Civics & Citizenship · Year 9

Active learning ideas

Fake News & Misinformation

Active learning works for this topic because misinformation spreads through social interaction, so classroom discussions and role-plays mirror real-world patterns. When students create campaigns or debate cases, they practice skills they will use outside school, making learning stick.

• ACARA Content Descriptions
• AC9C9K04
• AC9C9S02

• 35–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Jigsaw
• 50 min · Small Groups

Jigsaw: Media Spread Mechanisms

Divide class into expert groups on algorithms, echo chambers, bots, and virality. Each group researches one mechanism using provided articles, then reforms into mixed groups to teach and discuss. Groups create a shared infographic summarizing findings.

Explain the mechanisms by which fake news spreads online.

Facilitation Tip

During the Jigsaw Protocol, assign each expert group one mechanism (algorithm, echo chamber, viral sharing) and require them to prepare a 60-second explanation with one real example.

What to look for

Provide students with two contrasting news headlines, one from a reputable source and one from a known misinformation site. Ask them to write down three specific indicators they used to determine which headline was more credible and why.

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

Activity 02

• Project-Based Learning
• 45 min · Whole Class

Fishbowl Debate: Misinfo vs Propaganda

Inner circle debates impacts on democracy; outer circle notes evidence and bias. Switch roles after 15 minutes. Conclude with whole-class vote on strongest arguments and reflection on source reliability.

Compare the impact of misinformation on democratic processes with traditional forms of propaganda.

Facilitation Tip

In the Fishbowl Debate, ask the inner circle to reference specific historical propaganda examples before comparing them to current misinformation tactics.

What to look for

Pose the question: 'How might the spread of fake news about climate change impact Australia's participation in international environmental agreements?' Facilitate a class discussion, encouraging students to cite specific examples of misinformation and its potential consequences.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 03

• Project-Based Learning
• 60 min · Pairs

Campaign Design Sprint: Peer Education

Pairs brainstorm a social media campaign with posters, videos, or memes to combat fake news. Test drafts on classmates for feedback, then refine based on peer input. Present top three to class.

Design a campaign to educate peers on identifying and combating fake news.

Facilitation Tip

For the Campaign Design Sprint, provide a template slide with sections for target audience, key message, and three proposed tactics to keep teams focused on practical plans.

What to look for

Students will present a brief outline of their anti-fake news campaign. Peers will use a rubric to assess the campaign's clarity, target audience appropriateness, and proposed methods for educating others. The rubric will include questions like: 'Is the campaign's message clear?' and 'Are the proposed educational strategies practical?'

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 04

• Project-Based Learning
• 35 min · Small Groups

Fact-Check Relay: Real Examples

Teams race to fact-check headlines from current news using reliable sites. Pass baton after verifying one claim. Debrief on common red flags and reliable tools.

Explain the mechanisms by which fake news spreads online.

What to look for

Provide students with two contrasting news headlines, one from a reputable source and one from a known misinformation site. Ask them to write down three specific indicators they used to determine which headline was more credible and why.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

A few notes on teaching this unit

Teachers should model verification habits by live-checking sources during debates and campaigns. Avoid presenting misinformation examples without immediate fact-checks, as this can reinforce false claims. Research shows that role-playing sharing scenarios builds resistance to manipulation better than lectures alone.

Successful learning looks like students confidently explaining how algorithms and echo chambers spread misinformation and designing campaigns that clearly communicate fact-checking steps to peers. They should also compare modern misinformation to historical propaganda using specific examples.

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Watch Out for These Misconceptions

• During Jigsaw Protocol, watch for students assuming all social media posts from trusted friends are accurate.

  In the Jigsaw groups, have students analyze a shared post from a fictional friend that includes algorithmic bias or confirmation bias prompts written on sticky notes.

• During Fishbowl Debate, watch for students believing fake news only affects personal beliefs, not civic outcomes.

  Provide Australian election case studies as debate prompts, asking groups to map misinformation’s path from social media to policy impact before arguing its broader effects.

• During Campaign Design Sprint, watch for students equating biased stories with fake news without distinguishing opinion from falsehood.

  Include a sorting activity in the sprint where students categorize real articles as news, opinion, or misinformation before drafting campaign messages.

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Methods used in this brief

• Jigsaw
• Project-Based Learning