HASS · Year 10

Active learning ideas

Athletes and Social Justice

Active learning works for this topic because students need to see algorithms and identity performances as dynamic forces, not abstract concepts. When they dissect real feeds or role-play digital personas, they grasp how platforms shape perception in ways that feel personal but are actually engineered.

• ACARA Content Descriptions
• AC9H10K11

• 50–75 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Formal Debate
• 60 min · Whole Class

Formal Debate: Athlete Activism - A Force for Good?

Divide students into two groups to debate the proposition: 'Athlete activism is a net positive for society.' Students research arguments and counterarguments, presenting their cases and engaging in rebuttal. This fosters critical thinking and persuasive communication skills.

Analyze how athletes can effectively use their public platform for social change.

Facilitation Tip

During Collaborative Investigation, assign groups one platform feature (like 'For You' or 'Explore') to trace how content selection changes over time.

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

Activity 02

• Case Study Analysis
• 75 min · Small Groups

Case Study Analysis: Athlete Advocacy in Action

Provide small groups with case studies of specific Australian athletes who have engaged in social justice advocacy. Students analyze the issue, the athlete's strategy, the outcomes, and potential criticisms. They then present their findings to the class.

Explain the risks and rewards associated with athlete activism.

Facilitation Tip

For Structured Debate, provide a one-page role sheet with arguments for and against athlete activism to keep students grounded in evidence.

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

Activity 03

• Case Study Analysis
• 50 min · Small Groups

Role-Play: Athlete Media Conference

Students role-play an athlete holding a press conference to announce their stance on a social justice issue. Others play journalists, asking probing questions about their motivations, risks, and expected impact. This simulates real-world scenarios.

Compare the impact of athlete activism in Australia to global examples.

Facilitation Tip

In Think-Pair-Share, limit the first 'think' to 30 seconds of silent reflection to prevent students from rehearsing performative responses.

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

A few notes on teaching this unit

Start with the myth that 'feedback bubbles are neutral'—students assume algorithms show them 'the truth.' Use peer comparison activities to expose how feeds diverge based on prior engagement. Avoid framing social media as inherently good or bad; instead, teach students to audit their own patterns. Research shows that when students simulate algorithmic decisions, they better understand manipulation tactics.

Successful learning looks like students moving from vague discomfort about 'social media' to concrete questions about data use, bias, and personal responsibility. They should articulate how algorithms curate content differently for individuals and why identity performance is both empowering and risky.

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Watch Out for These Misconceptions

• During Collaborative Investigation: Students think 'social media is free to use.'

  During Collaborative Investigation, direct students to the 'Terms of Service' snippet in their packet and ask them to highlight phrases about data usage and advertising revenue. Have each group present one clause that reveals the trade-off in 'free' apps.

• During Think-Pair-Share, students assume 'what I see on my feed is what everyone else is seeing.'

  During Think-Pair-Share, have students screenshot their feeds before the activity and swap phones to compare how two classmates view the same trending athlete post. Ask them to note differences in captions, comments, and recommended content.

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Methods used in this brief

• Formal Debate
• Case Study Analysis