In order to enhance my sixth-graders’ ability to connect personally with topics we read about in class, I assigned a writing assignment. I ask students to make real connections to demonstrate their understanding of the topic.
There are three areas of connection. First there’s the connection to their lives, then to another piece of literature and finally—the most sophisticated connection—to the world.
But as I read their writing, I became increasingly frustrated with a lack of understanding of the world. Many students had never travelled outside of New Jersey. Most had never experienced a culture beyond their own, except through television. I read things like, “This reminds me of when Sponge Bob did…”
We needed a crash course in world events. So I decided to use the television to my advantage through a half hour of world news programming each week. Not only did students demonstrate understanding, but they began to develop tolerance, acceptance and empathy.
Students were to view one 30-minute episode of a nightly world news program from any channel and prepare a “conversation starter” for Friday’s class. The conversation starter required students to summarize two stories, reflect on the question “What did I get out of the news?” and craft two discussion questions.
As the first Friday arrived, my students broke out their conversation starters with barely concealed hostility. I thought it was aimed at me but I caught fragmented thoughts flying through the air. Hands shot up and indignant questions burst forth.
“Do you know that one out of four children in America goes to bed hungry?”
“Do you know gay kids aren’t allowed to go to the prom?”
“Do you know girls in some places of the world aren’t allowed to go to school?”
The questions continued and my students shared all they had learned about discrimination, injustice and intolerance that week. They expressed empathy, frustration and a passionate desire to do something about some of the things they had learned.
What I intended to be a half-hour discussion ended up taking the entire 80-minute block. Students were disappointed that time ran short. This was repeated every Friday.
Some parents were initially concerned about the level of violence on a newscast. The initial objections were quieted after parents realized the rich discussions coming from students. Some students would articulate their parents’ political views. But we were able to practice respect for a variety of opinions and discuss the value of people despite differing values and opinions.
The effects of this activity on my students’ writing were incredible. The Sponge Bob references were replaced with thoughtful comments about events in Sierra Leone.
But even more than the literacy lesson, I was excited about the effects on my students personally. They were empathetic to the plight of others in their own country and abroad. They became aware of the beauty in embracing cultural differences and deeply connected on a global level to the citizens of the world we all share. In the end, the lesson was far more valuable and relevant.
Spain is a middle school language arts teacher in New Jersey.
Links:
[1] http://www.tolerance.org/author/jill-spain