Civics & Citizenship · Year 5

Active learning ideas

Media and Political Influence

Active learning works for Media and Political Influence because students need to experience media bias firsthand rather than just read about it. When students create, analyze, and debate their own examples, they develop critical habits that theory alone cannot build.

• ACARA Content Descriptions
• AC9HASS5K03
• AC9HASS5S05

• 35–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Jigsaw
• 45 min · Small Groups

Jigsaw: Media Influences

Divide students into expert groups to research one media type (TV news, newspapers, social media, online videos) and its political impact. Each expert then joins a new home group to teach findings and discuss combined influences. Conclude with a class chart of key examples.

Analyze how media coverage can influence public perception of political issues.

Facilitation Tip

In Jigsaw Research, assign each expert group a different media type (radio, newspaper, social media) to focus their analysis on specific formats.

What to look for

Present students with two different news headlines about the same political event. Ask them to write down one word that describes how the headlines make them feel and one question they have about the event.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 02

• Case Study Analysis
• 35 min · Pairs

Fake News Detective: Checklist Challenge

Provide pairs with mixed real and fake news articles on political topics. Pairs use a checklist (source credibility, evidence, bias indicators) to classify each. Groups share verdicts and evidence in a whole-class debrief.

Evaluate the responsibilities of journalists in a democratic society.

Facilitation Tip

For Fake News Detective, provide students with a checklist that includes checking author credentials and looking for loaded vocabulary in headlines.

What to look for

Pose the question: 'If a journalist reports something that turns out to be untrue, what should happen next?' Facilitate a class discussion, guiding students to consider journalistic responsibility and the impact of errors.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 03

• Case Study Analysis
• 40 min · Pairs

Bias Debate Carousel: Hot Topics

Post statements on political issues with biased media quotes. Pairs rotate to four stations, debate agreements, and note influences on opinion. Regroup to vote on most persuasive media example.

Predict the impact of 'fake news' and misinformation on electoral processes.

Facilitation Tip

During Bias Debate Carousel, rotate groups every 3 minutes so they encounter multiple perspectives on the same topic before forming their debate stance.

What to look for

On a slip of paper, have students write one example of a social media post that could be considered misinformation and one reason why it might influence someone's opinion.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 04

• Case Study Analysis
• 50 min · Small Groups

Journalist Role-Play: Balanced Report

Small groups select a current event, assign roles (reporter, editor, fact-checker), and create a short balanced news script or poster. Present to class for peer feedback on fairness and accuracy.

Analyze how media coverage can influence public perception of political issues.

Facilitation Tip

In Journalist Role-Play, give each student a role card with a specific political stance to uphold while still aiming for balance in their report.

What to look for

Present students with two different news headlines about the same political event. Ask them to write down one word that describes how the headlines make them feel and one question they have about the event.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

A few notes on teaching this unit

Teachers should model skepticism by openly questioning sources in front of students, making their own verification process visible. Avoid presenting media as either entirely trustworthy or entirely unreliable. Instead, guide students to weigh evidence and context systematically. Research shows that when students practice checking sources in low-stakes activities, they transfer these habits to real-world situations more effectively.

Successful learning looks like students confidently identifying bias, questioning sources, and explaining how media shapes opinions. They should move from passive consumers to active evaluators of information, using evidence to support their conclusions.

---

Watch Out for These Misconceptions

• During Jigsaw Research, some students may assume all sources in the same media type share the same bias.

  Use the jigsaw structure to assign different outlets within the same media type, then have groups compare how even similar formats can present opposing views on the same event.

• During Fake News Detective, students may think misinformation is always shared by people who know it is false.

  Use the checklist to highlight how shared posts often mix truth with emotional appeals, showing students that even well-intentioned sharers can spread misinformation without realizing it.

• During Journalist Role-Play, students may believe a balanced report requires including every detail equally.

  Focus on prioritization by having students select the most relevant facts for their audience, using the role-play to demonstrate how emphasis shapes perception without fabricating information.

---

Methods used in this brief

• Jigsaw
• Case Study Analysis