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in the news: activity ideas
Activity Ideas | Related Resources
- Teaching Controversial Issues
Grade Level: 3-5; 6-8
Subject: Professional DevelopmentWhen engaging students in discussion about current events, it is important to allow them to express their feelings through facilitated guidance. Encourage students to be open to diverse ideas, be active and responsive listeners, and submit opinions. A good idea is to create with them a set of discussion guidelines that allows for non-confrontational conversation and promotes a safe space for sharing concerns, fears, anger, and ideas. The complex issues may also cause disagreement. Street Law's Tips for Teaching Controversial Issues can help guide discussion of difficult topics.
Online Resources
Controversial Issues in the Classroom:
http://tep.uoregon.edu/resources/diversity/methods/ ...Teachable Moment: Guidelines for Teachers:
http://www.teachablemoment.org/ideas/teachingcontroversy.htmlTeaching Controversial Issues to Elementary Children:
http://www.esrnational.org/sp/we/uw/controversialissues.htmPrint Resources
Bad Stuff in the News: A Guide To Handling The Headlines by Rabbi Marc Gellman and Monsignor Thomas Hartman
More Recommended Resources
- Different News Sources
Grade Levels: 6-8; 9-12
Subjects: Social StudiesNews stories may be presented differently by various news sources. Record a television news program covering national and/or international stories. Have students make a list of stories that were covered and the time devoted to each. Record a radio news broadcast and examine a newspaper. Look for the same stories covered by the newspaper.
Compare the coverage of the same story in each of these three news sources. Compare and contrast some of the characteristics you notice for each source.
More and more peple get their news from the Internet. Visit an Internet news site and look for the same stories there. Be sure to look on web sites produced by the same compnaies who produced the television, radio, and newspapers you analayzed.
Compare these Internet sites with television, radio, and newspaper reports. How did the news on the Internet differ and resemble that on the other news sources? What were the types of media available in the Internet? Which had the most in-depth coverage? Which had the best summary of the story or event? Generally, which news source best explains the issues? Why?
Online Resources
Online NewsHour:
http://www.pbs.org/newshour/MSNBC:
http://www.msnbc.comABC News:
http://www.abcnews.comCBS News:
http://www.cbsnews.comCNN:
http://www.cnn.comPBS Lesson Plans/Activities
NewsHour Extra: Teacher Resources:
More Recommended Resources
http://www.pbs.org/newshour/extra/teachers/index.html
- How News Affects Our World
Grade Level: 6-8; 9-12
Subjects: Social StudiesSome news stories change the world through cause and effect relationships that affect our lives in many ways. Once such event were the terrorist attacks on September 11, 2001. Many of the major news stories over the past five years have somehow been related to 9/11 and the "war on terrorism." Brainstorm with students to create a list of current events and issues that relate to this topic. Be sure the list covers world politics, health and safety, the economy and immigration.
Have students choose one of these topics and use web resources, magazines, newspapers, and your media center's periodical database to learn more about these issues. They might develop timelines to show the developments in their topic since 9/11.
Finally, students may share what they've learned with their classmates and explore how their topic relates to terrorism. As topics are presented, students could use graphic organizers to show how these topics are connected.
Online Resources
Frontline:
More Recommended Resources
http://www.pbs.org/wgbh/pages/frontline
- Fueling the News
Grade Level: 9-12
Subject: Social Studies; Science & Technology; Reading & Language ArtsNowadays, the news frequently features stories on US energy needs, especially with the recent rising oil prices. Some Americans believe there is an energy crisis and that the United States needs to use domestic resources to develop energy -- even if it requires some damage to the environment. Other disagree. The issue is complex and multi-faceted, but students can achieve a solid understanding of it through a debate.
Have students use Internet resources, newspapers, magazines, etc. to gather some background on the issue. They should consider the following questions:
- What parts of the country are being most affected by the rise in energy costs?
- What people or groups are for and against the plan to tap into our wildlife refueges to develop energy resources?
- What are the consequences of continuing to rely on other countries for oil?
Students should use their new knowledge to take a position on the issue. Divide the class into two groups: those who are in favor of oil exploration in Alaska's Arctic National Wildlife Refuge and those opposing that plan. As they prepare thier arguments, students should be reminded to anticipate their opponents points, to articulate rebuttals, and to rely on experts' opinions to support arguments.
Debating requires research, preparation, and skill! Students can learn about how to prepare for and participate in a debate from a number of online resources.
Online Resources
NewsHour: Energy and the Environment:
http://www.pbs.org/newshour/bb/environment/energyNewsHour: Drilling in Alaska:
http://www.pbs.org/newshour/bb/environment/jan-june02/alaska_4-17.htmlNOW: Pain at the Pump:
http://www.pbs.org/now/science/gasprices05.htmlEnvironment News Service:
http://www.ens-newswire.com/Sierra Club: Bush Energy Plan:
http://www.sierraclub.org/energy/bush_planAlliance for Energy and Economic Growth:
http://www.yourenergyfuture.org/index.htmPrint Resources
New Approaches on Energy and the Environment: Policy Advice for the President by Richard D. Morgenstern and Paul Portney
More Recommended Resources
Published: June 2006