In the age of streaming services and social media, students are exposed to an unprecedented volume of information presented as factual, much of which is incomplete, biased, or inaccurate. Documentaries addressing environmental, wildlife, animal welfare, and agricultural topics are increasingly popular, yet they often blur the line between education and advocacy. To address this challenge, I developed an undergraduate general education course open to students across campus that centers on the art, ethics, and critical evaluation of documentary media. Rather than avoiding films that may be considered controversial at best or propaganda at worst, this course engages them directly. Students view documentaries; analyze messaging and editing choices; explore storytelling techniques; examine whose voices are amplified or omitted; and evaluate credibility, evidence, and purpose. Media literacy skills are practiced collaboratively through guided discussion, structured activities, and engagement with guest experts from relevant fields. These critical evaluation practices extend beyond documentaries to include reality television, news media, social media content, and messaging from celebrities and influencers. The course also addresses emerging concerns related to artificial intelligence, including the growing risks posed by deepfakes and AI-generated misinformation that impact animal industries and animal welfare. Throughout the course, students are positioned as evaluators rather than passive observers. By providing tools to question and assess media across these platforms, this course fosters skepticism and promotes confidence in being a savvy media consumer. Many students have left feeling they have gained the skills to ask informed questions and critically engage with media they encounter beyond the classroom. This presentation explores the structure of the course and advocates for transparency and intentional engagement with controversial media as a powerful teaching tool.