Civics & Citizenship · Year 7

Active learning ideas

The Role of the Media in Elections

Active learning works for this topic because students need to experience bias and framing firsthand to truly understand media influence. Watching a teacher explain bias is different from spotting it in a headline yourself. Simulations and debates let students test their own assumptions about media power in real election scenarios.

• ACARA Content Descriptions
• AC9C7K03
• AC9C7S01

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Jigsaw
• 45 min · Small Groups

Jigsaw: Media Influence Experts

Assign small groups one media type (TV news, newspapers, social media, radio). Provide samples from Australian elections for analysis of bias and impact. Groups prepare 2-minute teach-backs, then share with the class via rotation.

Analyze how media coverage can shape public opinion during an election.

Facilitation Tip

During the Jigsaw Strategy, assign each expert group a different media type (TV, radio, newspapers, social media) so students analyze how framing varies by platform.

What to look for

Provide students with two short news excerpts about the same election issue, one from a clearly biased source and one from a more objective source. Ask students to identify one sentence from each excerpt that demonstrates its bias or objectivity and explain their reasoning.

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

Activity 02

• Case Study Analysis
• 30 min · Pairs

Headline Sort: Fact vs Bias Challenge

Print 20 election headlines on cards. In pairs, students sort into 'fact', 'opinion', or 'misinformation' piles, justifying choices with evidence. Follow with whole-class tally and discussion of patterns.

Differentiate between objective reporting and biased commentary in political news.

Facilitation Tip

For the Headline Sort activity, provide a mix of real and altered headlines to ensure students practice spotting loaded language and selective facts.

What to look for

Pose the question: 'How might a social media post that goes viral, even if it contains some inaccuracies, impact how people vote in an election?' Facilitate a class discussion where students share examples and consider the speed and reach of online information.

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

Activity 03

• Simulation Game
• 50 min · Whole Class

Simulation Game: Social Media Spread

Create a class 'feed' on butcher paper. Students post mock election updates (some true, some false) and vote/react with stickers. Trace how content spreads, then debrief on algorithms and echo chambers.

Evaluate the impact of social media on the spread of political information and misinformation.

Facilitation Tip

In the Social Media Spread simulation, give students two minutes to craft a post about the same campaign event to observe how tone and content affect engagement rates.

What to look for

Ask students to write down one example of how traditional media (e.g., TV news, newspaper) and one example of how social media might influence a voter's decision during an Australian election. They should briefly explain the influence in each case.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 04

• Case Study Analysis
• 40 min · Pairs

Bias Debate Pairs: Article Showdown

Provide two articles on the same election issue from different outlets. Pairs argue which shows more bias, citing language and omissions. Switch roles midway for balanced practice.

Analyze how media coverage can shape public opinion during an election.

What to look for

Provide students with two short news excerpts about the same election issue, one from a clearly biased source and one from a more objective source. Ask students to identify one sentence from each excerpt that demonstrates its bias or objectivity and explain their reasoning.

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

A few notes on teaching this unit

Teachers should focus on concrete examples rather than abstract concepts to help students grasp media influence. Use recent Australian election materials to make the content relevant and engaging. Avoid lectures about bias—instead, let students discover it through analysis and discussion.

Successful learning looks like students confidently distinguishing facts from opinions, explaining how framing shapes perception, and recognizing the role of algorithms in spreading information. They should articulate specific examples from recent Australian campaigns and discuss the impact of misinformation in small groups.

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Watch Out for These Misconceptions

• During Headline Sort: Fact vs Bias Challenge, students might assume all headlines without clear bias are neutral.

  During Headline Sort, circulate the room and ask groups to explain why they placed a headline in the "neutral" column, prompting them to identify subtle framing cues like word choice or omission.

• During Simulation Game: Social Media Spread, students may believe viral posts are always true because they are shared widely.

  During Simulation Game, after the activity, ask students to compare their group’s post with the one that received the most likes, discussing why engagement doesn’t equal accuracy.

• During Bias Debate Pairs: Article Showdown, students may think media only influences voters who are already undecided.

  During Bias Debate Pairs, after the debate, ask students to reflect on how their own opinions shifted or reinforced during the activity, highlighting framing effects on committed voters.

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Methods used in this brief

• Jigsaw
• Case Study Analysis
• Simulation Game