The Evolution of Journalism

Active learning works well for this topic because journalism’s evolution is best understood through direct comparison of real texts. Students engage with primary sources, simulate historical roles, and analyze bias in ways that static lessons cannot match. This hands-on approach builds critical literacy skills while making abstract changes in media formats concrete.

• Year 10
• English
• 3 activities
• 30 min–45 min

Learning Objectives

1. Compare and contrast the typical structure and length of news articles from early 1900s broadsheets with contemporary online news reports.
2. Analyze the use of specific vocabulary and tone in early 1900s journalism and evaluate how it differs from modern journalistic language.
3. Evaluate the impact of technological advancements, such as the internet, on the speed and presentation of news.
4. Critique examples of contemporary digital news for potential bias, considering how it might compare to bias in historical print media.

Inquiry Circle

⏱ 45 min·Small Groups

Inquiry Circle: The News Timeline

Groups are given a news event (e.g., a royal wedding) and reporting on it from 1920, 1970, and 2024. They must identify three key linguistic differences (e.g., sentence length, use of adjectives) and present how the 'voice' of the journalist has changed.

Prepare & details

How has the speed of information delivery changed the structure of news reports?

Facilitation Tip: During the News Timeline, assign each pair a decade and provide one broadsheet article and one digital article from that period to avoid overlap in comparisons.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Simulation Game

⏱ 35 min·Individual

Simulation Game: The Digital Desk

Students are given a 'breaking news' story and must write three versions: a formal broadsheet lead, a punchy tabloid headline, and a 280-character social media post. They then discuss how the 'medium' forced them to change their vocabulary.

Prepare & details

What role does bias play in 'objective' reporting across different eras?

Facilitation Tip: For the Digital Desk simulation, set strict time limits for editing tasks to mirror the fast-paced nature of online journalism.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

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

Gallery Walk

⏱ 30 min·Whole Class

Gallery Walk: Spot the Bias

Display five different reports on the same controversial topic. Students move around with 'bias stickers' (e.g., 'Loaded Language', 'Omission', 'Placement') and label where they see the journalist's perspective influencing the 'facts'.

Prepare & details

In what ways has the vocabulary of journalism become more or less formal over time?

Facilitation Tip: During the Gallery Walk, post bias examples at different stations so students can physically move and annotate them in small groups.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Teaching This Topic

Experienced teachers approach this topic by treating it as a historical and rhetorical study, not just a technical one. Avoid framing digital journalism as inherently inferior or superior to print. Instead, focus on how each format responds to its audience’s needs and the tools available at the time. Use primary sources to ground discussions in evidence rather than opinion.

What to Expect

Successful learning looks like students confidently comparing print and digital news conventions, identifying historical biases in primary sources, and justifying their analyses with specific textual evidence. They should be able to explain how format changes reflect broader shifts in society and technology.

Watch Out for These Misconceptions

Common Misconception

During the News Timeline, watch for students assuming historical journalism was always neutral or unbiased.

What to Teach Instead

During the News Timeline, provide a British Empire broadsheet article and a modern retrospective on the same event. Ask students to highlight language that reveals clear political or colonial perspectives, then discuss how ‘objectivity’ varies by era.

Common Misconception

During the Digital Desk simulation, watch for students dismissing digital news as shallow because it uses hyperlinks or multimedia.

What to Teach Instead

During the Digital Desk simulation, assign a ‘feature hunt’ where students identify three ways hyperlinks, images, or interactive elements add depth to a digital article. Have them compare their findings in a class discussion.

Assessment Ideas

Quick Check

After the News Timeline, provide students with two short news excerpts: one from an early 1900s broadsheet and one from a modern online source, both on a similar topic. Ask them to identify three key differences in vocabulary or sentence structure on an exit ticket.

Discussion Prompt

During the Digital Desk simulation, pose the question: ‘How does the speed of digital news affect the depth and potential bias of reporting compared to print journalism from a century ago?’ Facilitate a class discussion using students’ real-time observations from the simulation.

Peer Assessment

After the Gallery Walk, have students work in pairs to select a contemporary news article and identify its target audience and primary purpose. They then hypothesize how a similar article might have been written for a broadsheet audience in 1920, noting differences in tone and content. Partners provide feedback on the clarity of their hypotheses.

Extensions & Scaffolding

• Challenge students to redesign a modern article as a broadsheet piece, then present their versions to the class.
• Scaffolding: Provide sentence stems for students struggling to articulate differences between formats, such as “The early 1900s article uses ___ language, while the modern one uses ___.”
• Deeper exploration: Have students research how a major historical event (e.g., the Titanic sinking) was reported differently in print vs. digital formats over time.

Key Vocabulary

Broadsheet	A large format newspaper, typically associated with serious news coverage and a formal tone, common in the early 20th century.
Inverted Pyramid	A journalistic writing structure where the most crucial information is presented first, followed by progressively less important details.
Digital News Media	News distributed through online platforms, often characterized by multimedia content, interactivity, and faster updates.
Sensationalism	A style of reporting that emphasizes dramatic or shocking aspects of a story to attract public interest, sometimes at the expense of accuracy or context.
Objectivity	The principle of reporting news without personal bias or opinion, aiming for factual and impartial presentation.