Current Events

PA State Standards 

• CE.5.1.C: Understand the roles of media and how information is disseminated.
• CC.8.5.9-10.A: Analyze how authors use literary elements to create meaning.
• CC.8.5.11-12.A: Evaluate how different formats and media affect the message and the audience
• CIV.14.1.12.A: Evaluate the role of the media in informing and influencing the public and public policy.
• CIV.14.3.12.A: Analyze the impact of media on public perceptions of political issues and events.

PA Reading and Writing Standards for History and Social Studies

• CC.8.5.11-12.D - Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text
• CC.8.5.11-12.E - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
• CC.8.5.11-12.F - Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence

Digital Age Learning (Tech) Standards:

• 1: Empowered Learner
  • Use strategies leveraging technology to achieve goals. (ISTE-1.1.a)
  • Use and combine technologies to demonstrate learning in a variety of ways. (ISTE-1.1.c)
• 3: Knowledge Constructor
  • Find the best digital resources for learning and creating. (ISTE-1.3.a)
  • Evaluate the accuracy, perspective, credibility and relevance of information, media, data, or other resources.  (ISTE-1.3.b)
  • Curate information from a variety of digital resources and tools for a wide range of projects and purposes. (ISTE-1.3.c)
  • Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.  (ISTE-1.3.d, ISTE-1.7.d)
• 5: Computational Thinker
  • Break problems into smaller parts (decompose) and extract key information. (ISTE-1.5.c)
• 6: Creative Communicator
  • Choose the appropriate platform and tools for meeting the desired objectives of my creation or communication. (ISTE-1.6.a)
  • Create media projects using original work or reusing/remixing properly cited, copyright-free resources. (ISTE-1.6.b, ISTE-1.2.b)
  • Communicate complex ideas by effectively mixing text, visuals, and graphics. (ISTE-1.6.c, ISTE-1.5.b)
  • Prepare, present, and publish content using medium and strategies customized for the intended audience. (ISTE-1.6.d)
• 7: Global Collaborator 
  • Connect with, understand, and develop empathy for others from diverse cultures and backgrounds. (ISTE-1.7.a)
  • Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. (ISTE-1.7.c)

Thinking Skills: (College Board and Marzano)

• Reasoning: students will assess the connection of evidence by distinguishing between coincidence, correlation, and causation.
• Contextualization: students will construct detailed explanations to examine the connections within specific current events. 
• Interpretation: students will analyze historical evidence related to current events by considering elements such as thesis, context, content, audience, and significance.
   

• Definition and purpose of news.
• Major media outlets and their influence.
• Methods of news consumption (TV, online, social media).
• Criteria for identifying reliable sources.
• Historical context of news media.
• Impact of fake news and misinformation.
   

• News plays a crucial role in shaping public opinion and democracy.
• Media gatekeepers decide which events and stories become news.
• The way we consume news can shape our understanding of current events.
• Reliable sources are essential for accurately understanding the world.
• Media Literacy Is critical for navigating today’s information landscape.
• Understanding bias and perspective in news reporting.
   

• Identify different types of news media.
• Analyze how different sources report the same event.
• Evaluate the credibility of various media outlets.
• Discuss how personal biases can influence news consumption.
• Develop media literacy skills.
• Create a personal news consumption plan.
   

• What is news?
• Who determines the news?
• How do we consume the news?
• How do we find reliable sources for current events?

• What makes a story newsworthy?
• How do media outlets select which stories to cover?
• What role does bias play in the media?
• What criteria should we use to evaluate the reliability of a news source?
• How do different media formats (e.g., print, broadcast, digital) influence the way we understand and interpret news events?
• In what ways can bias and misinformation impact public perception and discourse around current events?
• What role do citizens play in holding media accountable and ensuring a diverse representation of voices in news coverage?
   

• Upfront Magazine
• Digital Design Formats
• Comparative Writings/Documents

Mainstream News Outlets 

• Associated Press (AP)
• Reuters 
• BBC News
• CNN
• The New York Times
• The Washington Post
• Wall Street Journal 
• The Hill
• Roll Call
• Politico
• The National Journal

Liberal-Leaning Outlets 

• The Atlantic
• The Guardian
• Vox
• Mother Jones
• The Daily Beast
• Salon 
• The New Republic 

Conservative-Leaning Outlets

• Fox News
• The National Review
• The Federalist: A conservative website. 
• One America News Network (OANN)
• The American Conservative
• The Weekly Standard
• RedState
• Fact-Checking Organizations
• FactCheck.org
• PolitiFact
• Snopes
   

• Newsworthiness
• Objectivity 
• Source
• Framing
• Stereotypes
• Bias
• Confirmation Bias
• Media Literacy
• Headline
• Gatekeeping
• Fact-Checking
• Sensationalism
• Propaganda
• Editorial Slant
• Selective Reporting
• Misinformation
• Credibility 
• Editorial 
• Framing Effect

• Thinking Skills-Based Assessments
• Writing Prompts/Discussion Forums
• Project/Problem-Based Learning/Performance-Based Assessments
• Stimulus-Based Assessments
   

PA State Standards 

• 5.1.12.A: Analyze how the principles of democracy and the role of the citizen affect current events.
• 5.1.12.B: Evaluate the role of government in the public policymaking process.
• 5.1.12.C: Analyze the impact of civic engagement on current events.
• 5.3.12.A: Evaluate the role of historical and contemporary perspectives in shaping public policy and current events.

Reading and Writing in History and Social Studies Standards 

• CC.8.5.11-12.D - Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text
• CC.8.5.11-12.E - Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
• CC.8.5.11-12.F - Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence

Digital Age Learning (Tech) Standards:

• 1: Empowered Learner
  • Use strategies leveraging technology to achieve goals. (ISTE-1.1.a)
  • Use and combine technologies to demonstrate learning in a variety of ways. (ISTE-1.1.c)
• 3: Knowledge Constructor
  • Find the best digital resources for learning and creating. (ISTE-1.3.a)
  • Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.  (ISTE-1.3.b)
  • Curate information from a variety of digital resources and tools for a wide range of projects and purposes. (ISTE-1.3.c)
  • Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.  (ISTE-1.3.d, ISTE-1.7.d)
• 5: Computational Thinker
  • Break problems into smaller parts (decompose) and extract key information. (ISTE-1.5.c)
• 6: Creative Communicator
  • Choose the appropriate platform and tools for meeting the desired objectives of my creation or communication. (ISTE-1.6.a)
  • Create media projects using original work or reusing/remixing properly cited, copyright-free resources. (ISTE-1.6.b, ISTE-1.2.b)
  • Communicate complex ideas by effectively mixing text, visuals, and graphics. (ISTE-1.6.c, ISTE-1.5.b)
  • Prepare, present, and publish content using medium and strategies customized for the intended audience. (ISTE-1.6.d)
• 7: Global Collaborator 
  • Connect with, understand, and develop empathy for others from diverse cultures and backgrounds. (ISTE-1.7.a)
  • Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. (ISTE-1.7.c)

Thinking Skills: (College Board and Marzano)

• Contextualization: students will construct detailed explanations to examine the connections within specific current events. 
• Interpretation: students will analyze historical evidence related to current events by considering elements such as thesis, context, content, audience, and significance.

• Definition of context in relation to news and events.
• The importance of contextualization in interpreting current events.
• The relationship between facts and context in news reporting.
• Sources for finding accurate facts about current events (e.g., reputable news outlets, academic journals).
• The limitations of facts, including bias, selective reporting, and interpretation.
• The role of background knowledge and prior experiences in understanding current events.
• Strategies for analyzing the context surrounding significant events.
   

• Context provides an essential background that enhances comprehension of current events.
• Understanding context allows for a deeper analysis of how events unfold and are reported.
• Facts, while important, can be influenced by the context in which they are presented, leading to varying interpretations.
• Critical thinking and analysis are necessary to evaluate facts and understand their implications.
• Recognizing the limitations of facts encourages a more nuanced view of news stories and events.
   

• Identify and analyze the context surrounding a significant current event.
• Evaluate various sources for facts and assess their reliability and bias.
• Discuss how context influences the interpretation of current events in class discussions.
• Create a presentation that illustrates how context changes the perception of a current event.
• Write a reflection on the importance of contextualization in understanding news stories.

• What is context, and how does it shape our understanding of current events?
• Why is context important in interpreting facts and narratives in news reporting?
   

• How does context affect our perception of a current event?
• Where can we find reliable facts about current events, and how do we assess their limitations?
• How does understanding the context change the narrative of a news story?
• What types of context are most relevant when analyzing current events (historical, social, political)?
• How can we differentiate between facts and opinions in news reporting?
• In what ways can the context surrounding an event lead to differing interpretations of the same facts?
   

• Upfront Magazine
• Digital Design Formats
• Comparative Writings/Documents

Mainstream News Outlets 

• Associated Press (AP)
• Reuters 
• BBC News
• CNN
• The New York Times
• The Washington Post
• Wall Street Journal 
• The Hill
• Roll Call
• Politico
• The National Journal

Liberal-Leaning Outlets 

• The Atlantic
• The Guardian
• Vox
• Mother Jones
• The Daily Beast
• Salon 
• The New Republic 

Conservative-Leaning Outlets

• Fox News
• The National Review
• The Federalist: A conservative website. 
• One America News Network (OANN)
• The American Conservative
• The Weekly Standard
• RedState
• Fact-Checking Organizations
• FactCheck.org
• PolitiFact
• Snopes
   

• Context
• Background
• Analysis
• Interpretation
• Reliable Sources
• Historical Context
• Facts
• Nuanced Understanding
• Narrative
• Perspective
• Information Fluency
• Accountability
• Verification

• Thinking Skills-Based Assessments
• Writing Prompts/Discussion Forums
• Project/Problem-Based Learning/Performance-Based Assessments
• Stimulus-Based Assessments
   

PA Social Studies Standards:

• 5.1.12.C: Analyze the impact of civic engagement on current events and perspectives.
• 5.2.12.A: Evaluate the role of media in shaping public policy and opinion.
• 5.3.12.B: Analyze the impact of media bias on the portrayal of public figures and events.
• 5.1.12.D: Evaluate the rights and responsibilities of citizenship in a democratic society.

Reading and Writing in History and Social Studies Standards:

• CC.8.5.11-12.F: Evaluate authors’ differing points of view on the same historical event or issue by assessing their claims, reasoning, and evidence.
• CC.8.5.11-12.H: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
• CC.8.5.11-12.I: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event.

Digital Age Learning (Tech) Standards:

• 3: Knowledge Constructor: Evaluate the accuracy, perspective, credibility, and relevance of information (ISTE-1.3.b).
• 5: Computational Thinker: Break problems into smaller parts (decompose) and extract key information. (ISTE-1.5.c)
• 7: Global Collaborator: Understand, empathize with, and collaborate with others who have diverse backgrounds (ISTE-1.7.a)

• Definition of perspective and its role in news reporting.
• How perspectives are influenced by cultural, political, and social backgrounds.
• The difference between subjective and objective perspectives.
• The role of media bias and selective reporting in shaping public opinion.
• The process of information creation (journalistic standards, peer review, etc.).
• Techniques used for identifying bias, deception, or manipulation in media.
• Influence of personal beliefs, values, and motivations on perspective.
• The effect of medium (TV, print, social media) on how information is presented and consumed.
   

• Perspective shapes how information is presented and interpreted in current events.
• Every media product is influenced by the creator's motivations, beliefs, and values.
• The medium through which information is delivered affects the audience’s perception.
• Bias, deception, and manipulation can skew how events are presented and understood.
• Recognizing different viewpoints is crucial for a well-rounded understanding of current events.
• Personal perspectives influence how individuals interpret and respond to information.
   

• Compare news stories on the same event from different media outlets, identifying differences in perspective.
• Analyze how bias and manipulation appear in various information products.
• Discuss how different viewpoints on the same topic can lead to discrepancies in understanding.
• Examine a current event and write an analysis of how various media portray the same story, noting the perspectives and biases involved.
• Reflect on how personal perspectives influence the interpretation of a particular current event.
• Create a media product (news article, blog post, video) on a current event, ensuring multiple perspectives are addressed

• What is perspective, and how does it present itself in current events?
• How do personal beliefs, values, and motivations influence the creation and presentation of information?
   

• How can we identify bias, deception, or manipulation in an information product?
• How does the medium (TV, print, social media) affect the audience's interpretation of information?
• How do personal perspectives influence the interpretation of current events?
• How does bias present itself in media products, and what impact does it have on public opinion?
• In what ways do different media outlets report the same event differently?
• How can the audience’s interpretation of an event differ based on the medium used to present it?
   

• Upfront Magazine
• Digital Design Formats
• Comparative Writings/Documents

Mainstream News Outlets 

• Associated Press (AP)
• Reuters 
• BBC News
• CNN
• The New York Times
• The Washington Post
• Wall Street Journal 
• The Hill
• Roll Call
• Politico
• The National Journal

Liberal-Leaning Outlets 

• The Atlantic
• The Guardian
• Vox
• Mother Jones
• The Daily Beast
• Salon 
• The New Republic 

Conservative-Leaning Outlets

• Fox News
• The National Review
• The Federalist: A conservative website. 
• One America News Network (OANN)
• The American Conservative
• The Weekly Standard
• RedState
• Fact-Checking Organizations
• FactCheck.org
• PolitiFact
• Snopes
   

• Perspective
• Subjective
• Selective Reporting
• Editorial Choices
• Objective
• Cultural Influence
• Point of View
• Medium
• Motivation
• Audience Interpretation
• Manipulation
• Public Opinion
• Source Credibility

• Thinking Skills-Based Assessments
• Writing Prompts/Discussion Forums
• Project/Problem-Based Learning/Performance-Based Assessments
• Stimulus-Based Assessments
   

PA State Social Studies Standards:

• 5.1.12.A: Analyze how the principles of democracy and the role of the citizen affect current events.
• 5.1.12.B: Evaluate the role of government in the public policymaking process.
• 5.3.12.A: Evaluate the role of reasoning in shaping public policy and current events.

Reading and Writing in History and Social Studies Standards:

• CC.8.5.11-12.H: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
• CC.8.5.11-12.F: Evaluate authors’ differing points of view on the same historical event or issue by assessing their claims, reasoning, and evidence.

Digital Age Learning (Tech) Standards:

• 1: Empowered Learner: Use strategies leveraging technology to achieve goals, including reasoning in understanding information (ISTE-1.1.a).
• 5: Computational Thinker: Break problems into smaller parts (decompose) to evaluate reasoning in information (ISTE-1.5.c).
• 7: Global Collaborator: Understand diverse reasoning and perspectives in media and information (ISTE-1.7.c).
   

• Definition of reasoning and its significance in evaluating information.
• How reasoning is evident in information products (e.g., news articles, opinion pieces).
• The methods for independently confirming reasoning in information products.
• Procedures to follow when gaps in information are identified.
• The role of technology in shaping our understanding of current events and information products.
• How media and information products trigger emotional responses and the psychological mechanisms behind this.
• The influence of emotional responses on attitudes and behaviors, and how they can counteract reasoning in information products.

• Reasoning is fundamental to critically assessing information and its reliability.
• Understanding the reasoning process enhances the ability to identify biases and gaps in information.
• Technology can both clarify and complicate our understanding of information products.
• Emotional responses can significantly influence public perception and behaviors, often overriding rational analysis.
• Recognizing the interplay between reasoning and emotions is essential for informed civic engagement and decision-making.
   

• Analyze different information products to identify the reasoning employed by their creators.
• Evaluate the evidence and claims presented in news articles and social media posts for logical consistency.
• Conduct independent research to confirm or challenge the reasoning in selected information products.
• Develop a procedure or checklist to assess information gaps and determine the validity of claims.
• Discuss in groups how technology influences the presentation and reception of information in current events.
• Reflect on how emotional responses to media content can affect personal attitudes and behaviors, considering case studies of recent events.

• What is reasoning, and why is it important in evaluating information products?
• How can we identify reasoning in various forms of media?
   

• Can the reasoning in information products be independently confirmed?
• What procedures should we follow when we encounter gaps in information?
• How does technology influence our understanding of current events?
• In what ways do media and information products trigger emotional responses, and why?
• How do emotional responses shape attitudes and behaviors, and how can they counter reasoning?
   

• Upfront Magazine
• Digital Design Formats
• Comparative Writings/Documents

Mainstream News Outlets 

• Associated Press (AP)
• Reuters 
• BBC News
• CNN
• The New York Times
• The Washington Post
• Wall Street Journal 
• The Hill
• Roll Call
• Politico
• The National Journal

Liberal-Leaning Outlets 

• The Atlantic
• The Guardian
• Vox
• Mother Jones
• The Daily Beast
• Salon 
• The New Republic 

Conservative-Leaning Outlets

• Fox News
• The National Review
• The Federalist: A conservative website. 
• One America News Network (OANN)
• The American Conservative
• The Weekly Standard
• RedState
• Fact-Checking Organizations
• FactCheck.org
• PolitiFact
• Snopes
   

• Reasoning
• Civic Engagement
• Critical Inquiry
• Credibility
• Source Evaluation
• Analytical Thinking
• Logical Consistency
• Confirmation Bias
• Decomposition (in tech)
• Emotional Influence
• Public Perception
• Technology’s role

• Thinking Skills-Based Assessments
• Writing Prompts/Discussion Forums
• Project/Problem-Based Learning/Performance-Based Assessments
• Stimulus-Based Assessments