Younger children are keenly aware of what is going on in the world. They listen to our conversations, see the images flash on the television, and scroll through the headlines on their phones and computer screens to make meaning of what is occurring around them. They are curious and observant. They are watching and wondering how the adults in their lives will respond to these global issues. They are considering the impact these issues will have on them personally. They are likely experiencing a myriad of emotions, including anxiety, confusion and fear.
Exploring and discussing current events is a learning opportunity for both adults and children, but it can be daunting and uncomfortable. As educators, we may hesitate or withdraw in fear of saying the “wrong” thing or needing space to first process our own thoughts and feelings on these critical, and often tragic, events or issues. Talking with young children about the ongoing changes and conflicts in our world can be difficult and emotionally taxing but it's vital we do so. Failing to initiate these tough conversations results in a silencing of younger children’s voices and a devaluing of their very real experiences.
Here are a few activities and strategies best designed for exploring and discussing these issues with elementary-age children:
Word Web and Research
To begin exploration of a current event topic, start with a semantic web. For example, if you want to discuss California wildfires, start off by writing the word "Los Angeles wildfires" and draw a circle around it. Ask students: What do you know about these wildfires? What are words and phrases that come to mind? How do you feel? What are your thoughts? Record everything they say and ask clarifying questions to get them to dig deeper. Draw connecting lines where appropriate. Then ask: What questions do you have about the fires? What do you want to know more about? Record the questions and use them to further investigate the topic. For younger children in grades K-2, have them go home and interview their parents to see what they know about the wildfires. For older children in grades 3-5, have them identify a specific question, do more research and write a report on it.
Connect to All Areas of the Curriculum
Whatever the topic is, find connections in reading, writing, math, art, etc. An interdisciplinary approach makes for a richer, more accessible and more relevant learning experience. If you are discussing immigration and separation, read children's stories like Edwidge Danticat’s Mama’s Nightingale. Tie in writing by having older students write an evidence-based persuasive essay exploring a stance on immigration policies or gathering the stories of their own families about their immigrant experience. Younger kids can write a letter to the President about something they’d want to change about current policy. To integrate math, explore immigration statistics or frame mathematical concepts with immigrant issues and stories. View and discuss the artwork of immigrant artists.
Engage in Perspective-Taking
Inviting children to consider and then choose a perspective on an issue can sharpen their critical thinking skills, help them understand other points of view and open their eyes to the concept of healthy disagreement. For younger children, you can do this by creating and engaging in an “Opinion Continuum.” For example, if you are discussing climate change and how to address it, designate different areas of the room: "strongly agree," "agree," "not sure," "disagree," and "strongly agree." Then read statements like, "Adults should solve climate change because their actions caused it," or "Every tiny action to help the environment makes a huge difference," and have students move to the part of the room that best describes their opinion on that statement. The students then explain their reasons for having that point of view. (For more information on this strategy, see TeachableMoment lesson, “Think Differently”). For the older students, have them conduct a mock debate on the topic of climate change. Assign different opinions and have them conduct internet and library research in order to prepare for the debate and convey their arguments. The objective is to engage and listen to varied perspectives.
Take Action
For younger children, some current events can be scary or upsetting. It’s crucial that we acknowledge this, but we may also find ways to overcome these feelings of overwhelm and despair. Offering children opportunities to express their personhood and voice, problem-solve and perform acts of service within their own communities gives them a sense of agency and bolsters their self-concept. For example, if you are discussing the national issue of child hunger, brainstorm ideas with students what can be done about it within your schools and neighborhoods. As a classroom community, vote on and enact as many of the ideas that are feasible and seem impactful. The most important thing is that the ideas come from your students and you take collective action in a way that is age-appropriate and empowering.
Create a News Program
One high-engagement culminating activity is producing a news show about the explored topic/current event. This can be a simple role play for the younger children or a more elaborate video project for the older students. If, for example, your topic is anti-bullying, you can assign different roles to your students: researchers to learn more about bullying, cyberbullying and allyship; people to be interviewed such as school social workers, students who have witnessed bullying, students who have been allies. In addition, you can include roles for the production of the show including director, artist and script-writer. Share these with the rest of the school and families.
Express Through Art
Giving students space and time to create and represent how they feel can be meditative, cathartic and/or transformative.
Visual art, such as drawing, painting, sculpting, etc. is an excellent medium to express our feelings when we don’t yet have the language to convey them or words won’t quite do justice to our emotional state.
Additionally, language arts like oral storytelling, journaling, fiction writing, and poetry can serve as a great container for those thoughts and feelings that feel too big or heavy to carry or share with others in the moment. The act of putting our emotions and ideas to paper can serve as a needed release or a-ha moment.
“What We Know, Feel & Wonder” Circle
We can support young children by acknowledging what they are already learning and encountering; validating and honoring their feelings; and then, as best we can, responding to their pressing questions. For children in grades 3-5, use the following prompts in circles to help with all of the above.
Circle Round 1: What We Know
Pass around the talking piece (a soft and squishy object like a Koosh ball) and invite students to share what they know about the topic or current event. Remind them to share facts. If students share any misinformation, when it’s your turn to share, use this as an opportunity to clarify.
Circle Round 2: What We Feel
Use the Emotional Vocabulary Handout accompanying this activity or one you currently have in your own classroom. Invite students to name as many emotions as they are feeling.
Be sure to share your own feelings before acknowledging that all of these feelings are valid and natural.
Circle Round 3: What We Wonder
For the final round of this circle, pass around the talking piece and invite students to share what they’re wondering about with respect to the topic at hand. Be sure to share your own questions or concerns.
Chart these questions and select 3-4 that you feel comfortable answering.
Be sure to return to this chart on a regular basis and answer those questions you can comfortably and reasonably answer.
Creating a safe, trusting and connected space for younger children to voice their observations, emotions and curiosities about their world honors their active engagement with it. It also fosters critical thinking skills and treats them with the compassion and dignity we all deserve.
When exploring and discussing current events with elementary-age children, remember to be sensitive to the specific lived experiences of students in your classroom; make it interactive and engaging; use age-appropriate strategies; and set up a safe, respectful and supportive tone in your classroom. Convey to your students that you want to discuss what's going on in the world and no topic is off-limits. To further build a supportive sharing community, consider informing the families of students and inviting their participation in these conversations when it’s appropriate.