By Judith Dutill, Instructional Design Technologist
On September 11, 2001 I was a junior in college studying communication and working as the program director for our campus FM radio station. It was a frantic and confusing day on campus and I spent most of the day working at the radio station, making sure we stayed on the air. September 12, 2001 was just as frantic and confusing; I remember feeling especially homesick and scared. I wanted to be with people (and going home was not an option for me), so I made sure I went to class, Survey of Mass Media.
My professor walked into the room waving a copy of The Wall Street Journal. The headline read: “Terrorists Destroy World Trade Center, Hit Pentagon in Raid with Hijacked Jets.” My strongest and most vivid memory of this time is from that day when the professor shared with us that this was the first six-column headline The Wall Street Journal had run since Pearl Harbor. The professor explained why this was significant and for the remainder of the class we engaged in dialogue about the events of 9/11, all framed around the role of media during times of national crisis and tragedy. It was not lost on me that we were living history (and my professor emphasized this), but more importantly there was comfort for me in this dialogue. The conversation the professor facilitated brought order to chaos; everyone in the classroom that day shared the same fear and confusion but theory and knowledge became our flashlight to see through the darkness.
The events of the past month remind me of this time. There is confusion and fear, misinformation and disinformation – but we can bring order to the chaos and comfort to our students by inviting current events into the classroom and structuring our discourse, to the extent that it is possible, around the unprecedented events of the day.
Noliwe M. Rooks wrote an article for The Chronicle of Higher Education entitled Knowing When to Teach Current Events which offers faculty five questions to ask ourselves when determining whether or not a current event should be brought into the classroom:
- Does including the topic allow me to teach students something that, within the context of the overall aims of the course, I think is important for them to learn?
- Am I familiar with enough scholarly sources to contextualize the moment or event beyond what is readily available in newspapers and social media?
- Is more gained by my teaching this topic than by my leading a town-hall meeting, urging students to organize a panel, or allowing them to discuss the issue during the first few minutes of class?
- Is this my “lane”?
- If I introduce a new topic into the course, am I prepared to teach students what they don’t know but may need to know in order to fully understand it?
Current events can bring life to your classroom discussions and may even light a spark that creates moments of learning so significant that fifteen years later (or more) your students will still remember them. What more could an educator ask for?
Do you bring current events into the classroom? Tell us about it in the comments section!