year’s winter break. “It's an intense topic, but an important one to discuss with our rising ninth graders,” writes Dr. Oskins. “This is why all of our units in eighth grade start in the past and end in the present—to allow our kids to have a good understanding of historical context in order to understand the complex issues of today.” Middle school Deputy Principal Dr. Betsy Hall notes that “this thoughtful, well-designed lesson doesn't force anyone to take a side. It asks students to read and reflect and make meaning based on their own perspectives and the perspectives of others.” Eighth grade teacher Jennifer Koltutsky adds that “the lesson encourages students to reflect on their use of social media and the ‘personal digital footprint’ each person’s internet use creates.” By the end of their middle school years, SAS students have learned how to assess news sources and why it’s important to gain multiple perspectives and research context. High school classes—particularly English, social studies, and world language courses—offer many opportunities to learn about current issues and analyze how they are presented. Ninth grade World History, for example, includes a major fourth-quarter project where students research a current global issue of importance to them. After exploring the current Russia–Ukraine conflict as a model, students generate research questions about global issues, identify credible sources that provide information on various perspectives, and use this information to formulate potential answers. “Students are pushed to deepen their understanding of perspectives by analyzing the complex and interacting political, social, cultural, economic, and geographical factors that have influenced people’s perspectives today and in the past,” says ninth grade social studies teacher and high school department chair Cassandra Summerton. “This research will be used to support evidence-based written arguments in World History class and to craft final presentations in English class, as well. We intend to carry this interdisciplinary project over to our new Humanities 9 curriculum as the culminating project.” Brenda Baisley, who teaches AP English Language and Composition, says that students are encouraged to develop healthy current events reading habits by regularly reading and analyzing news stories of their choice. Students also read a classic dystopian novel and then write a research paper on the novel’s parallels to the real world. “No two students tackle the same topic in the same way,” Baisley notes, “and so students are able to see just how many different connections there are to be made to current events. From privacy and surveillance to censorship and freedom of speech, conformity and rebellion to the roles of government and religion, students examine how these ideas are relevant today, as well as how they differ from the novel’s speculation.” The course also covers how controversial topics can shape society. “Using the topic of race as our illustrative example, students read a number of texts that provide both historical and contemporary perspectives on the issue,” Baisley explains. Later, each student researches a topic that intrigues them and creates a video commentary to share their learning with their peers. “Our hope is that students will come to recognize that there is no ‘simple’ issue and that we should seek to understand before forming our own opinions,” Baisley says. When it comes to the Ukraine–Russia conflict, some AP English Language and Composition classes have examined how various media are covering the conflict and how the language used to discuss it compares to the language used to discuss other conflicts. Students also analyzed Volodymyr Zelensky’s rhetoric in his address to the US Congress. “One of the expectations of the College Board is that students learn how to examine topics in a nuanced way, seeking to explore the complexities, tensions, limitations, and broader implications of each topic they discuss,” explains Baisley. “Because of this, as teachers, we try to look deeply at a single topic, exploring multiple perspectives and ‘takes’ on the issue. We model this with an example and then ask students to use that skill independently as they prepare for discussions, research, essays, and projects.” From circle chats in elementary school to media literacy in middle school to in-depth analysis of news items, perspectives, and media decisions in high school, SAS students steadily develop the skills necessary to become regular and discerning media consumers. Being able to understand news items beyond the headlines is a life skill that SAS wants all students to develop. With the relevant tools and knowledge, SAS students are well positioned to move into the world as responsible citizens who can make their world a better place.
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What Can We Do At Home? While very young children may not grasp the difference between fact and fantasy, by age seven or eight, most know the news is real. Here are some ways parents can help their children become interested and responsible news consumers:
Ask and answer Learn together Set aside time regularly each week to watch, listen, or read about the news with your child, using age-appropriate sources. Model an interest in current events and an open-minded attitude.
Ask your child what they know, correct misconceptions and falsehoods, and answer their questions as best you can. Don’t be afraid to say “I don’t know— let’s find out together!”
Set limits and discuss sources Model good habits Let your child see you consuming news responsibly: limit TV time, discuss current events calmly, and demonstrate a willingness to understand others’ perspectives.
Limit how much time your child spends watching TV news shows or on news sites. Know what they are looking at, and reinforce what they are learning about source reliability.
Review digital safety for online media use Invest in a newspaper or magazine subscription Consider subscribing to a source that is reliable, age-appropriate, and attractive to your child—print media sources promote reading skills, an added bonus! Talk to your child’s teacher or librarian for suggestions.
SAS counselors do presentations every year about digital safety, so browse our counseling pages or email your child’s counselor for details on what the school recommends in terms of time online, settings, and parental oversight for different age groups.
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