is the stated deadline, otherwise twelve months after the drop. If no such statement can be written, the prediction is a candidate for "unverifiable".
- Investigate (30 min). Find at least one reliable source per announcement (quality press, official documents, an encyclopaedia with its own references), noting the URL and date accessed. Also ask whether the event had already been publicly announced or scheduled when Q posted (an election, a hearing, an official trip), which is the "trivial" criterion.
- Decide (15 min). Give one of the protocol's five verdicts and justify it in one sentence, with a source.
- Compare (20 min). Reveal the site's verdicts and sources and discuss the disagreements. The site says its verification is "to be reviewed", and a well-argued disagreement counts as a result, not a mistake.
- Generalise (10 min). Compute the class's rate (came true ÷ came true + partly + did not happen), then compare it with the site's results over all checked predictions. The class rate, computed on a few announcements, illustrates the method but does not measure the corpus rate.
Questions for students
- Why can an unverifiable announcement count neither as a success nor as a failure? Where does it go in the rate calculation?
- Why does the site compute a second, "non-trivial" rate? What is measured once already scheduled events are removed?
- The fulfilment rate comes with a 95% confidence interval. What does the interval say, and why is it wider for a single year than for the whole set?
- Does a fulfilment rate of a few tens of percent mean that Q "knew" something? What baseline would be needed to judge?
Answer key (teacher)
Answer key. 13% of drops (598) contain at least one prediction, i.e. 846 predictions, 203 of them specific. Only specific or dated predictions were checked one by one. 39 of the 140 checkable predictions came true, i.e. 28% (95% CI 21%–36%). Unverifiable ones (110 on the Predictions page) are left out of the denominator, because they cannot be counted as fulfilled. That vagueness is part of the problem, since an announcement with no observable object can never be proved wrong. Excluding already announced or scheduled events, the fulfilment rate drops to 16% (95% CI 10%–24%, 108 predictions). Announcing an election or a hearing that is already on the calendar requires no special knowledge, so the second rate measures what the announcements actually added. Of the 8 checkable arrests and indictments announced by Q, 0 came true. Yet these announcements are the core of the narrative ("The Storm", see Glossary). The confidence interval reflects the uncertainty due to the number of predictions, and the fewer there are (a single year), the wider it is (Wilson, 1927). Finally, a rate only means something against a baseline. Someone with no inside knowledge who announces resignations or court rulings on topics then dominating the news will also be right some of the time. On why beliefs persist despite failures, see (Festinger et al., 1956) and (Westmark & McMahon, 2022).
Caution. The paraphrases in verification.csv repeat accusations against public figures. Before handing them out, make clear that these are unfounded announcements, studied in order to be checked. Leave out predictions that detail accusations of sexual or violent crimes, and any that mention private individuals. For online searches, steer students towards identified sources, since an open search on a Q announcement can lead to sites that present it as true. Avoid mocking the people who believed it. The goal is the verification method, which applies to any announcement.
2. A coincidence is not proof
Upper secondary (social sciences, mathematics), first-year university, 1 to 1.5 hours
Goals
- Understand that a coincidence can only be assessed against what chance produces.
- Explain simply what a p-value measures, and what it does not.
- See how a poor baseline can manufacture a "significant" effect.
- Spot the multiple-comparisons problem.
Resources
The Q and Trump page (chart of drop-to-tweet gaps, table of tests and method), the "Deltas" entry in the Glossary and the trump_tests.csv file in Data. Optionally, dice or a spreadsheet to simulate random shifts.
Steps
- Hook (10 min). Present the claim without endorsing it. Q and its readers claimed that some Trump tweets, posted minutes after a drop, proved its authenticity (the "deltas"). Ask: "If you post a message at any moment, what is the chance a Trump tweet follows within five minutes?" Point out, as the page does, that Trump tweeted about 13 times a day. Collect guesses without correcting them.
- Build chance (20 min). Explain the site's method. Each drop is shifted at random, the drops followed by a tweet are counted again, and this is repeated 1,000 times. With a spreadsheet, students can do it on a small scale, shifting a list of made-up posting times by random draws and comparing it with a list of tweet times.
- Compare (15 min). Read the "5 min, tweet after the drop" row for the local baseline: observed share, share expected by chance, p-value. The p-value is the share of random draws that produce at least as many coincidences as reality. The larger it is, the more reality looks like chance.
- Change the baseline (15 min). Read the same rows for the "days" baseline. The gap becomes "significant" there, and in both directions, including when the tweet comes before the drop. Have students work out why. On heavy news days, both Q and Trump post more. Only the local baseline, which keeps the activity of neighbouring hours, can judge the claim.
- Turn the question around (10 min). Who follows whom? Read the "Q quotes Trump" section.
Questions for students
- Why were coincidences between drops and tweets unavoidable, even without any coordination?
- What does a p-value of 0.227 mean? Is it "the probability that Q and Trump were coordinated"?
- With the "days" baseline, the excess of coincidences also appears when the tweet comes before the drop. Why does that weaken the idea of a signal sent by Trump?
- The table has 20 tests, and a few rows fall below 0.05. Why should we expect a few even if nothing is going on?
- When Q quotes a Trump tweet, who is reacting to whom?
Answer key (teacher)
Answer key. A Trump tweet follows a drop within 5 minutes in 4.2% of cases, against 4.0% expected by chance (local null model, p = 0.227), so no synchrony is demonstrated. With about 13 tweets a day, some tweets will inevitably land a few minutes after some drops, so what matters is how many coincidences there are compared with chance. A p-value is not the probability that a hypothesis is true. It is how often, among random draws, a result at least as striking as the observed one turns up, and when estimated by random draws it is never zero (Phipson & Smyth, 2010). The "days" baseline gives p-values of 0.001 in both directions. An excess that also exists before the drop cannot be a response to the drop and reflects instead the co-activity of busy days. At the 0.05 threshold, about one test in twenty falls below it by chance alone. The table has twenty, so a few "significant" results are expected even with no link at all. In the local baseline, the only row below the threshold (60 min, tweet before the drop, p = 0.041) runs opposite to the claim. The site notes that these thresholds are "uncorrected for multiple comparisons". 59 drops quote a Trump tweet, a median of 114 min after it was posted. It is Q who reacts to Trump's tweets, far more than it announces them.
Caution. Do not present the "deltas" as a serious hypothesis to be weighed on equal terms, since they are studied as a claim to be tested. Remind students that the intuition of coincidence is universal (shared birthdays, "signs"). The aim is to show that everyone needs a baseline to judge, not to mock those who saw it as proof. For stronger students: a "non-significant" result does not prove there is no link at all either, only that these data demonstrate none.
3. Writing that puts the reader to work
Upper secondary (media literacy, language, politics), first-year university, 1 hour
Goals
- Spot the devices of cryptic writing: rhetorical questions, vague formulas, injunctions.
- Understand how some formulas make a narrative impossible to refute.
- Connect style measurements to a discourse strategy.
Resources
The Glossary (definition, number of drops and first occurrence of each formula), the Discourse page (topics, ritual formulas), the "References: Q replies, Q quotes Q" and "Readability and lexical richness" sections of Statistics and the glossary_counts.csv file in Data. The site does not republish the text of the drops, so the activity works on formulas and measurements, which avoids having students read whole posts.
Steps
- Sort (15 min). Hand out a selection of glossary formulas, for example "Do you believe in coincidences?", "Expand your thinking", "Future proves past", "Trust the plan", "Disinformation is necessary", "Enjoy the show", "WWG1WGA". Groups sort them: a question that insinuates, an order to go and search, a formula that postpones proof, a formula that excuses failure, a formula of belonging.
- Analyse (15 min). For "Future proves past" and "Disinformation is necessary", ask what event could prove the announcement wrong. Conclude that if success confirms and failure is "deliberate", nothing can refute the narrative any more.
- Measure (15 min). Compare these observations with the site's figures on questions, cross-references and readability. Simple writing, in short sentences and questions, leaves readers to draw the conclusion themselves.
- Rewrite (15 min). Take two vague formulas and try to write a checkable version (who, what, when). Note what disappears: the mystery, the room left to the reader, the impossibility of being proved wrong.
Questions for students
- Why is a rhetorical question harder to contradict than a statement?
- What does "Future proves past" do to the checking of an announcement?
- Q's announced deadlines are often very close. How does that urgency fit with formulas that push proof back to later?
- Why can a text that "lets you search" give readers the feeling of discovering the truth by themselves?
Answer key (teacher)
Answer key. A drop contains on average 1.39 question marks, and 38% of drops contain at least one. A question asserts nothing. It suggests a link that readers make themselves, and for which they cannot hold the author responsible. The glossary defines "Future proves past" as a catchphrase that "allows verification of claims to be deferred indefinitely", and "Disinformation is necessary" as a justification for failed predictions, illustrating the theory's "self-sealing" quality. 8% of drops reference an earlier Q drop, 23% an anonymous post. Q references one of his own drops 387 times, 97% of them the same day. These self-quotations are additions, almost never after-the-fact "proof". The phrase "Future proves past" suggests that Q reposts old drops to show the news confirmed them, yet the references measured are mostly additions posted within the hour. For 129 predictions with a full date, the deadline falls a median of 7 days after the drop, 50% within a week. Urgency keeps expectation alive, and the formula that postpones proof absorbs the failure when the deadline passes. Flesch reading ease is 65, with 7.0 words per sentence on average. Researchers describe this writing as handing interpretation over to readers, who find an active role in it (McIntosh, 2022; Linvill et al., 2021), and describe their "research" as an imitation of the forms of scholarship (Marwick & Partin, 2024).
Caution. Choose the formulas with care, since several glossary entries (for example "Adrenochrome" or "Frazzledrip") describe accusations of crimes against children and should not be handed out without need. Do not turn the session into a decoding game, which would reproduce the very mechanism being studied. If students know these formulas from social media, take it without judgement and bring the discussion back to the writing device.
4. Who talks about whom? Over-representation relative to the news
Upper secondary (social sciences, politics, media literacy), first-year university, 1.5 hours
Goals
- Understand that a raw count of mentions says nothing without a point of comparison.
- Compute and interpret an over-representation ratio.
- Identify the limits of an automatic measure of the news (GDELT) and of an actor dictionary.
Resources
The Actors and News pages, the news_actors.csv and news_countries.csv files in Data and the "News (GDELT)" section of Method. A spreadsheet.
Steps
- Hypotheses (10 min). "Who does Q talk about most?" Students suggest a list, then reveal the most cited actors.
- The raw-count trap (10 min). A sitting president is named everywhere. Being cited a lot does not tell whether Q talks about someone more than the press does. A baseline is needed, here the volume of events that GDELT, a worldwide database drawn from the press, assigns to the same actor.
- Compute (25 min). Using news_actors.csv, compute for a few actors their share of Q's mentions and their share of GDELT, then the ratio (definition on the News page: 1 = as much room in Q as in the news). Compare with the file's over-representation column.
- Read (20 min). Find over- and under-represented actors (for example the U.S. Congress), then do the same for countries. What does the gap between an actor's place in the news and its place in Q's narrative reveal?
- Limits (15 min). List what the measure does not say: GDELT measures media attention and not the importance of events, a pattern dictionary can be wrong, and a correlation does not say who influences whom.
Questions for students
- What does "×15.8" concretely mean? And a ratio below 1?
- Why is over-representation computed "over the same set of actors"?
- The rank correlation between countries is fairly high. What does that say about Q's geography, despite a few very marked exceptions?
- Does being named often by Q say anything about the people named?
Answer key (teacher)
Answer key. The most cited actors are Donald Trump (386), Mainstream media (241), Barack Obama (166), by number of drops. 33% of drops name at least one actor from the dictionary. Relative to world news (GDELT), the actors Q most over-represents are George Soros (×15.8), Hillary Clinton (×8.0), Democratic Party (×3.1). "×15.8" means that this actor's share of Q's mentions is 15.8 times its share of the news volume. Below 1, Q talks about it less than the press does (the U.S. Congress stands at 0.20). Comparing shares over the same set of actors cancels out the difference in size between a corpus of a few thousand posts and a database of millions of events. The rank correlation between the countries Q mentions and their weight in world news is 0.61. The countries cited therefore broadly follow world news, and the sharpest gaps (Haiti, North Korea, Saudi Arabia) point to subjects specific to Q's narrative. The most over-represented people are designated targets of the narrative. A study links support for QAnon to antisemitism (Levin et al., 2022), and the Actors page says it plainly: "Being named by Q says nothing about people: Q accuses without evidence." GDELT measures media attention (The GDELT Project, s.d.). The Granger tests on the News page, reported without correction for multiple comparisons, should be read with care, because a correlation does not say who influences whom.
Caution. The over-represented actors are precisely those the narrative accuses. Name them as targets, never by repeating the accusations, and remind students that these are unfounded. George Soros is a recurring figure in antisemitic narratives, so if the question comes up, address it as such rather than leaving it hanging. Stick to the public actors in the dictionary and do not look for private individuals in the drops.
5. Reading a poll on conspiracy beliefs
Upper secondary (social sciences, media literacy, politics), first-year university, 1 hour
Goals
- Understand that a survey figure depends on the question asked.
- Tell apart support for a movement, agreement with statements, name recognition and curiosity.
- Write a press headline faithful to what a poll measures.
Resources
The "How many followers?" section of State of research, with its references, the "How many people believe in QAnon?" question in the FAQ and the Public interest page (Wikipedia views). Optionally, the original survey reports, linked from the Bibliography.
Steps
- Estimate (5 min). "In your view, what share of Americans believe in QAnon?" Write the answers on the board.
- Three measures (20 min). Give three groups different documents. Group 1: declared support for the movement, around 5 to 8% between 2018 and 2021 (Enders et al., 2022; Uscinski & Enders, 2023). Group 2: agreement with the theory's statements, from 14% in March 2021 to 23% in August 2023 (PRRI, 2021; PRRI, 2023). Group 3: in late 2020, 17% judged the core claim about a paedophile elite to be true (Ipsos, 2020), while only 7% viewed the movement favourably (Schaffner, 2020). Each group states exactly what its figure measures.
- Pool (15 min). Why do these figures differ without contradicting each other? Leads: wording, answering a statement without knowing the movement, combining several statements, the "at least partly" option.
- Measurement and media (10 min). 2020 media coverage often overstated the movement's size (Uscinski, 2022). And what do the Wikipedia views on the Public interest page measure?
- Write (10 min). Write an accurate headline for one of the figures, then a misleading one, and explain the difference.
Questions for students
- How can the same country have both 5 to 8% and 23% "believers"?
- Why can a statement worded without the word "QAnon" gather more agreement than the movement itself?
- Does a sharp rise in views of the "QAnon" Wikipedia article mean a rise in followers?
- What information should a news article give so that readers can judge a poll figure?
Answer key (teacher)
Answer key. The figures do not measure the same thing. Declared support for the "movement" stays low and stable, while agreement with the theory's statements gives more, because one can endorse a claim ("a paedophile elite…") without knowing QAnon or identifying with it, and because combining several statements and the "at least partly" option widen the category (in Germany, 12% subscribe "at least partly" to its narratives (Holnburger et al., 2022)). Both measures are useful, as long as one says which is being quoted. Wikipedia views measure curiosity, not support. The event that most raised curiosity about QAnon on Wikipedia was First widely covered "Q" signs at a Trump rally in Tampa (views ×13.3 the following week). An article should give the polling organisation, the date, the population, the sample size and above all the exact wording of the question. Support relates to the extremity rather than the direction of political views, and to conspiratorial worldviews (Enders et al., 2022).
Caution. Do not have the class answer conspiracy statements, even anonymously, since that would spread the accusations and collect sensitive opinions from minors. To illustrate wording effects, use a neutral subject (two wordings of the same question about the canteen or transport). The figures presented mostly concern the United States, and reception in France remains little studied (Aubry, 2024). Avoid inferring anything about the profile of students or families.
6. A corpus with no certain author: stylometry gives hypotheses, not proof
Final year of upper secondary, first-year university, 1.5 hours
Goals
- Discover the principle of stylometry, which uses function words as a stylistic fingerprint.
- Tell a stylistic break from a change of author.
- Understand why an authorship attribution remains a hypothesis, and what naming someone implies.
Resources
The "Exploratory stylometry" section of Discourse, the "Who wrote it?" part of State of research, the "Who is Q?" question in the FAQ and the forum table in Statistics. For the workshop, two short excerpts (about 300 words each) by two public-domain authors chosen by the teacher, and a third, anonymised excerpt by one of them.
Steps
- Hands-on workshop (25 min). In each of the three excerpts, count a few function words (the, of, and, that, but, not…) and compute their frequency. Does the third excerpt look more like the first or the second? Why do these small words, which authors hardly control, give a style away?
- The site's method (15 min). Drops grouped into chunks of about 1,500 words, frequencies of the 150 most frequent words, Burrows's Delta distance (Burrows, 2002), search for the date that best separates the chunks.
- Read the result (20 min). The best split date, then the five best dates and their scores. The differences are tiny, so the exact date is fragile. Cross-check with the forum table, where the split coincides with the move to a new forum.
- What researchers say (20 min). Several studies conclude there were at least two successive writers (Papasavva et al., 2022; Cafiero & Camps, 2023; OrphAnalytics, 2022). Their authors present the attributions as hypotheses (Storchan, 2022), those concerned deny them (Kirkpatrick, 2022) and linguists discuss the limits (Authier, 2022).
- Debate (10 min). What would it take to go from a hypothesis to proof? What does it mean to publish the name of a presumed author?
Questions for students
- Why does stylometry look at function words rather than content words (nouns, verbs)?
- The site sees a stylistic break when Q changed forum. Give at least three possible explanations other than a change of author.
- Why can the site's analysis name no author, whereas other studies put forward names?
- The corpus itself is not "official". Why is that a problem for attributing a text?
Answer key (teacher)
Answer key. Function words are frequent, little tied to the topic and used without thinking, so their frequency varies little within one author and separates two writers better than vocabulary, which changes with the subject. The sharpest stylistic break in the corpus falls around Nov 25, 2017, when Q moved to 8chan. Other explanations: the platform (format, length, links and images vary from one forum to another, see Statistics), the topic, the type of posts (lists of links, short replies), the very short length of the texts. The site says so: "a change of author and a change of platform cannot be told apart here". It compares the corpus with no texts by candidate authors, so it can detect a break, not name a person. The studies that put forward names compare the drops with texts by suspects, and even then, their authors speak of plausible hypotheses. Finally, aggregator sites disagree on which drops to include (Papasavva et al., 2022), and attributing a corpus whose boundaries are uncertain adds yet another uncertainty.
Caution. Do not name the suspected individuals in class, and do not let the activity turn into an investigation of Q's identity. These attributions are research hypotheses disputed by those concerned, and pointing to someone as the author of a discourse that inspired violence is not a trivial act. For the workshop, never use texts by students or people they know. Use only published, public-domain authors.
Sheets free to reuse and adapt (CC BY 4.0), crediting the source. Figures are those of the online version of the site.