Close Menu
Media Literacy

Use ‘War of the Worlds’ to Teach Media Literacy

This classroom activity features the classic 1938 “War of the Worlds” radio broadcast, which will help your students focus on their role as media consumers - and perhaps even get them into the Halloween spirit!

By Amanda Hendrey, Newseum Education intern
Orson Welles

Orson Welles (Associated Press)

Originally published Oct. 29, 2014; updated Oct. 22, 2016

Imagine turning on your radio one normal Sunday night and hearing an announcer exclaim: “Ladies and gentleman, this is the most terrifying thing I have ever witnessed! … Those strange beings who landed in the Jersey farmlands tonight are the vanguard of an invading army.”

That is exactly what happened to the unsuspecting listeners of the CBS’s “Mercury Theater on the Air” radio program on Oct. 30, 1938. The result: mass panic across the nation. Many New Jersey listeners fled their homes, trying to escape the invading aliens.

Listen to “War of the Worlds” here!

In 1938, there were two main radio shows that competed for listeners during the prime 8 p.m. Sunday time slot: Orson Welles’ “Mercury Theater on the Air” and “Chase and Sanborn Hour.”  Welles wanted to pull listeners from his competition so he turned to his theater background for the Halloween show.  He worked with the CBS staff to adapt H.G. Wells’s science fiction novel “War of the Worlds” for radio, updating the setting and shortening the plot.

At the beginning of the show, Welles announced that the following broadcast would be an adaption of the novel. However, most listeners tuned into “Mercury Theater on the Air” during the musical break of “Chase and Sanborn Hour.” They missed the announcement and only heard the terrifying breaking news bulletins of “eyewitness accounts” of creatures with heat ray weapons and interviews with “government experts” describing mass destruction.  These reports, combined with the sounds of clanking metal and a screaming crowd, made the experience extremely realistic — and upsetting — for listeners.

Within hours, though, listeners realized the report was a hoax and were outraged. Many tried to sue the radio station, but no law had been broken.  It was a hard lesson in not believing everything you hear on the radio.

For the classroom

While listening to the broadcast, use the consumer’s questions to analyze “War of the Worlds.”

  • Who made this?
  • Why was this made?
  • How is the information sourced?
  • When was this made?
  • What is this missing?
  • Where do I go from here?

Questions for further discussion:

  • Did CBS have an ethical obligation to consider potential distress to listeners before broadcasting “War of the Worlds?” Why or why not?
  • What tools and strategies did Welles’ use to make the “news report” realistic?
  • After the program aired, critics called for federal censorship of radio scripts. Others advocated self-regulation by the broadcast industry. What are arguments for and against each position?
  • Have you ever been fooled by a fake news report? What tools and strategies did the media producers use? How are they similar to and different from the tools and strategies Welles used?

HN-1938-002101 War of Worlds - featureExtension activity:

Stay Connected with NewseumED


Incorporate NewseumED resources in your classroom or enrich your research project with rare, hi-res primary sources.

EDClasses & Training

Request a class or workshop to get personalized instruction from Newseum Education staff.


Dive into specially curated collections of primary sources and lessons on civil rights, women's suffrage and more.

  • The primary and secondary resources are totally awesome!”

    Hassan Mims Social Studies, Grades 9-12
  • The Newseum is a unique experience. It connects real world events to the heart of each individual.”

    Jane Peterson English, Grade 8
  • All the content from NewseumED is high quality and fully accessible for my students. That makes it invaluable!”

    Shay Taylor Education Technology Specialist, Grades 9-12 and college