Resources for North Carolina teachers and students
Additional resources
Lessons & Classroom Activities
- Cartoons for the Classroom
- Front Page Talking Points
- This Week in History
- News Video
- Daily Science Webcasts
- Geography in the News quiz
Resources by grade level
- MIddle School Vocabulary Quiz Generator
- High School Vocabulary Quiz Generator
- Use The News: K-4 | 5-8 | 9-12
Online Reference Guides
Common Core State Standard
L.CCS.1/2/3/4 Grades 6-12: Video of a current news event is presented for discussion to encourage student participation, but also inspire the use of evidence to support logical claims using the main ideas of the video. Students must analyze background information provided about a current event, draw out the main ideas and key details, and review different opinions on the issue. Then, students should present their own claims using facts and analysis for support.
L.CCS.1/2/3/4 Grades 6-12: Video of a current news event is presented for discussion to encourage student participation, but also inspire the use of evidence to support logical claims using the main ideas of the video. Students must analyze background information provided about a current event, draw out the main ideas and key details, and review different opinions on the issue. Then, students should present their own claims using facts and analysis for support.
09/18/2017
Facebook pulls ads aimed at racist searches
Facebook's advertising program has garnered criticism yet again. This time it's because a ProPublica report found the company let advertisers pay to target people who searched terms like "Jew Hater" and "History of 'why jews ruin the world.'" Facebook said the anti-Semitic categories were created by an algorithm and have since been removed. Facebook recently said bogus accounts linked to Russia improperly bought $100,000 worth of divisive political ads between 2015 and 2017.■Class discussion: Should Internet companies like Facebook or Google censor news, advertising, searches or personal posts? If they do, who should decide what is or isn’t acceptable? With computer algorithms using our browsing and search history to determine what advertising and news we see, are Internet companies already censoring our information? How do Internet “echo chambers” isolate and divide us? What can you do to get differing opinions? What can you do to protect yourself from bogus or slanted information?