This lesson plan looks at why some people are willing to talk to an investigative journalist and why some won’t.
It is based on the article ‘Why would anyone talk to a journalist?‘ by Don Ray, which we recommend you read before adapting this lesson plan for your own purposes.
Learning objective
Students will analyse various motivations for why individuals might choose to speak with journalists. They will evaluate these motivations to understand the complexities and challenges faced by investigative journalists in obtaining information.
- Student-facing objective: By the end of this lesson the student will be able to identify and assess different reasons why people might talk to journalists and understand the challenges journalists face in interviews.
- Standards: This lesson teaches journalists why some people will open up in an interview and why some people won’t talk.
Learning activities
Warm-up
Begin with a brief discussion prompt: “Think of a time when you shared personal information with someone. What motivated you to do so?” Allow students a minute to reflect silently. Then, ask them to share their thoughts with a partner. After a few minutes, invite a few students to share their insights with the class. This activity primes students to consider personal motivations, setting the stage for exploring why individuals might talk to journalists.
Direct instruction
- Introduce motivations: Present a list of potential reasons why individuals might talk to journalists. Use real-world examples to illustrate each motivation. For instance, discuss a public figure who spoke to the media to set the record straight or a whistleblower who revealed information due to a strong belief in their cause. Encourage students to think critically about these motivations and how they might influence the interview process.
- Analyse motivations: Divide students into small groups. Assign each group a different motivation from the list. Instruct them to analyse their assigned motivation, considering factors such as emotional state, potential benefits, and risks involved. Have each group present their findings to the class, highlighting key insights and any real-world examples they discovered.
- Discuss challenges: Lead a class discussion on the challenges journalists face when interviewing individuals with different motivations. Use examples from investigative journalism to illustrate these challenges. Discuss strategies journalists might use to encourage openness, such as building trust or demonstrating empathy. Encourage students to consider how understanding motivations can lead tosd more effective interviews.
Guided practice
Think, Pair, Share: Guide students through a structured reflection on motivations for speaking to journalists.
- Think: Ask students to individually reflect on a scenario where they might choose to speak to a journalist. Encourage them to consider personal motivations and potential outcomes.
- Pair: Have students pair up to discuss their reflections. Instruct them to identify common themes or differences in their motivations.
- Share: Invite pairs to share their insights with the class. Facilitate a discussion on the variety of motivations and how they might impact the journalist’s approach.
- Connect: Encourage students to connect their personal insights with the motivations discussed in the direct instruction. Highlight how understanding these motivations can aid journalists in interviews.
- Reflect: Conclude with a brief reflection on how this understanding can help journalists navigate interviews more effectively.
Independent practice
- Scenario analysis: Provide students with a set of scenarios where individuals might choose to speak to a journalist. Ask them to analyze each scenario, identifying the potential motivations and challenges involved. Encourage them to consider how a journalist might approach each situation to encourage openness.
- Role-playing exercise: Have students pair up and role-play an interview between a journalist and an individual with a specific motivation. One student acts as the journalist, while the other takes on the role of the interviewee. After the role-play, have them switch roles. Encourage students to use strategies discussed in class to build trust and encourage openness.
- Reflection journal: Instruct students to write a brief reflection in their journals about what they learned from the role-playing exercise. Ask them to consider how understanding motivations can improve their interviewing skills and the quality of information obtained.
- Practice exercise: Direct students to complete a related exercise on identifying motivations and challenges in interviews.
Assignment
Ask students these questions:
- What is one reason someone might choose to speak to a journalist?
- How can understanding a person’s motivation help a journalist during an interview?
- What’s one question you still have from today’s lesson?
Suggested answers:
- Suggested answer to Question 1: To set the record straight or defend themselves.
- Suggested answer to Question 2: It helps tailor the approach to build trust and encourage openness.
Teacher resources
Differentiation guide
- Advanced learners: Encourage deeper analysis by having students explore complex motivations, such as hidden agendas or psychological factors. Assign them to research real-world cases where these motivations played a significant role. Challenge them to present their findings, focusing on how journalists navigated these complexities.
- Striving learners: Simplify the list of motivations. Focus on the most straightforward reasons, such as setting the record straight or defending oneself. Use role-play to reinforce understanding, providing clear examples and structured guidance. Pair them with peers for collaborative learning and support.
- Recommended reading: This lesson plan is based on the article ‘Why would anyone talk to a journalist?‘ by Don Ray, which we recommend you read before adapting this lesson plan for your own purposes.
Notable definitions
- Motivation: The reason or reasons one has for acting or behaving in a particular way, especially in the context of speaking to a journalist.
- Interviewee: A person who is being interviewed, particularly by a journalist, to provide information or insights.
- Empathy: The ability to understand and share the feelings of another, which can be crucial for journalists to build trust and encourage openness during interviews.
Required materials
- Whiteboard and markers
- Projector and screen
- Printed list of motivations for speaking to journalists
- Scenario cards for role-playing exercises
- Reflection journals or notebooks
- Access to online resources for additional research (optional)
Lesson summary
- Warm-up
- Direct instruction
- Guided practice
- Independent practice
- Assignment
The free teaching tools at the Khan Academy were used in the production of this lesson plan.
