Who Creates Our News?

Active learning helps students move beyond passive consumption of news to examine how stories are shaped by human decisions. When learners compare real examples side by side or create their own news, they see firsthand how choices in language, images, and coverage reflect values and priorities of creators. This hands-on approach builds critical thinking skills that text alone cannot match.

• JC 1
• English Language
• 4 activities
• 20 min–50 min

Learning Objectives

1. Analyze news reports from three different sources on a single current event, identifying variations in language, emphasis, and imagery.
2. Evaluate the potential bias of a news article by examining the author's background, publication's ownership, and stated editorial stance.
3. Compare and contrast the framing of a political issue in two online news articles, citing specific word choices and omissions.
4. Explain the role of journalists, editors, and media owners in shaping the news narrative.
5. Identify the primary news sources used by classmates and articulate potential reasons for their preferences.

⏱ 30 min·Pairs

Pair Comparison: Same Story, Different Sources

Provide pairs with the same news event from two sources, like a newspaper and an online site. Students highlight differences in headlines, facts selected, and tone. They discuss in 5 minutes why creators might choose those elements.

Prepare & details

Where do I get my news from?

Facilitation Tip: During Pair Comparison, provide articles on the same event from sources with known editorial leanings to ensure clear differences emerge for analysis.

⏱ 45 min·Small Groups

Group Simulation: Create Your News

In small groups, assign roles: journalist, editor, owner. Groups cover a neutral event but adapt it per role instructions on bias. Present to class and explain choices.

Prepare & details

Who are the people who create news stories?

Facilitation Tip: In Create Your News, set a strict 15-minute deadline to keep the simulation focused and force students to make deliberate choices about what to include.

⏱ 20 min·Whole Class

Whole Class Hunt: Track Your Sources

Students list their top three news sources and note creators if possible. Class compiles on board, votes on reliability, and debates influences.

Prepare & details

How might different news sources present the same story differently?

Facilitation Tip: For Track Your Sources, start with a class-created list of common news sources students already use, then guide them to find and record the creators behind those sources.

⏱ 50 min·Individual

Individual Audit: News Diary

Over a week, students log daily news intake, noting source and creator. In class, share patterns and reflect on variety.

Prepare & details

Where do I get my news from?

Facilitation Tip: Use the News Diary to model reflective writing by sharing your own media habits first, then have students respond with personal examples.

Teaching This Topic

Teach this topic by starting with what students already know: their daily news habits. Use that as a foundation to challenge assumptions through structured comparisons and role-play. Avoid lecturing about bias; instead, let students uncover it through their own observations and discussions. Research shows that when students actively identify bias themselves, their understanding lasts longer than when it is explained to them.

What to Expect

Students will recognize that news is constructed, not discovered, and identify the roles of journalists, editors, and owners in shaping what we read and see. They will compare sources, articulate differences in coverage, and reflect on their own media habits with greater awareness and skepticism.

Watch Out for These Misconceptions

Common Misconception

During Pair Comparison, students may assume all news sources report the same facts objectively.

What to Teach Instead

Hand out two articles about the same event from sources with different editorial perspectives. Ask students to highlight factual statements in one color and subjective language in another, then discuss how these choices shape the reader's understanding.

Common Misconception

During Group Hunt: Track Your Sources, students may believe online news is always more current and trustworthy than traditional media.

What to Teach Instead

Provide a list of online news sources and have groups research the ownership and verification processes of each. Ask them to present one finding about credibility and one about timeliness for each source.

Common Misconception

During Create Your News, students may think journalists alone decide what news we see.

What to Teach Instead

During the simulation, assign specific roles (journalist, editor, owner) and give each a set of priorities (e.g., accuracy, speed, profit). After the simulation, have students reflect on how these roles conflicted and influenced the final story.

Assessment Ideas

Exit Ticket

After Pair Comparison, provide two short news excerpts about the same event from different sources. Ask students to write one sentence identifying a key difference in how the event is presented and one question they have about the creators of one of the articles.

Discussion Prompt

After Create Your News, pose the question: 'If you were starting a new online news site today, what would be your top three priorities in deciding what news to cover and how to report it?' Facilitate a brief class discussion, encouraging students to justify their choices based on concepts of audience, accuracy, and influence.

Quick Check

During Whole Class Hunt: Track Your Sources, show students a headline and a short paragraph from a news story. Ask them to identify one word or phrase that might suggest a particular bias and explain their reasoning in a single sentence.

Extensions & Scaffolding

• Challenge students to rewrite a news article from one source using the editorial stance of another, then present their versions in a gallery walk for peer feedback.
• Scaffolding: Provide a partially completed News Diary template with sentence starters for students who struggle to articulate their media habits.
• Deeper exploration: Invite a local journalist or media literacy expert to discuss how they balance speed, accuracy, and audience expectations in their work.

Key Vocabulary

News Outlet	A company or organization that produces and distributes news, such as a television station, newspaper, or website.
Journalist	A person who researches, writes, and reports on news stories for publication or broadcast.
Editor	A person responsible for overseeing the content of a news publication, making decisions about what to include and how it is presented.
Bias	A prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. In news, this can influence story selection and presentation.
Framing	The way a news story is presented, including the angle taken, the language used, and the context provided, which can influence how audiences understand the issue.