Fillable Current Events Teacher Checklist Facing History Current Events Teacher Checklist

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Current Events Teacher Checklist Facing History Current Events Teacher Checklist

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WHAT ARE MY GOALS?
We believe that the goal of studying current events is more than helping students know what is going on
in the world. More importantly, it is about developing in students the capacity to reflect and deliberate on
today’s world within a group that might be more diverse than they encounter outside the classroom.
From this practice, students can develop the skil
ls and dispositions they need to be thoughtful
participants in society.
Wha
t do you want your students to learn from engaging with current events?
My goals when teaching current events are:
HOW DO I CHOOSE WHICH STORIES AND ISSUES TO ADDRESS?
This checklist offers a toolbox of strategies that you can use to address events of any type. Many teachers
choose news stories to bring into their classrooms that relate directly to their curriculum. Many also give
students the opportunity to take the lead in deciding which events to discuss. Regardless of whether or
not students take the lead, we believe it is important to listen carefully to students to learn what stories
and issues are affecting them directly or are on their minds.
On our
Current Events page, we highlight issues and events that relate to core themes of Facing History
and Ourselves, including identity and belonging, civic participation, the fragility of democracy, historical
legacy and memory, racial justice, discrimination, bigotry, and genocide. Check the page regularly for
new current events stories and activities or sign up below to stay updated.
What issues are especially relevant in your school and local community?
Some issues that matter to my students and resonate in our school and local community:
PLAN AHEAD WITH OUR TEACHER CHECKLIST
HOW OFTEN WILL I DISCUSS CURRENT EVENTS WITH MY CLASS?
Our research suggests that teachers who incorporate current events into their classes most often spend
about a half class period each week doing so. We recognize it can be hard both to prioritize current
events and to find the time to fit it into the limited class time you have with your students. Regardless of
how much time you are able to devote to current events, we recommend protecting that time
and
e
stablishing routines to minimize the amount of extra planning it requires. Also keep in mind t
hat some
news stories may impact students more than others, and that occasionally it will be important to spend
additional time helping students reflect on and discuss the news.
How will you plan to integrate current events into your schedule, and how will you decide when to put
aside your lesson to address a news event?
I will aim to integrate current events at least _______________________ times into my class schedule each week.
I will know it is important to spend extra time in class addressing a news event when
_______________________________________________________________________________________________________________________________.
WHAT ARE SOME TRUSTED NEWS SOURCES THAT REPRESENT A RANGE OF
VIEWPOINTS THAT I CAN BRING INTO MY CLASSROOM?
Here is a list of sources that we regularly browse to keep track of the news and find reports suitable for
classroom use:
• For news from a variety of perspectives, consider: AllSides and The Week
• For condensed news stories and digests: Axios and CNN 10
• For radio journalism and podcasts, consider: Listenwise, The Daily, and Today, Explained
• For more in-depth journalism, consider: a variety of major newspapers such as:
- AP News
- BBC News
- CBC News
- The Globe and Mail
- National Post
- New York Times and New York Times Learning Network
- Washington Post
- Wall Street Journal
- USA Today
• For longer, “explanatory journalism” articles, consider: Vox.com
• To find news stories “leveled” to a variety of lexile levels, consider Newsela
We recommend including local news sources in your area for their coverage of community and national
events. You may also want to seek out news coverage in other languages that are widely-spoken in your
community.
Which local news sources in your community could you add to this list? What news sources will best
meet the needs of your students?
The news sources that will work best for the students I’m teaching this year are:
HOW CAN I PREPARE MY STUDENTS TO HAVE A REFLECTIVE AND
RESPECTFUL DISCUSSION OF CURRENT EVENTS, ESPECIALLY THOSE
THAT MAY BE EMOTIONAL OR DIVISIVE?
Be proactive in creating a foundation for reflective and respective discussion of current events, or any
topic, in your classroom. Fostering Civil Discourse: A Guide to Classroom Conversations provides
specific and detailed guidelines and strategies for setting the stage for your work with current events.
We especially recommend creating a classroom contract with your students at the beginning of the
school year.
Once you lay the groundwork, how you facilitate each current events discussion should vary depending
on the issue and the source at hand. The following table provides some sample scenarios with suggested
teaching strategies for each.
WHEN YOU WANT STUDENTS TO… TRY THIS STRATEGY…
Uncover the complexity of an event Iceberg
Discuss a contentious topic Four Corners
Save the Last Word for Me
Big Paper
Process an emotionally difficult event Journaling
Color, Symbol, Image
Graffiti Boards
S-I-T
Analyze Images and Video Close Viewing Protocol
See, Think, Wonder
Crop It
Understand diverse perspectives Town Hall Circle
Learn to Listen, Listen to Learn
Connect a topic to their own lives Text-to-Text, Text-to-Self, Text-to-World
Connect, Extend Challenge
Some teaching strategies that have worked well for me in the past are:
WHEN I WANT STUDENTS TO... I WILL USE...
What elements of a class contract are most important to you? Are there additional discussion strategies
that have helped you to structure successful conversations with students?
HOW CAN I HELP MY STUDENTS UNDERSTAND THE NEWS THEY READ
AND SEPARATE FACT FROM FICTION?
To prepare students to be thoughtful and active participants in democracy, we must help them develop
critical thinking and media literacy skills. These skills help students judge the reliability of information
they encounter in the news, assess how their own biases influence their responses, and make careful
decisions about how they share news through social media.
Consider investigating and using the following resources to help your students hone their media literacy
skills throughout the year:
• Teaching Idea: Where Do We Get Our News and Why Does It Matter?
• Teaching Strategy: News Article Analysis
• Unit: Facing Ferguson - News Literacy in a Digital Age
• Partner Site: Checkology by the News Literacy Project
Some media literacy skills and habits I would like to help my students develop are:
Miscellaneous Notes for Current Events Prep:
LEARN MORE AT facinghistory.org/current-events
If you plan to share photos or anecdotes about your teaching experiences with
these lessons on social media, tag us @FacingHistory using #CurrentClassrooms.
Email us at info@facinghistory.org to share your ideas for teaching about current
events, submit topic suggestions for us to cover on our current events page, or to
ask questions about a specific Facing History and Ourselves resource.
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Completed 3 March 2020

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