The problem of police brutality in Black and Brown communities has become a very frustrating issue. Part of the reason for exasperation lies with the fact that the country is divided when it comes to the notion of responsible policing. This became apparent when the "Black Lives Matter" movement was quickly met by obstinate supporters of police officers, rebelliously retorting chants of "All Lives Matter" and "Blue Lives Matter." The events relating to these movements publicized through media outlets raised the following question: How do educators teach students how to cut through the emotional trauma of harrowing stories in order to find credible information? Part of the answer is to help students detect distorted ideas about police brutality that pervade media coverage. Some of the stories covering the issue of police brutality have contained misleading viewpoints even when the journalists appear to be citing reputable research on the topic (Simon, 2016). This article describes a teaching strategy that features one such article. This lesson requires students to complete several tasks: first, they must read the article as a homework assignment, they must then deconstruct the article's coverage for misleading ideas, and finally they must critique a social media post while participating in a media literacy exercise. Once the students are finished, they should be able to demonstrate competency in detecting misleading media themes and be able to judge the credibility of research studies. This article explains in detail how to reach these learning goals with college students at the undergraduate level.