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The learning network | 50 ways to teach with current events.

50 Ways to Teach With Current Events

Current Events

Teaching ideas based on New York Times content.

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Updated, July, 2016

How can we make sure that students are informed about what’s going on around the world? That they are armed with the tools to be able to distinguish between opinion and fact; between evidence-based statements and empty rhetoric; between sensationalism and solid journalism? Just like most other things in life, the best way to do all that is through practice.

In honor of National News Engagement Day , here are 50 ideas to help teachers bring current events into the classroom, grouped below by category:

Reading and Writing

Speaking and Listening

Games and Quizzes

Photographs, Illustrations, Videos and Infographics

• Design and Creativity

Making Connections

Building Skills

Some ideas work best as regular routines, others as one-shot activities. Many might be easier to use together with the new K-12 New York Times school subscription , but all of them could be implemented using the free links to Times articles on The Learning Network — or with any other trusted news source.

In our comments section, we hope you’ll share how you teach current events.

1. Read the Paper and Find What Interests You: If we could recommend just one thing teenagers should do with the news, it’s this. Just read and discover what you care about. Every summer we try to promote this with our Summer Reading Contest , and we hope teachers are continuing this student-centered approach now that school has started.

You might invite your students to pick one article each week and write about why they chose it, perhaps using student winners from our summer contest as models. Our Reading Log (PDF) might also help.

Then, set aside time for students to share their picks with a partner, or even with a wider audience through social media.

2. Share Your Opinion: Each school day we publish a new Student Opinion question about an article in The Times. Students can participate in our moderated discussions online, or you can borrow from hundreds of published questions for class discussions or personal writing from 2016 , 2015 , 2014 and beyond .

3. Read About News-Making Teenagers: Every month we publish a collection of all the recent Times articles and multimedia that feature teenagers . Students can use this list to identify someone they admire, learn how other teenagers are taking action or make connections to issues in their own school and community.

4. Find ‘News You Can Use': Use The Times, or any other news source, to find things like movie or video game reviews, recipes , sports scores, health information , and how-to’s on subjects from social media to personal finance that can help improve your life.

5. Ask and Answer Questions: Each day we choose an important or interesting Times story and pose the basic news questions — Who, What, Where, When, Why and How — in our News Q’s feature. Students can first answer the “right there” questions that test reading comprehension, then move on to the deeper critical thinking questions, then write their own “News Q’s” about articles they select.

6. Write an Editorial: Have your students pick an issue that matters to them, whether climate change, gender roles or police brutality, and then write an evidence-based persuasive essay like the editorials The New York Times publishes every day. They can practice all year, but save their best work to submit in our Student Editorial Contest in February. Each year we select 10 winners along with dozens of runners-up and honorable mentions from nearly 5,000 student editorials.

7. Compare News Sources: Different papers, magazines and websites treat the news differently. You might have students compare lead stories or, via the Newseum’s daily gallery, front pages . Or, you might just pick one article about a divisive topic (politics, war, social issues) and see how different news sources have handled the subject.

8. Be a Journalist Yourself: Perhaps the most powerful way to engage with current events is to document them yourself, as a student journalist . Write articles or opinion pieces for your school or community paper about how a national or global issue is playing out in your community. Contribute comments online or letters to the editor reacting to news stories you’ve read. Use social media to document what you witness when news happens near you. Take video of local events and interview participants. Or, suggest ways that you and others your age can take action on an issue you care about. The National News Engagement Day Pinterest board has ideas like this and many more.

9. Hold a Debate: Want your students to be able to develop arguments and support a point of view on current issues? We offer numerous resources to help, including: ideas for different classroom debate formats ; ways to use The Times’ Room for Debate feature in the classroom; and a graphic organizer for gathering evidence on both sides of an argument (PDF).

10. Interview Fellow Students: Ask students to generate a question related to an issue they’re reading about, and then conduct a one-question interview (PDF) with their classmates. The room will be buzzing with students asking and answering questions. For more detailed instructions on this activity, consult our teacher instructions .

11. Brainstorm Solutions to the World’s Problems: Why not put students in the role of policymakers? They can look closely at an issue covered in The Times and brainstorm possible solutions together, using our Problem-Solution handout (PDF) to take notes. Then they can work together to draft a policy proposal, perhaps one that suggests a local solution to the problem, and present it to the class or to the school board or city council.

12. Create a News-Inspired Theatrical Performance: Whether a simple monologue or a full Reader’s Theater event, our series, Drama Strategies to Use With Any Day’s Times, can help you use simple theater exercises to spur discussion and thinking about current events.

13. Hold a Mock Campaign and Election: Looking to teach an upcoming election? Let students take the role of campaign strategists and candidates. Our Election Unit can be adapted for any election to get students researching candidates, studying issues, trying out campaign strategies and holding their own mock election. Or, choose another approach from our 10 ways to teach about Election Day or our list of resources for the 2016 presidential election .

14. Organize a Teach-In, Gallery Walk or Social Action on a Topic: Our country and world face complex issues — war, drug abuse, climate change, poverty — to name a few. Students working in groups can follow a topic in The Times, and then organize a classroom or whole school “teach-in” to inform their peers about topics in the news and decide how to take action. Alternatively, they can create a classroom gallery of photographs, maps, infographics, articles, editorial cartoons, essays, videos and whatever else they can find to immerse others in the topic. Ask yourself and your classmates, what can people our age do to effect change around this issue?

15. See How You Do Compared to Others on Our Weekly News Quiz: Have students test how well they’ve been keeping up with the week’s news with our 10-question current events quiz. The answers provide an explanation along with links to relevant Times articles so students can learn more. Then, in December, students can take our annual year-end news quiz, like this one from 2015 .

16. Play Fantasy Geopolitics: Have students draft teams of countries, similar to how they might draft players in a fantasy sports league, and then accumulate points based on how often those countries appear in The New York Times . Classrooms can track point scores and trade countries using the resources on the Fantasy Geopolitics site, a game created by Eric Nelson, a social studies teacher in Minnesota.

17. Battle Others in Bingo: Encourage students to get to know the newspaper — digital or print — by playing one of our many versions of bingo: Page One Bingo , Science, Health and Technology Bingo , World History Bingo or Geography Bingo (PDF).

18. Do a Scavenger Hunt: Send your students searching for answers to our New York Times Scavenger Hunt (PDF) as a way to become more familiar with how a newspaper covers the day’s news.

19. Mix and Match Headlines, Stories and Photos: Cut up articles, headlines and photos into three separate piles and mix them up, then challenge students in groups to see who can correctly match them in the shortest amount of time. When they’re done, they can fill out our related handout (PDF). Our teacher instructions provide more details.

20. Hunt for the Three Branches of Government in the Paper: What articles can you find in a week’s worth of papers about the different branches of the United States government? Record what you find with our Branching Out handout (PDF).

21. Analyze Photographs to Build Visual Literacy Skills: On Mondays we ask students to look closely at an image using the three-question facilitation method created by our partners at Visual Thinking Strategies: What’s going on in this picture? What do you see that makes you say that? What more can you find? Students can participate in the activity by commenting in our weekly “What’s Going On In This Picture?” moderated conversation.

Alternatively, you might prefer to select your own news photos. Slideshows, such as the regular “Pictures of the Day” feature, are always a great place to find compelling images related to current events.

22. Interpret Editorial Cartoons and “Op-Art”: Patrick Chappatte publishes editorial cartoons on topics ranging from ISIS to the Ukraine. You can use the Visual Thinking Strategies facilitation method to ask open-ended questions, letting students make meaning out of the cartoons. Or, have students analyze some of the “Op-Art” on the Opinion pages of The Times. How do these images make an argument? Students can also try their hand at drawing their own editorial cartoons , and then enter them into our annual editorial cartoon contest .

23. Decipher an Infographic: Take an infographic or chart in The Times and have students explain what it shows using sentences. Our handout “A Graph Is Worth a Thousand Words, or At Least 50″ (PDF) can serve as a guide.

24. Create an Infographic: Or, do the opposite, and have students take the data provided in a Times article to create their own graph or chart (PDF). The Reader Ideas “From Article to Infographic: Translating Information About ‘Sneakerheads’” and “Telling Stories With Data” suggest ways to approach this task.

25. Illustrate the News: Students can draw an illustration that captures some aspect of an article. Using our handout “The One-Pager” (PDF), students accompany their illustration with a quote from the article as well as a question for the journalist or someone mentioned in the article.

26. Write a Postcard: Or, maybe having students create a mock postcard to or from a subject in a Times article would work better for your class.

27. Say What’s Unsaid: Another option is assigning students to add speech and thought bubbles (PDF) to a Times photograph to communicate something they learned by reading an article.

28. Create Storyboards: Students can break a story into various scenes that they illustrate (PDF), like a storyboard, and then write a caption or choose a quote from the article that captures the essence of each frame. Our teacher instructions can help with this activity, as can a recent lesson plan on using storyboards to inspire close reading .

Creative Writing and Design

29. Write a Rap or Song: Each December, we ask students to compose a rap about important and memorable events from the past year. Get inspired by the winners from our 2015 contest , and start polishing your rhymes for this year.

30. Make a Timeline: Students can design their own timelines, using photographs, captions and selected quotes, to understand and keep track of complex current events topics. Times models can help since the paper regularly publishes timelines on all kinds of topics, whether Mariano Rivera’s career, the evolution of Facebook or the Ferguson protests

31. Create a Twitter Feed: Or, students can create a fake Twitter feed documenting a news story, paying attention to time stamps and author tone, such as we suggested in this lesson about the 70th anniversary of Pearl Harbor.

32. Explore a Particular Community: Find reporting on a community of which you’re a member — whether an ethnic, religious, professional, school or artistic group, or any other — and analyze how it has been reported on. Then use these ideas for finding ways you can help express what, in your experience, makes this group unique. What do you think people need to know about this community and how can you communicate that?

33. Write a Found Poem: Every year we invite students to take any Times article or articles published since 1851 and mix and combine the words and phrases in them into a new piece. Take a look at the work of our winners for inspiration, but the exercise can be done with anything from a science essay to an obituary to an archival article reporting on a famous event from history.

34. Make a News Broadcast: Students can turn an article they read in The Times into an evening news broadcast , with an anchor, on-the-ground reporter and interview subjects.

35. Create an Audio Podcast: Listen to some Times models , then get students to create a podcast (PDF) of a news story instead.

36. Connect the Past to Today: Help students tie what they’re studying in history class to what’s going on in the world today. We regularly do this in both our Text to Text feature as well as our social-studies-focused lesson plans . You might also consider following @nytarchives on Twitter and our own “Throwback Thursday” posts to see echoes of the past in today’s headlines — or, visit Times Machine on your own to view by date or through search terms 129 years of Times journalism as it originally appeared.

37. Pair the News With Literature and Poetry: Encourage students to look for connections between literary themes and current events. Our Poetry Pairings and Text to Text lesson plans can provide inspiration, as can our Classic Literature posts .

38. Think Like a Historian: What events make the history books? How and from whose point of view are they told? Have students research a current events topic, and then write a paper arguing whether this topic will make “history” and how it will be remembered.

39. Connect The Times to Your Own Life: Have students make connections between the articles they read in The New York Times and their own life, other texts and the world around them using our Connecting The New York Times to Your World (PDF) handout.

40. Consider Censorship Through Any Day’s Front Page: What if we didn’t have freedom of the press? Ask students to take the front page of any New York Times and put an X over the stories that might be censored if our government controlled the press. You might use our Censoring the Press (PDF) handout to help.

41. Take Informed Action: When students become more informed about the world, they can get inspired to become civically active and engaged in their communities . Have students brainstorm issues that matter to them, either at the local, national or global level, and then design a plan of action for how they can begin to make the change they hope to see in the world.

42. Determine Reliability of Sources : How do we distinguish good journalism from propaganda or just shoddy reporting? Students can use simple mnemonics, like those developed at the Center for News Literacy , to evaluate the reliability of an article and the sources it relies on. For example, apply the acronym “IMVAIN” (PDF) to an article to surface whether sources (and the information they provide) are Independent, Multiple, Verifiable, Authoritative, Informed and Named. This and many other strategies can be found in our lesson on “fake news vs. real news .

43. Distinguish Fact From Opinion: Even within The Times, students can get confused when navigating between news and opinion. What’s the difference? Use our Skills Practice lesson on distinguishing between the two to help students learn the basics, then go on to our lesson “News and ‘News Analysis’,” to help students learn how to navigate between news reporting and Opinion pieces within news outlets.

44. Start With What Students Already Know: Students are often aware of current events on their own, even before topics come up in school. When delving into a subject, start by asking students what they’ve heard or seen, and what questions they already have. Use our K/W/L Chart (PDF) or a concept map to chart what students say and think. And this post , about reading strategies for informational text, has much more.

45. Identify Cause and Effect: Much of journalism involves tracking the ripple effects of big news events or societal trends. Our handout (PDF) can help students get started, as can this Facing History “iceberg” strategy that helps learners think about what’s “under the surface.” Another resource? This Skills Practice lesson .

46. Compare and Contrast: Venn diagrams and T-charts (PDF) are often useful for comparing two topics or issues in the news, and our Text-to-Text handout can help students compare two or more texts, such as an article and a historical document.

47. Read Closely: By using a double-entry journal (PDF), students can become better readers of informational text by noting comments, questions and observations alongside lines or details they select from a text.

48. Support Opinions With Facts: Whether students are writing their own persuasive arguments, or reading those written by other people, they need to understand how authors support opinions with facts. Students can practice by reading Times Opinion pieces and identifying how authors construct arguments using opinions supported by facts (PDF). Then they can develop their own evidence-based counterpoints.

49. Summarize an Article: Having students pull out the basic information of a news story — the five W’s and an H (PDF) can help them better understand a current events topic. Here is a lesson plan with a summary quiz and many ideas for practice.

And Finally…

50. Learn From Our Mistakes: There are several places in the newspaper where you can see corrections and analysis of where The Times has made a misstep. For a weekly critique of grammar, usage and style in The Times, see the After Deadline series. For a list of each day’s corrections, go to the bottom of the Today’s Paper section and click “corrections.” And for a full discussion of issues readers and the public raise around Times coverage, visit the Public Editor column . What can you learn from the mistakes The Times makes, and from how they are addressed publicly?

Let us know in the comment section below how you teach current events in your class, or which ideas from the above list inspired you.

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Great ideas! Thanks for sharing.

I am currently a graduate student working towards a certificate and Masters in Special Education. One of the biggest pushes in our program is to ensure that we are doing the things necessary within the classroom to become a critical transformative multicultural educator. Through my studies and observational experiences, I believe there is no better way to prepare studenst for the real world than connecting them to current events. It can often be comfotable to keep students in a world within the walls of the classroom. Yet, in doing so students only adapt to only being able to staticly think about the environments they are exposed to. Through these amazing and creative ways students can evolve their thought processes and become dynamic learners interest in the how the world around them works. It is through current events that we as educators can empower our students to become advocates for their own lives. Thanks so much for sharing and could not agree more with message.

Here are some more current event brain boosters: //www.educationworld.com/a_special/current_events.shtml

! Use current events as an activator to start each class and sometimes we follow the topic the full school year. Great short videos as well. Thanks for the lesson plans ideas as well.

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Seven Ways to Bring Current Events Into the Classroom

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The news always seems to be moving a thousand miles an hour, with much of it impacting our students’ lives—either now or in the future.

This two-part series will explore ways we connect those current events to what we’re teaching in the classroom.

Today, Suzie Boss, Kristen Koppers, Sarah Cooper, Mike Kaechele, Jessica Torres, and Renee Hobbs share their ideas. You can listen to a 10-minute conversation I had with Suzie and Kristen on my BAM! Radio Show . You can also find a list of, and links to, previous shows here.

You might also find addiitonal useful resources at The Best Resources & Ideas For Teaching About Current Events.

Project-Based Learning

Suzie Boss is a PBL (Project-Based Learning) advocate, author, and member of the PBLWorks National Faculty. Her latest books are Project Based Teaching and Reinventing Project-Based Learning, 3 rd Ed :

One of the best ways to amplify the authenticity of school is to connect the curriculum to current events. I call this “ripped-from-the-headlines” teaching. For many students, the invitation to focus on timely topics—from pop culture to political controversies—is a surefire way to increase engagement.

Current events can inform lesson plans in small ways. For example, English teachers can make free-writes more relevant by using hashtags from social media as writing prompts. Elementary teachers might focus morning meetings on events that are in the news—and, likely, on students’ minds. Science teachers might connect a lesson to a health-related headline.

To maximize the learning potential, however, I encourage teachers to look to the headlines as inspiration for more extended, project-based learning. Well-designed projects invite students to go deeper and make their own connections between academics and the world beyond the classroom. In the process, they will likely need to think critically about everything from the reliability and biases of news sources to the echoes of history in events unfolding today.

Let’s consider a few examples.

Chemistry teacher Ray Ahmed leveraged the Flint, Mich., water crisis to launch his students in Brooklyn, N.Y., on an investigation of how to prevent lead from leaching into drinking water. They had to think as chemists to design experiments about corrosive inhibitors, analyze data, propose solutions, and explain their results in a scientific journal article. Although they live hundreds of miles from Flint, Brooklyn students made personal connections to the larger issue of environmental racism, which has affected the quality of life in their own community. (Ahmed was one of the inspiring teachers I interviewed for a recent book, Project Based Teaching: How to Create Rigorous and Engaging Learning Experiences . This video from PBLWorks documents the Water Quality Project from start to finish.)

Immigration issues not only dominate headlines, they also reflect the life experiences of many of our students and their families. Connecting today’s immigration stories with academic content about human migration is a way to bring human geography to life. For example, Texas teacher Ryan Sprott is co-founder of a collaboration between educators and artists called the Borderland Collective , which invites students to take part in storytelling, photography, and art making.

Election cycles offer social studies teachers real-time connections to their content. Projects might culminate in debates, with students basing arguments on evidence; candidate fairs that students host, with a focus on issues they care about; or public-service campaigns to increase turnout of first-time voters.

If you overhear students buzzing about pop culture, listen closely for connections to learning goals. For Delaware English teacher Dara Laws Savage, it was the #oscarssowhite controversy a couple years back—when few actors of color were nominated for Academy Awards—that generated the idea for an annual awards event honoring African American icons. It’s become an annual event during Black History Month. Students develop criteria for excellence in different categories, make nominations, and persuade voters to share their opinions. Listen to an interview about the project here .

If you’re looking for timely connections for your next PBL unit, ask yourself:

• Is there a topic or event that could provide an entry event for your next project?
• Do you see natural connections between the topic and your upcoming content goals?
• Does the topic involve a problem or challenge that your students could attempt to solve or debate through an extended inquiry project?

As you design your next project, take advantage of resources that will help your students think critically about current events. For example, Project Look Sharp is a K-12 resource for building media literacy. Pro/Con challenges readers to consider both sides of controversial issues.

Don’t be surprised if your students wind up making headlines themselves as a result of their projects.

Connecting George Orwell & Harper Lee to current events

Kristen Koppers is a national-board-certified teacher. She earned her bachelor of arts degree in English from Western Michigan University, a master of arts in English and a master of arts in educational administration from Governors State University. She is a public high school public English teacher. Her book Differentiated Instruction in the Teaching Profession was released in July, 2019:

Connecting current events with lessons in the classroom isn’t as difficult as it seems. Practically every lesson that’s taught from kindergarten through high school, and even postsecondary, can connect to a news article worldwide. It’s difficult to get students to watch the news or even listen to it. Because what they see on social media is the extent of their knowledge. Social-media news, at least from what I can see, is not all accurate. How can we as teachers make sure students are aware of credible information to information that is missing important facts?

The problem isn’t that many don’t take the time to read, listen, or even watch current events. The problem is that it’s not researched. As an ELA secondary education teacher, I not only connect current events to almost every lesson but I make it as authentic as possible. When I teach 1984 , by George Orwell, we focus on the aspect of the First Amendment. Even as an English teacher, I bring in the other subjects, such as history, social sciences, math, and even fine arts to connect with my students. For this particular lesson, I mainly focus on history and political science.

In the novel 1984 , privacy both public and private did not exist. Orwell’s slogan: ‘Ignorance is Strength’ is truer than we know. The less one knows the better. Before beginning the novel, I play a small video clip of Orwell, himself, just before he died warning about the future. Since Orwell wrote the novel in 1948, no one believed what he said was true. Many even thought that he was delusional during his last year. (I mean the title of the novel was just switching the last two digits of the year 48 to 84). However, whether it was coincidence or not, the Apple computer came out in 1984. After showing the short video clip of George Orwell’s warning, I showed the original 1984 commercial of the Macintosh computer. This got the students to talk.

I collected various articles beginning in 1984 through 2018. In their groups, the students read over them one by one where they started to make connections between what was similar about how technology evolved. I then pull out my iPhone to open the app “find my iPhone” to locate my husband. Now, normally, I do not have my phone in class. But for this particular lesson, I wanted to show how easily technology has not only evolved but our privacy has diminished.

I locate my husband and start pinging his phone for location. He knows what I’m going to do in class so he calls me (I have him on speaker) and asks me why I’m tracking him. Now before he calls, I tell the students where he is located. When he calls, I ask him his location. The reason he was on speaker was for the students to hear where he was located. Prior to the call, I told my students that he was located off Route 6 next to the gas station. When asked his location, he confirmed it. The phone conversation ends, and the class conversation begins.

This all connects to current events. This activity takes about two days because I want them to go home and think before the next lesson. Many actually went home to research “invasion of privacy” on their school computers. Because, after all, I can track what they research outside of my classroom. When they find this out, they say I violated their First Amendment rights. So, I have them look up First Amendment rights and I asked them what I exactly infringed upon. What they didn’t realize is that it’s the Fourth Amendment rights they were thinking about not the First. They were speechless.

With this one activity, my students are becoming more aware of current events. However, it wasn’t this one lesson that we connected to current events. Every day was a new lesson; whether we were reading the novel or not, I was able to relate to what was happening in the news.

Even studying short stories and past news about events, such as the lynching of Emmett Till, students were appalled at what happened. We studied a brief overview of the Civil Rights Movement and connected it to To Kill A Mockingbird , by Harper Lee. In 2017, evidence came out that the woman, Carolyn Bryant, Till “whistled” at wasn’t telling the truth. This encouraged them to find other articles about those wrongly accused no matter of race, gender, or religion.

It’s not just lessons that we teach based on the curriculum. If we can connect those lessons to skills students need to succeed, then we are doing our job.

Discussing currect events across subject areas

Sarah Cooper teaches 8th grade U.S. history and is dean of studies at Flintridge Preparatory School in La Canada, Calif. She is the author of two books, Creating Citizens (Routledge, 2018) and Making History Mine (Stenhouse, 2009). Sarah speaks at conferences and writes for MiddleWeb’s Future of History blog, and she lives just outside Los Angeles with her husband and two sons:

We can link current events to what we teach in the classroom in at least two ways—through content and through character.

With content, teachers sometimes wonder how they can justify adding current events to their lessons if they’re not teaching contemporary history or politics.

A surefire way to make such connections is through themes, layering relevant pieces over the planks of an existing curriculum.

For instance, a science teacher can bring in articles all year about scientific ethics, and an English teacher can discuss pieces about group identity or the perils and promises of technology. A teacher of ancient world history can talk about the thrills of modern archaeology. World-language teachers can find pieces about contemporary cultures and politics, and arts teachers can check out the arts section of their local newspaper or alternative weekly.

With character, the relevance of current events expands even more. Many classroom teachers, from math to P.E., build norms with their students as school starts. Later in the year, if you see an article or video that reinforces one of these expectations, you can bring it in to discuss.

In my experience, students especially love stories that focus on positive human interactions, to lighten the daily news litany they scroll through online. One excellent resource for such stories is the Huffington Post’s Good News page . Such stories also generally avoid political partisanship, which even veteran social studies teachers can find hard to navigate.

Finally, don’t feel you have to do a lot! Even five minutes each day, or each week, can open up conversations you never would have had otherwise. And, if you bring in articles frequently enough, your students may start sending you what they find, creating a dialogue that can last far beyond a year in your classroom.

Don’t avoid controversial topics

Mike Kaechele is a history teacher in Grand Rapids, Mich., and National Faculty for PBLWorks. He believes in student-centered learning by giving kids authentic opportunities to do real work with local community partners:

Current events are a great way to engage students in the classroom. Project-Based Learning is an excellent structure to introduce current events. One of the key components of PBL is “authenticity,” and current events make content relevant. I use current events as “entry events” to get kids fired up about the launch of a project. My final products often ask kids to apply lessons from history to propose solutions to current issues that they present to community partners.

In social studies, current events can be used as an entry point to have students trace the causes of current problems to their source. The past can give both warnings and solutions to current problems that need to be addressed. I always use current contexts to launch history projects to give students motivation to learn about the past. For example the Driving Question, “Why do terrorists hate the United States?” requires students to do an in-depth study of American foreign policy of the last century to understand why certain countries do not see the United States as the “hero” on the world stage.

Current events engage students by shedding light on the tensions between American ideals and realities. They force students to be critical thinkers, considering multiple perspectives throughout history. Oftentimes, content is centered around sterile textbooks that do not address current realities. Embracing the controversy of current events engages students in critical thinking. For example, current arguments about immigration could lead to an exploration of our complex history of both welcoming some groups of immigrants while simultaneously discriminating against others with quotas and unjust laws. Students should be shown that current events do not happen in a vacuum but often are seated in a long history of controversy in our country.

Ideally. current events lead students to be proactive in coming up with solutions to the complex, connected society that they are inheriting. If we want students to awaken to the importance of our core content, then current events can be the hook for engagement by addressing real-world issues that their generation will be forced to solve. So instead of avoiding controversy, embrace it and teach students to consider all sides of current issues before taking up a strong position.

Articles & Podcasts

Jessica Torres serves as an educational specialist for ESC Region 12 in the heart of Texas. Formerly an assistant principal and Montessori teacher, Mrs. Torres is passionate about developing educators to provide innovative approaches and experiences for all learners as they pursue their unique interests and learning passions:

Our world has become a very small global community. Social media has allowed our news to become instantaneous in our society, allowing us to “know” what is happening before all of the facts have been clarified and the details are drawn out. For anyone living in today’s media-driven world, it is imperative that they be able to decipher between the facts and the rest, including propaganda, bias, disinformation, and click-bait. With this in mind, discussing current events in the classroom has become more than a fleeting idea—it has become an integral part of ensuring that our students are informed and prepared to face tough topics head-on with a background of knowledge and facts to support their opinions. Here are a few ideas and resources that I use to easily weave current events into the classroom each day and help students decipher between the muck and the news.

• Newsela - The article archive provides access to the world’s news in a student-friendly format that allows the teacher to differentiate for Lexile level or reading ability. Teachers can create assignments from the articles on Google Classroom or share them with the whole group. Each article comes with its own comprehension questions and writing prompt that can be used to engage students in conversation. Allowing students time to discuss their thoughts and emotions in a safe space, such as the classroom, encourages them to listen and think about other perspectives.
• Fact vs. Fiction book by Jennifer LaGarde and Darren Hudgins - Everyone needs help determining what’s real and what’s been spun lately. This book, written by two engaging educators, helps us develop strategies to use with ourselves and our students to safeguard our hearts and minds from inaccurate news and sources. Developing strong critical-thinking skills are the focus of this book, and a variety of resources are provided to help teachers as they share news items in their classrooms.
• Podcasts - Either listening to podcasts or having students create their own podcasts based on what they have learned from news stories can be extremely powerful and clarifying. Many students thoroughly enjoy listening to someone “talk” about the news rather than read about it. For other students, having the opportunity to express their own thoughts or perspective on an event feels personal and encourages ownership. Additionally, podcasts are known to be brief and completely scalable to fit the needs of the classroom.

“The worst ways to bring current events into the classroom”

Renee Hobbs is professor of communication studies and director of the Media Education Lab at the University of Rhode Island’s Harrington School of Communication and Media. An expert on digital and media literacy, Hobbs is the author of the forthcoming book Mind Over Media: Propaganda Education for a Digital Age . Hobbs provides media-literacy curriculum resources for K-12 and college faculty and has offered professional-development programs on four continents:

Let’s start with identifying two of the worst ways to bring current events into the classroom: require students to maintain a current events journal or stage a debate about ongoing news and current events topic. The current events journal is a too-common assignment in middle school and high school where students must write short summaries of news, following a particular format. It’s an assignment that makes paying attention to news and current events a chore, a form of homework, and something to be dreaded. Assignments like this are not likely to inspire students to want to be informed on current events or encourage their intellectual curiosity about the news.

Classroom debate activities are well-meaning efforts intended to promote understanding of controversial public issues. But when students are positioned to take opposing sides and encouraged to gather evidence, argue their side and “win,” this legalistic practice actually leads adolescents in the wrong direction. As an instructional practice, debate can work against the development of genuine understanding and knowledge. Because debates promote competition, it does not model the deliberative and reflective practice of activating intellectual curiosity and modeling humility. When it comes to learning, the goal is not winning—it’s understanding.

Learning Civil Discourse

Instead of debate, students need to practice the art of perspective-taking on news and current events. In a five-minute daily discussion, start with a question to the whole group: “What are all the things you have heard about this topic, regardless of whether you believe them or not?” This invites general sharing and gathering of ideas, and it frees students up to offer ideas without being associated with or having to defend them.

In this kind of activity, students can share information without isolating themselves from their group. Plus, this method does not alienate the students who aren’t familiar with the news event or controversy under discussion. There’s no penalty for not knowing. Students can learn about current events from their peers.

Some teachers maintain a classroom rule for current events discussions: “You only have a right to an opinion if you have evidence or experience to back it up. If you don’t, then ask questions and listen and learn.” When students hear this, they feel a sense of relief. Students can show that they are participating by asking questions and taking notes. High school social studies teacher Emily Glankler explains it this way: “I’m trying to address a social problem we have in society today. Part of the problem is that people think they are entitled to an opinion on everything.” The everyday ritual of talking about current events for five minutes a day all year long models the practice of becoming a lifelong learner and an engaged citizen.

(This is the first post in a two-part series. You can see Part 2 here. )

The question of the week is:

What are the best ways to connect current events to what we’re teaching in the classroom?

Thanks to Suzie, Kristen, Sarah, Mike, Jessica, and Renee for their contributions.

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

Just a reminder; you can subscribe and receive updates from this blog via email or RSS Reader.

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Tips for writing an Excellent Current Events Essay or Research Paper

Let's face it, writing a current events essay can be challenging if you are not adequately prepared. It is a laborious process, especially if you are to select a current event issue, formulate a topic, plan, write, and polish your essay within a tight deadline.

The bitter truth is that no professor will teach you how to write one. Well, at least not as deep as our detailed guide here will do in the next less than a quarter an hour of your time. Yet it is an assignment assigned at grades 6-8, high school, college, university, and sometimes even at Ph.D. levels.

In most cases, your role is to present points or concrete arguments about the event in question. In essence, you need to plan, research, and engage your best writing, critical thinking, and creativity skills. Good analysis, organization, and presentation are necessary more like when writing a synthesis essay or expository essay .

With all that in mind, let's find the way out. You can read this article and scoop some ideas on the elements that make a good current events paper, even if you are writing it for the first time.

What is a current events essay?

A current events essay describes a recent issue, situation, phenomenon, or happening that is interesting, drawing the attention of many people, shocking, or fascinating. In some cases, current event essays describe an event that is yet to happen. It helps relate what you have learned in class to the real-world situations that occur around you. Most current event essays are five-paragraph essays.

In a current events essay, you are to address the historical context, current state, and the potential short- and long-term effects of a given aspect of a current issue or phenomenon that has a global impact. In most cases, the topics will relate to concepts from the law, politics, international relations, technology, science, sociology, medicine and health, and other controversial societal issues. You will take a current event or issue and present it in its context.

It is a common assignment for students taking English writing classes, which is meant to assess writing, editing, and research skills. It also informs students about important occurrences across the world.

When writing one, you are to reflect on and form opinions about social justice and also learn how to spot publication bias. And as you write it, you get to hone your reading comprehension, summary, creativity, and critical thinking skills.

As well, writing an essay on current events helps you to develop your argumentative and persuasive skills.

Now that we know what a current events essay or the paper is let's explore the various steps you should take to write one successfully.

Steps to Write a Current Events Essay

Before everything else, let us show you the steps you need to follow when writing a current events essay. Although there is no one single proven way to approach such an essay better, these steps can help you avoid writer's block and write a current events essay that becomes your teacher's favorite. To write a current events essay, follow these steps:

1. Select a topic you find interesting

Although some professors or educators provide specific instructions about what topic to choose or write about, others leave it up to you (the student) to choose one. When allowed the flexibility of selecting a current events essay topic, you need to be very careful.

Check whether the instructions have specific time constraints on the topic you are to select. For instance, the instructions could stress that you focus on current events within the last year, one month, or five years.

You must also check whether your topic relates to a specific area, field, or industry. For example, understand whether it relates to education, banking, investments, technology, sports, business, religion, discrimination, gender, or politics.

Finally, check whether you need to choose a topic with some analytical aspects. This step should help you choose a topic that will not end up with a descriptive tone.

To choose a fit essay topic , you can focus on your notes, ask for insights from classmates and peers, or consult with your teacher. And as you select a topic, remember to choose one that is interesting, easy to find information about, and one you can write a complete 5-10 page essay on.

Suppose you are unsure and cannot get enough help from your teacher. In that case, you can engage an essay writing service for topic selection and further guidance.

Related Reading:

• Informative Speech topics to consider.
• Writing a descriptive essay the right way.
• Good topics and ideas for persuasive essays.
• Current and interesting argumentative essay topics.
• Tips for writing an informative essay.

2. Choose a reputable news source and select an article

Some of the good places to find topics and articles for a current events essay include New ELA, NY Times , National News, Local news websites, Sports News, The Atlantic , BBC News , Daily Mail, The Economist, The Guardian, Investopedia, Forbes, TIME Magazine, The Harvard Business Review, National Public Radio (NPR), CNN News , USA Today, The Wall Street Journal , The Washington Post , and other credible news outlets.

The source you select should be reliable, reputable, and credible. It should write well-researched, verified, and trustworthy news. After finding the source, research a fresh article as you write about a current event. Besides, choose an article on the correct topic and ensure it has the right information for your current events paper.

If you are writing a current events paper for a politics class, use the section of the major newspapers that deals with political matters. In the same way, if you are writing on science topics, target the science and technology section of the newspaper for appropriate articles.

Consider choosing from scholarly sources such as empirical journal articles, scholarly books, government documents, or peer-reviewed articles.

3. Read the selected article and take notes

After you have selected the article, read through it severally. In the first few instances, skim through the article to have a rough idea of its contents, then subsequently read as you take notes.

When reading, highlight the critical points within the article. If you are unsure of some vocabulary in the article, use a dictionary and note the contextual meaning of the words.

 You should then use the highlighted notes to identify the 5 Ws: who, what, where, when, why, and how. Answer briefly the questions below:

• What happened?
• Where did it happen?
• When did it happen?
• Who was involved?
• Why did it happen?
• How did it happen?

Determining these aspects helps you develop an angle of analysis, develop lead sentences, craft a strong thesis statement , and develop claims and arguments necessary for your current events paper. You can also document your thoughts about the article and its content.

4. Develop a thesis statement and hook for your essay

With the notes, you can develop a thesis statement and choose a good hook for your essay . A current events essay needs to be captivating, which means supporting the main arguments with credible evidence. Therefore, develop a strong thesis that each body paragraph will support using evidence.

If you are writing a current events essay on human trafficking during COVID-19, you can use the hook and thesis below:

Hook: In a study by the United Nations Office on Drugs and Crime (UNDOC) , it emerged that the COVID-19 pandemic had had a devastating impact on the victims and survivors of human trafficking, with an increased targeting and exploitation of children and women.

Thesis Statement: It is time for world leaders, investigative agencies, and law enforcement agencies to come together and develop a platform that would curb human trafficking, especially during challenging times such as pandemics and natural disasters.

5. Select the sources you are going to use to support the thesis

Research is the most critical yet intimidating part of writing any paper. However, to set yourself up in the right direction, consider doing this:

• Understand the number of sources you are to use to determine the scope of your research
• Choose credible sources. This primarily depends on the instructions. Some professors and teachers will allow you to use media and business articles. At the same time, some will only accept essays written with scholarly sources.
• Know the scope of your research or paper before commencing research. Try to write down the main points that you will use to support the thesis then research.

These are blueprints for your research as you seek to expound on the 5Ws and H of your current events essay paper.

The sources should help you fortify your position. Find and quote from experts, public figures, and scholars in the field.

When researching, look for relevant passages. Then, skim and read the documents with the 5Ws and H in your mind. If a section has ideas, consider them and highlight the significant points. You can also use the organizing tools to organize ideas from the sources.

6. Create an outline

A current events essay follows the five-paragraph essay format:

Introduction

• Body paragraphs

The body section is where the rubber meets the road as you provide evidence to support the thesis. For example, you can use subheadings in the body corresponding to the 5Ws and H.

Below is a breakdown of what should go where:

• What is the event?
• What happened or is yet to happen?
• What are the consequences?
• Which media has covered the event, and when did it do so?

The answers to these questions should be brief. Your current events essay introduction aims to give the reader insight into the event. Brevity helps you to sound reliable, knowledgeable, and engaging. The introduction should not exceed five to six sentences in most cases unless it is a very long essay.

Body Paragraph 1

• Give a history of the event
• What factors led to the event, and who was involved

Body Paragraph 2

• Explain the two sides people can take regarding the event (one side agrees, the other disagrees)- give adequate reasons.

Body Paragraph 3

• Explain the significance of the event
• As yourself, "who will the event impact?"
• What will happen?
• What roles do the people involve play?
• What can be done to change things, and by who?
• Summarize the crucial details of your essay
• Discuss the possibility of bias in the article
• Reflect on how bias informs you of the way the article was created
• Tell your readers why the event is significant enough to cover in an essay.

Works Cited Page

• List of the sources used in the essay

7. Write the first draft

It is now time to make the outline count with the outline completely. Then, you can start organizing your research and developing ideas in your essay. We advise that you begin by writing the body paragraphs, then the introduction, finally winds up with the conclusion. We are of the opinion that writing the introduction last ensures that it is excellent, composed, and consistent.

Regardless of the process, even if you begin writing chronologically (from introduction to conclusion), only focus on writing and not perfection when developing the first draft.

Select from the important passages you read evidence that support your thesis. Paraphrase, quote, and summarize from the sources, then provide an appropriate citation. Write the respective headings, subheadings, and paragraphs, and use transitions to maintain a good flow.

Your first draft should be rough, which means writing and not editing. Then, when writing the conclusion , it should be a recap of your essay. It should have a rephrased thesis and some important points of your research.

To avoid writer's block, ensure you systematically complete the paper when you have the will and zeal to write. Do not wait until later. Instead, plan your essay and complete it in phases before the deadline.

8. Proofread and edit the essay

With everything completed, it is time to refine the first draft and turn it into a final draft. First, edit your essay for the flow of ideas and sentence structure. Check whether there are ambiguous sentences, run-on sentences, or sentences that don�t make sense and are correct. If essay phrases have been misplaced, replace them with the best ones.

Proceed to proofread your essay for spelling and grammar errors. To conclude the polishing process, countercheck the sources cited in your essay. Check if the citations are done per the preferred format and that sources used in the in-text citations appear in your list of references in the correct format.

If possible, have another person read your essay. Trust our online proofreaders to read your essay, highlight mistakes, and make necessary corrections. You will get a smart paper that explains the significance of these changes. Your essay sells ideas to your professor or markers and anticipates the best Grade.

Tips when writing a current events paper

Use the following tips to perfect your current events essay.

1. Always read, understand, and analyze the essay question or the essay prompt

Check the limiting terms that define the scope of the topic, the content terms specific to the task, and the directive terms that define what your essay will be about. Directive terms include discussing, evaluating, comparing, illustrating, or exploring.

2. Define your arguments as you plan to write the essay

Ensure you have claim statements , thesis statements, and good hooks related to the main topic. Make an informed opinion, position, or point of view on the topic.

3. Use evidence, reasoning, and scholarship.

Evidence should offer data and facts to support your claim. It could be statistics, examples, quotations, and facts. Reasoning helps connect the evidence to your main argument. You will have to use reason when evaluating the evidence to show how it fits in the context of your paper. The scholarship aspect helps show how your arguments relate to what you have cited.

4. Ensure that your essay has an excellent organization

Use good essay hooks and thesis statements, and write befitting background information in your introduction. Next, organize the body paragraphs using different paragraphing techniques for a good flow. Finally, let your conclusion leave the readers yearning for more from you. It should show how the topic fits a broader context of your discipline, the significance of your findings, and factors you have covered that might interest your readers.

5. Have an essay plan

An essay plan will help you avoid writer's block. It will also help break down the writing process's parts, making it easier to concentrate, focus, and achieve more.

6. Have an essay checklist to help you refine and polish the paper

Develop the checklist from the rubric or marking scheme if one is provided. If not provided, consider some factors for a successful essay and mark your paper against the checklist.

7. Cite sources and evidence in your essay

Check whether each of the in-text citations is done as per the requirements. Equally, ensure that your list of references is up-to-date and formatted correctly in MLA, APA , Chicago, or Harvard formats.

8. Do not plagiarize

Ensure that every piece of information you use is well-cited. Acknowledge others for their credible information as you use their evidence, findings, and data to write your essay. This also means referring to verified sources such as authoritative newspapers, government journals, company data, images, and scholarly articles.

9. Be impartial

When writing, describe an event objectively without taking a subjective position. Look at the causes, factors, and other background details of the event that are not accessible. Choose not to guess or misrepresent ideas. Instead, analyze the chosen issue or event critically. And if you are writing about an event yet to occur, write what is expected based on evidence. Make good predictions and offer rationale or justifications to support your arguments. Your current event essay must be objective, convincing, informative, and educative.

These current essay tips can be the only determinant for getting the best Grade off your current events essay. Perfect and polish your writing, reading and comprehension, analytical, and organization skills because that is what is being tested. Avoid using complicated vocabulary. Instead, focus on the simplicity required in scholarly writing.

Current Event Topics

We have brainstormed, researched, and developed various current event essay topics you can choose and write about. Alternatively, these topics can be a great starting point for brainstorming and developing an appropriate topic.

• How Twitter is a significant political tool
• The USA uses drone strikes to attack terrorists; how accurate is the move?
• Causes of the high cost of healthcare in the USA
• Shortage of nurses and healthcare workers in the USA
• Wildfires in Australia
• Is the WHO trustworthy?
• Is Big Pharma taking us around with COVID-19 vaccines?
• Controversies about green energy
• Ballooning student loans in the USA
• Is social media to blame for rising teenage suicides?
• Is TikTok better than Google?
• Trump's presidency and international relations
• Afghan women's rights under Taliban 2.0
• The Black Lives Matter Movement in America
• How COVID-19 changed the global politics
• Are mandatory vaccination laws legal?
• Should the USA reduce its strictness to illegal immigrants considering its built on the same workforce?
• Should children above 15 years be allowed to vote?
• Should the government be representative?
• Should developed nations stop funding corrupt developing countries?
• Should rich people be exposed?
• Do rich people control the world
• Are wars a tool to thwart developing nations?
• The war in Syria is a creation of selfish leaders
• Why America and Russia are not on good terms
• Should North Korea stop nuclear weapons manufacturing?
• Relationship between North Korea and the USA
• The impacts of COVID-19 on the Tokyo Olympic
• Eliud Kipchoge's 1:59 marathon Record
• Should NFTs be banned?
• Is Blockchain the next big thing for the world?
• Nations should negotiate with North Korea
• Causes of global hunger and poverty
• Is NATO an effective organization
• Did COVID-19 change the global healthcare system?
• Is it possible that we are headed for a third world war?
• Is China an observer of human rights?
• Is China the new world's superpower?
• China is the world's kitchen, a chief polluter
• Is the Indian Judicial system better?
• Foreign aid has hurt Africa for ages
• African leaders are mainly corrupt, and dictators
• Should Africa be recolonized
• Is China using loans and foreign aid to recolonize Africa?
• Is cycling better than football?
• Covid-19 and the Olympic games
• How covid-19 has affected sports
• Should euthanasia be legalized
• The endless destruction of Amazon and what governments are doing
• Sex work should be legalized
• Women's rights in Afghanistan
• Mental healthcare for the LGBTQ people
• How COVID-19 Exposed the Flaws of America's Private Health Insurance System
• Why should Korea not forgive Japan for its past war crimes?
• Did History Repeat Itself in Afghanistan?
• The Afghanistan-Taliban scandal
• Is Dubai a hub for international organized financial crimes?
• Social isolation of prisoners during covid-19?
• Was the media skewed in telling lies during the pandemic?
• The no-mask mandate in England
• Why is it time to lift COVID-19 restrictions?
• Mandatory vaccinations and global travel
• Was the alarm around COVID-19 necessary?
• Housing shortage in China
• Gender reveal parties are a waste of time
• Is democracy doing any good?
• Social distancing distanced people all over the world
• Vaccine equality
• Science and lies during the covid-19
• Politics behind climate change
• Fascism in the contemporary society
• Can Trump make it back in 2024?
• Covid-19 and property pricing in New York
• Media censorship and oppression
• The media only sings the tunes of the rich
• Effects of covid-19 on financial stabilities of families
• Being a Muslim in China
• Are electronics the ultimate weapons?
• Are the media houses making us more divisive through the news?
• The third hand in Myanmar chaos
• Africa and its ballooning foreign debts
• Why do African countries store their money abroad?
• Immigration and covid-19
• Access to food and water during the pandemic
• Should TikTok be banned?
• Is TikTok a tool that has enabled LGBTQ people to come out?
• Is universal basic income attainable?
• Are trade unions any better in contemporary society?
• Who runs the world?
• Role of the New Silk Road from China to Pakistan
• Justice in a divided country
• Is Kim Jong-Un displaying his insecurity by flexing his nuclear muscles?
• Is Trump among the best Presidents the USA has ever had?
• Is Medical marijuana a promise for terminally ill patients?
• Can medical marijuana be used to manage COVID-19 symptoms?
• Deepwater Horizon Explosion and the environment
• Walmart and gun ordinances
• Consumer behavior in the age of social media
• Nissan's CEO a wanted man
• The latest breakthroughs in Fusion power
• Elizabeth Holmes and her Theranos ideas
• Is Next-Gen Graphics the next big thing?
• Using CRISPR to reverse blindness
• Silicon valley's greatest disaster
• Thorium as the future of energy
• Apple's M1 Chip as a game-changer
• Rise of bank fraud
• Ponzi schemes in the 21 st Century
• The rise and fall of HTC
• Humanoid robots and the future

List of Current Events to Write About

We have listed elsewhere social issues that you can also look into as possible topics and titles for your current event essay. Apart from those, here are suggestions of recent events that you can check and pick an appropriate topic. First, focus on what is in the news pertaining to these areas, then choose your angle of analysis.

• Airline travel
• Artificial intelligence
• Assisted suicide
• Bilingual education
• Black lives matter
• Blockchain technology
• Border Security
• Capital punishment
• Charter schools
• Childhood obesity
• Citizen scientists
• Civil rights
• The civil war in Ethiopia
• Climate change
• Concussions and injuries in football
• Cyberbullying
• Cyber security
• Cybersecurity
• Digital divide
• Drug trafficking
• Early childhood development
• Early voting
• Electric vehicles
• Electronic voting
• Environmental laws
• Ethiopian Grand Renaissance Dam
• Executive order
• Factory farming
• Food security
• Fast food advertisements
• Flint water issues
• Foreign aid
• Freedom of speech
• Genetic engineering
• Gerrymandering
• Green energy
• Green New Deal
• Global Recession
• Hate crimes
• Hate speech
• Health insurance
• Healthcare access
• Heart diseases among footballers
• Human trafficking
• Immigration
• Investigative journalism
• Israel-Palestinian relations
• Land ownership
• Land use and management
• Lead and copper rule
• Lead toxicity
• Machine learning
• Me Too movement
• Minimum wage
• Misinformation
• Money laundering
• National elections
• Natural disasters (Tsunamis, hurricanes, volcanic eruptions, flooding, snowing, storms, etc.)
• Net neutrality
• Nuclear energy
• Offshore drilling
• Online anonymity
• Organic food
• Organized crimes
• Outsourcing
• Police reforms
• Police shootings
• Poor governance
• Racial profiling by law enforcement
• Russian hacking
• Scientific Research
• Self-driving cars
• Sex education
• Shale gas exploration
• Slacktivism
• Smart devices
• Social security
• Space exploration
• Stimulus packages
• Supreme Court
• Taliban and Afghanistan
• Trade tariffs
• Transgender rights
• Transnational crimes
• Ukraine and Russia
• Voter fraud
• Voting laws
• Water resources
• Water rights
• Water supply regulation
• White nationalism
• White privilege
• Women's rights
• World cycling tours
• Zero tolerance policies

Final Remarks

Now you understand how to write and what to include in a current events paper. We hope you are inspired to write one on your own following the steps, structure, and examples outlined above.

Related Read: Titling an article in an essay.

Although this guide is the surest way to write a quality paper, you can always look at samples of current event papers written in the past. You can also consult with peers and professors for the best ideas. Finally, you can choose from our list of topics and develop further ideas from our list of current events.

If you are not satisfied or confident with your research and writing skills, you are welcome to seek the help of our essay writing experts . We offer 24/7 professional support that can help you when stuck. Do not hesitate to contact us and ask us to write your current events paper.

Gradecrest is a professional writing service that provides original model papers. We offer personalized services along with research materials for assistance purposes only. All the materials from our website should be used with proper references. See our Terms of Use Page for proper details.