Some people think that secondary school children should study international news as one of the school subjects. Others think it is a waste of valuable school time. What do you think? Give reasons for your answer and include any relevant examples from your knowledge or experience.

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The potential for the global media to shape the views of the today's youth is considerable.
However
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, while some commentators think that the media has no place within secondary
education
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, other analysts defend the idea that international news should be studied at
school
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. In
this
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essay, I shall examine a number of studies which show that both the view points, to some degree, are justified.
To begin
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with, the global media undoubtedly enriches teenager's understanding of contemporary affairs.
This
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is because television reports provide a concise summary of international affairs.
For example
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, a study showed that the media heavily influenced teenager's knowledge of contemporary affairs. Since any secondary
school
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education
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is incomplete without an awareness of
such
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events, it is
therefore
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clear that media can play a vital role in assisting
education
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.
On the other hand
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, many critics argue that teenagers are negatively affected by the global media's focus on war and civil unrest.
This
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is because exposure to violence often leads to depression.
For example
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, recent surveys have discovered that depressed teenagers usually cite the dismal state of the world as a source for their depression. Since, mental health is an important objective of secondary
education
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, it is
therefore
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questionable whether the study of international news wouldn't be a destructive and wasteful use of
school
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resource. In conclusion, it should be clear that there are reasons for and against the study of news at
school
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.
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Thus if
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Thus, if
media studies are to enter the
school
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in the future, schools will have to think about how the negative aspects of the news can be decreased, and positive aspects maximized.
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Topic Vocabulary:
  • global perspectives
  • cultural understanding
  • interconnected world
  • critical thinking skills
  • discern biases
  • global citizenship
  • curriculum
  • academic development
  • sensitive content
  • news cycles
  • structured curriculum
  • positive developments
  • fostering hope
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