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How Concerned Are You About the Coronavirus Outbreak?

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How Concerned Are You About the Coronavirus Outbreak?

Find all our Student Opinion questions here.

The Centers for Disease Control and Prevention warned that Americans should brace for the likelihood that the coronavirus will spread to the United States. Outbreaks have already occurred in many other countries, such as China, Iran, Italy, Japan and South Korea. How concerned should we be? Should we be doing anything to prepare? What do you think?

In “Most Coronavirus Cases Are Mild. That’s Good and Bad News,” Vivian Wang reported:

As a dangerous new coronavirus has ravaged China and spread throughout the rest of the world, the outbreak’s toll has sown fear and anxiety. Nearly 3,000 deaths. More than 81,000 cases. Six continents infected.

But government officials and medical experts, in their warnings about the epidemic, have also sounded a note of reassurance: Though the virus can be deadly, the vast majority of those infected so far have only mild symptoms and make full recoveries.

It is an important factor to understand, medical experts said, both to avoid an unnecessary global panic and to get a clear picture of the likelihood of transmission.

Does that background make you more anxious? Or do you find it reassuring?

In regions where an outbreak has occurred, such as in Wuhan, China, or the Lombardy region of Italy, government officials have initiated quarantines and closed schools as a way to prevent transmission. Do you think those measures will take place where you live if a local outbreak occurs? Is that something you have been thinking about?

Dana Goldstein and Julie Bosman report on what an outbreak in the United States might mean for schools. The article begins:

Schools in the United States prepare for all manner of disasters and threats, whether hurricanes, mass shooters, tornadoes, influenza or head lice.

But this week, a stark new order came from the Centers for Disease Control and Prevention: Get ready for the coronavirus.

Around the nation, school officials and parents were flummoxed by the sudden warning that if a coronavirus epidemic hit the United States, school buildings could be shut down for long periods of time, leaving children sequestered at home.

In alerting that the coronavirus will almost certainly spread in the United States, Dr. Nancy Messonnier, director of the National Center for Immunization and Respiratory Diseases, said she had contacted her own local school superintendent this week and asked if the district was prepared. She advised parents to do the same. And she suggested that a temporary system of “internet-based teleschooling” could replace traditional schools.

The obstacles to teaching remotely were evident: American children have uneven access to home computers and broadband internet. Schools have limited expertise in providing instruction online on a large scale. And parents would be forced to juggle their own work responsibilities with what could amount to “a vast unplanned experiment in mass home-schooling,” said Kevin Carey, vice president for education policy at New America, a think tank.

The article explores some challenges schools might face in dealing with an outbreak:

Schools are hastily making their own plans, or updating those drafted during previous scares over viruses like H1N1 and Ebola. The Washington State health department held a webinar for about 250 school superintendents on Tuesday to discuss coronavirus preparations, including plans to close schools and allow students to continue to do schoolwork at home.

Dennis Kosuth, a nurse for Chicago Public Schools, said his district’s ability to handle an outbreak could be compromised by circumstances like families who could not afford child care costs to keep sick children at home. Nursing shortages are a concern, too, he said. Mr. Kosuth said he was responsible for nursing care at four schools.

Some Chicago schools also lack rooms dedicated to health needs, Mr. Kosuth said. In one school where many students and staff members became ill with an ordinary infection last semester, “Patient Zero was sitting in the main office coughing and sneezing all over the place” as the sick child waited to be picked up, he said.

On a more positive note, Mr. Kosuth said that evidence from China suggested that children were more resilient to the coronavirus than adults were.

The authors continue:

Many districts have already sent home letters about the coronavirus, asking parents to keep sick children away from school and to remember basic prevention measures such as hand washing, cough covering and vaccination against the flu. They have highlighted C.D.C. advice issued early this month, calling for all travelers returning from China to “self-quarantine” for 14 days.

School officials have often tried to ratchet down panic among parents, reminding families that face masks are not broadly recommended and that the overall risk of infection is low.

But few districts have publicly addressed what would happen to classes in the case of widespread infection and school closings like those that have taken place in China, Italy and Bahrain.

The vast majority of districts have access to broadband internet, but they do not necessarily have expertise in how to effectively organize and teach classes online when schools are shuttered. Further complicating matters, not all families have home computers and high-speed internet. While 90 percent of households with children under 18 had broadband access in 2016, according to federal data, gaps remained along the lines of income, race and education level.

Less affluent families were more likely to depend on smartphones but to lack computers or tablets, which are often needed to fully participate in online learning.

While school districts may not be ready for widespread remote learning, many of the larger districts have had plans for the possibility of pandemics for years, according to Chris Dorn, a school safety consultant with the nonprofit Safe Havens International.

Districts without such plans will need to work with local health agencies to come up with protocols, he said. Among the questions to tackle: Should students at risk for coronavirus who show symptoms at school be transported immediately to hospitals or should they be kept on school grounds until a parent or caretaker can pick them up?

The article concludes:

Closing schools may not be the best option, especially since children appear to be at lower risk of infection, said Amy Acton, the director of Ohio’s health department. Beyond contingency plans for closing, she said, schools need to consider lining up substitute teachers and planning for absences of other staff members, like cafeteria workers. And Dr. Acton said schools can also play another, more traditional, role: science and health education.

“Schools can be telling families what they can be doing to stay healthy, and we can teach about viruses, and what is a zoonotic disease? Why is it important to get a flu vaccine?” Dr. Acton said. “This is a teachable moment.”

Students, read the entire article, then tell us:

  • How concerned are you about the coronavirus? Do you think the fears are overblown or are you thinking and worrying about it a lot? How prepared are you, your family, your school and your community for the possible spread of the virus to where you live?

  • How have you gotten your news about the coronavirus? Do you feel you have received clear and accurate information? What questions do you still have about the virus or the outbreak?

  • Have you discussed the virus in school? If yes, what kinds of questions and issues have been explored? Have you found these discussions helpful? Do you agree with Dr. Acton that “this is a teachable moment”?

  • What, if anything, is your school doing to prepare for a coronavirus outbreak? Do you think your school’s response has been sufficient? What is your reaction to some of the school plans and protocols discussed in the article? Which do you think are realistic for your school?

  • In “How to Prepare for the Coronavirus,” Gina Kolata offers practical tips from experts like washing your hands, keeping a supply of medicines and getting a flu shot:

The best thing you can do to avoid getting infected is to follow the same general guidelines that experts recommend during flu season, because the coronavirus spreads in much the same way. Wash your hands frequently throughout the day. Avoid touching your face, and maintain a distance from anyone who is coughing or sneezing.

What is your reaction to the advice? Do you think you will change any behaviors in light of virus? Do you wash you hands regularly? Will you now?

Film Club: ‘Walk, Run, Cha-Cha’

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Film Club: ‘Walk, Run, Cha-Cha’

And we’re starting with a twist exercise, slowly. And 2, 3. Very slow. Cha, cha. One, two, three. And Cha cha. 1, good, 2, 3. Cha cha, 1, 2, 3. Cha, cha, 1, good, 2, 3. Cha, cha. Welcome back. 2, 3. Good. I brush my foot. I brought it back. Number eight. Number eight to the side. Cha, cha, 1, 2, and 3 and 4 and single. 2 and 3, 4 and double. 2 and 3 and 4 and 1, 2, and 3 and 4 and single. Very good. 2 and 3. I don’t hear the feet. 2 and yes and 4 and 1, 2 and 3 and 4 and 1. Back 2, 3, cha, cha, 1, legs, 2, 3. Cha, cha, 1, 2. Yea, yeah. Eyes up. Cha, cha, 1, 2, 3. Cha, cha, 1, 2, 3. Cha, cha, 1, 2, 3. And cha, cha, 1, good, 2, 3, and cha, cha, 1, good, 2, 3. [music] Before I learned dancing, you know, I can only use my body to walk, to swim, to run. Today, I can use my body to reach another level of freedom. I wish I could have danced earlier at my age. But better late than never. We’re lucky to have an opportunity and the right time, maybe the last time. Back in Vietnam, we dance to rock and roll. I love Bee Gees. And I can sing all Carpenters song. What was called the foreign music, foreign music tend to be very romantic, very, very sexy. When I first met Paul, he was shy, so shy. I didn’t think he is my type. But I remember he invited me to his birthday party. You have to remember that dancing, in those day, in Vietnam, it is illegal to have dance party at home. You can get in trouble. But we organize a party anyways. He being gentleman, stretch out hand, shall we dance? We dance like what they call slow dance, just like two of us, like close. I feel he shaking. I am too. I vividly remember he can dance. I start becoming his girlfriend, because we in love so much, so in love. I told my father, we have to leave the country to escape the communist Vietnam. The communist, something very soon right now, anytime. If you do business, they go after you. But my mom was a real business woman. So soon enough, they start to come to arrest my mom, say, you have to give up your house. You have to give up your factory. When we escape, we know we take the chance of the lifetime. Either we die on the ocean or if we get caught and we get sent home, we’d have nothing left. Is that O.K., my hair? Yeah. O.K. One day he came. He say, tomorrow, I have to leave. I’m sorry. I could not bring you. And then, he left. We were not sure whether we would see each other again. (SINGING) Oh, my love. My darling. Santana. (SINGING) Oye como va. Yeah. Cha, cha? You know? (SIGNING) Where do I begin? I don’t have — No. I don’t think so. On the record. Hey, hey. What are you talking about? We already at that age. You already — We already there. [music] I am an auditor for the state of California. Some people, they think, oh, yeah. It’s good, good exercise, they say. But then they know we go compete. We go perform. We have the best professional teacher from Ukraine. If one day my co-worker, they will see me dance, they will be shocked. They will never think I can dance the way I dance with my husband. Totally different two people. I work as an engineer. We work full time. We can afford to retire. Our daughter has her own life right now. So we go to the club, at least four nights per week, taking group lesson, private lesson, and dance on the floor, three hours in the evening. Why am I spending so much time dancing? Am I crazy? When I came to America, I was scared. We got nothing, really. I love her and care for her. I felt very sorry that I couldn’t bring her with me. But I don’t want to give empty promise or anything. It felt really, really hard to accept. I didn’t hear from him for six months. And then, I get a letter from him. So romantic. He say, even in his dream, he remember my name. I started writing a lot of love letter to him. I was so eager to get out. I talked to lawyer about the immigration petition process. I prepared to argue my case for her. I told her, there’s a possibility that I can get you out. It might not be successful. The letter become so slow. He cannot always think of me, right? But then, I received a notice from the embassy saying that I was allowed to leave Vietnam. I was so happy. Paul did so much effort. I was excited. But you know, after this long separation, there’s a lot of uncertainty. I don’t know whether we will be still the right kind of person for each other. We only met for six months. And we were separated for about six years. Los Angeles, California. Once I got out from the plane, I saw Paul. I don’t know how to feel. He looked a little bit like distant. He took my hand. And I feel weird, because we lost that feeling. After a few days, he says, why don’t we start over? Stretch. Your hands are on her shoulders. Don’t mess up — my shoulder. Good. And then, it goes on her head. 3, take her head. Take it. Take her head. O.K., O.K., O.K., O.K., O.K., O.K. I got it. Make it real. And to 2. Take it very slowly. 2 across and ronde, 3. Good. Very solid. [inaudible] walks, 4, and ronde, 1. Walking out when. She does the spiral, remember, we close. Don’t send her out. Hold her so she does the [inaudible] spin with you. Another [inaudible] spin. O.K. I got it. Bringing the legs — Yeah. I know. I already — Yeah, then you — The other way, honey. I’m going to lift you right now, O.K.? Run. Oh, wow. Oh. No, no. Hold on a sec. I’m going to do it again. Suddenly — O.K. Go. Oh, no, no, no. It’s not down there. It’s under her ribs. Yeah, yeah, yeah. Can you please show me how you would send your wife there? It’s not — Oh. No, no. That’s presenting. Opposite. I want you to like reach. Like you want her to come back, but — O.K. You want me to — Yeah. Reach. Your body. You follow it. You follow that. A little bit early, early, early. And bring it back. Remember, motion creates emotion. O.K. Motion will create emotion. O.K. And it goes backwards too. Emotion makes motion. Motion create emotion. Come on. Come on. He have no emotion. That’s why. Give him some. [inaudible] Good. Down. [music] When we came to this country, we have one goal. We want to establish our lives. Back then, we didn’t have the luxury to enjoy life, not exactly knowing what it means to enjoy life. Now, we have to learn something new. We know we don’t have a lot of time left. We’re making up for the lost time. [Music] (SINGING) We’ve only just begun to live. White lace and promises. A kiss for luck and we’re on our way. Before the rising sun, we fly. So many roads to choose. We’ll start out walking and learn to run. Sharing horizons that are new to us. Watching the signs along the way. Talking it over, just the two of us. Working together day to day. Together. And when the evening comes, we smile. So much of life ahead. We’ll find a place where there’s room to grow. Sharing horizons that are new to us. Watching the signs along the way. Talking it over, just the two of us. Working together day to day. Together. Together. And when the evening comes, we smile. So much of life ahead. We’ll find a place where there’s room to grow. And yes, we’ve just begun.

What’s Going On in This Graph? | March 4, 2020

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What’s Going On in This Graph? | March 4, 2020

These graphs, which show the support by voters of different age groups on four political questions, appeared elsewhere on NYTimes.com.

By Friday morning, March 5, we will provide the “Reveal” — the graphs’ free online link, additional background and questions, shout outs highlighting student comments and headlines, and Stat Nuggets.

  • What do you notice? If you make a claim, tell us what you noticed that supports your claim.

  • What do you wonder? What are you curious about that comes from what you notice in the graphs?

The questions are intended to build on one another, so try to answer them in order. Start with “I notice,” then “I wonder,” and end with a catchy headline.

2. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment online. Teachers of younger students are welcome to post what their students say.)

3. After you have posted, read what others have said, then respond to someone else by posting a comment. Use the “Reply” button or the @ symbol to address that student directly.

On Wednesday, March 4, our collaborator, the American Statistical Association, will facilitate this discussion from 9 a.m. to 2 p.m. Eastern time to help students’ understanding go deeper. You might use their responses as models for your own.

4. By Friday morning, March 6, we will reveal more information about the graphs at the bottom of this post. Students, we encourage you to post an additional comment after reading the reveal. How does the original article and the moderators’ comments help you see the graphs differently? Try to incorporate the statistical terms defined in the Stat Nuggets in your response.


  • Read our 2019-20 introductory post, which includes the archives of past releases by topic and graph type.

  • Learn more about the “Notice and Wonder” teaching strategy and how and why other teachers are using this feature from our on-demand webinar.

  • Sign up for our free weekly newsletter so you never miss a graph, and add our 2019-20 “What’s Going On in This Graph?” live-moderated discussion Wednesdays to your Google calendar (12/11, 1/8, 1/15, 1/22, 1/29, 2/5, 2/12, 2/26, 3/4, 3/11, 3/18, 3/25, 4/1, 4/8). Graphs are always released by the Friday before to give teachers time to plan ahead.

  • Go to the A.S.A. K-12 website, which includes This is Statistics, resources, professional development, student competitions, curriculum, courses and careers.

What Students Are Saying About Vegetarianism, Parental Advice and How We Listen

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What Students Are Saying About Vegetarianism, Parental Advice and How We Listen

Though it may seem reasonable to seek advice or help from your parents, in my case it does not rest the same. Growing up with immigrant parents was difficult, in the aspect that they were not as open enough to me and were highly strict with their parenting terms. Their strictness may have prevented me from opening up to a relationship with them, but for many cases found in immigrant families, it is more likely, causing more signs of anxiety and depression.

Vanessa Gonzalez, John H. Francis Polytechnic High School

My issue is when I try to talk to my mom about situations that are happening in my life, she nicely tells me that it’s my fault that I’m in the situation and then gives me a lecture about knowing right from wrong and other similar subjects. First of all that’s not helpful second it makes me feel attacked and then I don’t want to talk anymore. So I don’t tell myself much of anything unless I really have to. Although I wouldn’t mind telling my mom everything going on in my life, it just never goes well for me.

Daleah Vallardo, California

It’s hard and uncomfortable for me to share my problems with my parents because they don’t always react how I want them to. Sometimes they say that it’s my fault, so I don’t really talk to them about my issues, because I think I can handle them on my own. Also, I know that they’re busy and don’t have time, so I don’t bother them with stuff. I don’t ask for help on anything. I only ask if I’m desperate. They say I shouldn’t be asking for help much, and I should try to figure it out on my own.

Catherine Jonathan, J.R Masterman

Telling our parents about our issues can sometimes be the biggest problem. For example I find that whenever I receive a bad grade, or fail to do something, my issue is never really that I am worried about what I can do to fix it, but how my parents will react to the news. Because of this I only feel comfortable talking to my parents about certain things, like teachers, or other topics not related to grades and schoolwork, that happen at school.

Valeria, J.R. Masterman

Usually I’m the type to hold on my feelings until I decide I’ve had enough, I do that with my friends and my family. I speak my mind when I need to and I say what I have to say, but when it comes to my feelings, they are harder to express. Often times, going to my mom isn’t the easiest or most comfortable option I have. When I go to my mom, I have to gather up courage to face my mother in a raw, letting go of my pride sort of way in order to tell her how I feel.

Jessica Elkotbeid, Los Angeles, CA

This is to parents; We teens act mostly on our emotion, especially when we have it all bunched up in us. And when we turn to you guys for help, we expect that you guys would be there to tell us it’ll be ok. Instead some parents are criticize our thoughts because sometimes they think it is too immature …

zero, Upper Merion High School, PA

When a pile of stress is dropped on us, we get lost and feel alone when we don’t know who to turn too. Parents try to help in any way they can, and they usually try to help by give advice. However, in the eyes of a teenager, parents seem to be criticizing our every move when we are only look for a support system. For parents and teens to overcome this obstacle, it is best for parents to know that we are not always looking for a solution.

Jamyah Bernard, Wekiva High School, Apopka FL

Word + Quiz: cerulean

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Word + Quiz: cerulean

adjective: deep blue like the color of a clear October sky

noun: a light shade of blue

_________

The word cerulean has appeared in 34 articles on NYTimes.com in the past year, including on Nov. 14 in “A Guide to Milos, a Greek Island With Fewer Crowds and More Beaches” by Michaela Trimble:

Set on the northern shore of the island near the village of Agia, this otherworldly swimming beach is known for its white volcanic diatomite and pumice cliffs, which have been carved into pillars and ravines by centuries of waves whipped up by the northerly Meltemi winds. Visitors can sunbathe on the undulating formations and take refreshing dips in rock pools and the bay’s narrow canal. The bravest head for the highest cliffs to take turns plunging into the cerulean waters of the Aegean below. According to local lore, pirates once sought refuge on the beach and hid their treasure in tunnels hand-carved at the base of the rocks.

_________

Are You Able to Be Your Whole Self at School?

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Are You Able to Be Your Whole Self at School?

Find all our Student Opinion questions here.

Does your school try hard to make students from different backgrounds feel welcome and included?

Do your teachers provide space for students to thoughtfully tackle complex issues related to race, ethnicity, gender and sexuality?

Do you feel that you’re able to bring your whole self to school?

In “Bringing a New Vibe to the Classroom,” Kerry Hannon writes about teachers across the country who are trying to honor the diversity of their students’ identities:

At the forefront are teachers like Christopher Emdin, 40, a science educator and the author of “For White Folks Who Teach in the Hood … and the Rest of Y’all Too.” He has been a leader in the #HipHopEd initiative, which integrates urban youth culture with learning. The Science Genius program, for example, uses hip-hop music and rhymes in teaching science.

Mr. Emdin — who said he did not like school growing up — co-founded an initiative in 2012 with the rapper GZA to use hip-hop to teach science in 10 New York City public schools. It is about “remixing education,” he said.

Today, he advises educators on ways to incorporate these techniques into their classrooms. “Writing these raps, poems over beats, is a way of giving students’ voice,” he said.

Louis Tavares, 17, a senior at Brooklyn Prep, said hip-hop motivated him to learn. “Before hip-hop, I would go to school and not really look forward to learning,” he said. But now with hip-hop, he said, “It brings a certain type of vibe to the classroom.”

Teaching Tolerance, the education arm of the Southern Poverty Law Center, has produced social justice teaching standards that many teachers are using, from kindergarten through high school, to guide curriculum development.

“We are beginning to address race and racism explicitly in the classroom,” said Lecia Brooks, a former teacher and a member of the senior leadership team of the Southern Poverty Law Center. “We are letting go of the false notion that it is too heavy, too much for children to talk about it head on.”

The article features several other teachers who are doing similar work:

Another powerhouse behind the transformation of teaching is the National Council of Teachers of English, with more than 25,000 members and subscribers worldwide. Lorena Germán, an immigrant from the Dominican Republic, is the chair of the council’s Committee Against Racism and Bias in the Teaching of English.

Ms. Germán, who came to the United States as a child, teaches at the Headwaters School in Austin, Tex. She said she experienced classroom racism as a child in Lawrence, Mass. “They wanted to bring us into a classroom that required us to dismiss our way of being in order to assimilate — as if ours had no value,” she said.

She rebelled. “I was a menace,” she said. “My chemistry teacher, for instance, would not speak to me or respond when I raised my hand.”

Today, after nearly two decades as an educator, she practices “activism every day in the classroom,” she said. “This is not about politics. This is about working toward social justice. I am constantly asking myself how I can model that thoughtfully in my classroom.”

Ms. Germán’s ninth-grade students, for example, study graffiti and debate questions such as: Is it vandalism? Where does it come from? What does it mean? What does it contribute to society? Does it count as text? Is there a message there?

The students read Gene Luen Yang’s “American Born Chinese,” a graphic novel that centers on issues of conformity, issues of identity, particularly around race, she explained. “The discussions get pretty heavy.”

“My students are really engaged with the content,” Ms. Germán said. “Over and over, they comment on how modern it is. What they are saying is that it’s very relevant to their lives.”

Students, read the entire article, then tell us:

  • Are you reading texts in school that are written by authors from diverse backgrounds and who represent different perspectives? Do you see your own identity represented in the content you’re studying in school?

  • Do your teachers provide space in class for students to speak openly about issues related to culture, identity and differences? Do you feel comfortable speaking about these topics in school?

  • One student, Louis Tavares, says that using hip-hop in the classroom “brings a certain type of vibe to the classroom.” What does vibe or atmosphere mean to you? Do you think that teachers should try to create a vibe in their classroom? Can it help students learn more and perform better in school? Do you think that the atmosphere of classes can make them more relevant or meaningful to students in general — and to you as a learner?

  • Christopher Emdin, a science educator and author, says, “Writing these raps, poems over beats, is a way of giving students’ voice.” Do you feel your teachers let you express your voice through your projects and assignments? In what ways?

  • In general, do you feel engaged by what you are studying in school? Do your classes feel relevant to your life? Please share.

  • In the comments section of the article, Times readers expressed a range of opinions about the teaching strategies and approaches shared in the article. Choose one comment and respond to it here. Do you agree or disagree with the comment, and why?

Students 13 and older are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Lesson of the Day: ‘Same Goal, Different Playbook: Why Russia Would Support Trump and Sanders’

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Lesson of the Day: ‘Same Goal, Different Playbook: Why Russia Would Support Trump and Sanders’

[music] This is a story about a guy and a term he likes to think he invented. “Really, the word — I think one of the greatest of all terms I’ve come up with is ‘fake.’ I guess other people use it, perhaps, over the years. But I’ve never noticed it.” It’s only been around for a few years. But you’re probably as sick of it as we are. Well, the thing is, fake news is actually really old. It’s just that, once, it went by a very different name. [ding] [non-English speech] Because really, this story is about a virus, a virus created decades ago by a government to slowly and methodically destroy its enemies — [water sloshing] — from the inside. But it’s not a biological virus. It’s more like a political one. And chances are, you’ve already been infected. [music] If you don’t know who to trust anymore, this might be the thing that’s making you feel that way. If you feel exhausted by the news, this could be why. And if you’re sick of it all and you just want to stop caring, then we really need to talk. Ready? [music] O.K., so to start, let’s go back to July, 1983 and all the way over here: New Delhi, India. This is when a remarkable story appears in a newspaper called “The Patriot.” It claims the H.I.V. virus was secretly created by U.S. government scientists as a weapon to kill African-Americans and gay people. It even names a facility, Fort Detrick in Maryland, where the virus was supposed to have been concocted. It’s a crazy allegation printed in a small newspaper — no big deal, right? But fast forward just a couple of years, and look what’s happening. The story is spreading all over Africa. The scientific report’s even published by two East German biologists who say they can prove AIDS is made in the U.S.A. All these articles are from just a few months at the end of 1986. And then, somehow, it ends up here. [drums beating] “A Soviet military publication claims the virus that causes AIDS leaked from a U.S. Army laboratory conducting experiments in biological warfare.” That’s Dan Rather reading a fake news story to millions of unwitting Americans on national TV. But don’t be too hard on Dan. This was one of the greatest cons ever carried out on the global scale. And we’re going to show you how it was pulled off. [music] But first, let me introduce you to a few authentic grifters. Stashed away on some old videotapes, we found interviews with a bunch of ex-spies. This guy, Ladislav Bittman. This guy, Stanislav Levchenko, and this guy, Yuri Bezmenov. They all worked for the KGB during the Cold War before defecting to the U.S. And it’s thanks to them that we know so much about one of the KGB’s most secretive departments. “Only about 15% of time, money and manpower is spent on espionage as such. The other 85 percent is a slow process, which we call either ideological subversion or active measures, [speaking Russian] in the language of the KGB.” So “active measures,” it’s a euphemism for, well, bullshit — but not just any bullshit, the most strategic, masterful, toxic bullshit you could possibly imagine, made with one goal. “To change the perception of reality of every American to such an extent that, despite of their abundance of information, no one is able to come to sensible conclusions in the interests of defending themselves, their families, their community, and their country.” “Within the KGB is a department that specializes in planting false stories and forged documents.” We know it was run from Department A right at the top of the KGB. And it had a multimillion-dollar budget. “At least 15,000 people, who, in the Soviet Union and outside of the Soviet Union, are involved in that kind of actions on a regular, daily basis.” You heard that right — 15,000 people. That’s more than the entire staff at the State Department after 9/11. Now these days, KGB defectors who are still breathing are a little hard to come by. But we tracked down one to a small town in Massachusetts. “Well, my original name was Ladislav Bittman.” These days, he goes by Larry Martin. He’s 87 years old. “It’s a collage — “ He likes to paint. “ — with Putin. And he was boasting about his riches.” And of course, he has a girlfriend down in Florida. “Hello!” “Hello, hello. I am still busy.” But back in the day, he was a director at one of the most legendary active measures outposts reporting to Moscow. And when it comes to bullshit, Larry’s done it all. His first ever con — “It was an operation to establish a whorehouse in Germany.” That was to catch politicians in compromising situations. And once, he even planted a treasure chest of Nazi papers at the bottom of a lake. “Now original Nazi documents.” That was to stir up anti-German sentiments. Larry’s expertise, though, was a special kind of bullshit, something called — “Disinformation. Basically, it means deliberately distorted information that is secretly leaked into the communication process in order to deceive and manipulate.” [dinging] All right. Just to avoid any confusion, let’s pause here quickly to unpack all these different flavors of bullshit. Now at the top, you’ve got your active measures, right? These are basically any kind of covert operations against another country short of starting a war. This includes forgeries and even kidnappings. But disinformation was the heart and soul of it for the KGB. You might be thinking, that’s just a fancy word for propaganda. But it’s not. Propaganda tries to convince us to believe something. Disinformation is a highly organized attempt to deceive us into believing it. Today, everyone calls this fake news. But that’s become such a loaded term — no thanks to this guy — that it’s basically useless. Anyway, we’ll get on to him later. All right, [dinging] let’s get back to it. Disinformation — it was such a big deal that every KGB agent was required to spend 25 percent of their time coming up with ideas for false stories. And in a year-end review — yes, KGB agents had year-end reviews, too — every agent was evaluated on — “How many proposals for disinformation operations he submitted.” “You’ve gotten to be fairly good at this when you were Czech intelligence, didn’t you?” “Unfortunately, I have to admit, yes.” Just how good were these guys? Well, that rumor that the C.I.A. shot J.F.K., the story about how the C.I.A. tried to assassinate Pope John Paul II, and the one about rich Americans buying poor kids from Latin America to harvest their organs — but as the first cases of AIDS spread fear around the world, the KGB saw an opportunity for their biggest con yet. [clicking] All right, so let’s go back to 1983. And we’re going to show you what really happened here. So remember this story started with an article in The Patriot newspaper? “‘AIDS, the deadly mysterious disease which has caused havoc in the U.S. is believed to be the result of the Pentagon’s experiments to develop new and dangerous biological weapons.’ There’s the crux of the crap.” It’s time you met Kathleen Bailey and Todd Leventhal. They were part of a U.S. government team that first pieced this story together back in the ’80s. [ding] “This is just the perfect example of a very effective disinformation campaign.” Well, almost perfect. There are some obvious grammar mistakes here, which tip off experts like Kathleen. Like, in English we’d say flu virus, not the virus flu. “So it’s written by a non-native English speaker. And it probably was written by a Russian-language speaker.” “They said, oh, the Indian newspaper, The Patriot — which we knew the KGB used this as an English language newspaper as a way to get stories out.” This was a classic Soviet tactic. Oleg Kalugin is another ex-KGB agent we found. He told us, they’d always try and place the story — “ — in a third-world country — ” — somewhere like — “ — say, in India, Thailand — ” — where journalists could be easily tricked or bribed. “So that gave the story acceptability when nobody was searching about the origin.” [music] The KGB let this story go quiet for a couple of years after India. But with AIDS still making scary headlines in ’85, they revived it, this time in a prominent Moscow newspaper. And the source for this story? You guessed it. [ding] It’s brilliant, really. They’ve repeated the story but concealed their hand, distancing themselves from the lie they started. So we’re now into 1986. And the KGB want to add gravitas to this lie. So they look around for a scientist, a human face, someone who could back up the lie with data. And no joke — this is the dude they found. This is Dr. Jakob Segal. Remember I said the reports had two authors? Well, here comes the co-author now. It’s his wife, Lilli. Believe it or not, these two wrote that report that claim to have evidence AIDS was created in a U.S. government lab. “This scientific gobbledygook — and you know, read this stuff, and who can understand it? But it purports to be proof.” The thing is, it worked. The KGB made sure the Segal report was read by journalists all over Africa. And they kept on pushing it until it went, well, viral. [ding] It’s appeared in 200 reports in 80 countries. Even The Daily Express in London runs with it. And finally, on March 30, 1987, the KGB hits the jackpot. “A Soviet military publication [echoing] claims the virus that causes AIDS leaked.” This campaign had a KGB code name. They called it, Operation Infection. “Good afternoon. I would like to begin the introduction to this report by stating that the U.S. image abroad is damaged. And U.S. foreign policy is complicated by disinformation. Wow. Huh. That’s a half a lifetime ago. This was handed out at a demonstration. I was so angry that they accused the United States of creating the AIDS virus, because I knew how effective that was going to be as a tool against us. And it angered me deeply. And it empowered me. It motivated me. It fired me up. I was pissed.” [music] Operation Infection, one of the most audacious and successful fake news stories ever created — and for America, the impact was toxic. “Foreign governments actually believed that the U.S. was creating this biological warfare agent. For them to think that damages their view of the United States not only as a culture, but it taints all of our policies. It’s in the back of their minds every time they discuss anything with us.” Now with so much at stake, you might be wondering what the U.S. response to this was. Well, you’re watching it. “The primary origin of disinformation about the United States abroad is the Soviet Union.” Kathleen and Todd were both part of something called the Active Measures Working Group. Nicknamed Truth Squads, it was a team that tracked and tried to expose Soviet disinformation. “Everybody was working part time on the issue.” “It was not funded lavishly.” “We all sat around a table once every week or two. And those who could volunteer their time to come in did.” Yup, that’s right. In the face of thousands of KGB agents with a multimillion-dollar budget, we had some part-time workers propping up poster boards on C-SPAN. “I see that it wasn’t very well attended. And I remember that now that I see this. But it did have an impact.” They didn’t have the budget or the time. But they were motivated by truth and did what they could, responding to the fire hose of falsehoods, calling them out, one lie at a time. “So they were working at this day, after day, after day. I think we were kept busy just knocking these things down.” But repeated exposure didn’t just lead to a couple of article corrections. Kathleen’s report exposing and debunking Operation Infection made its way right to the top of the Kremlin into the hands of Soviet leader Mikhail Gorbachev himself. Secretary of State George Shultz was in the room when Gorby read it. “And you’re spreading all this bum dope about AIDS and the United States pushing it. And I said, come on. So we had a good, heated exchange. And there’s nothing wrong with that.” And days later, Gorbachev did the unthinkable. He bowed to pressure, apologized to President Ronald Reagan, and promised to stop spreading the fake AIDS story. “When we in the Active Measures Working Group heard about Gorbachev having read the reports — that’s cool. That is really cool. He couldn’t deny what we put in the report. And he didn’t deny it.” “Yet, it was the military who prevented the hard-line coup from succeeding.” “And then came the year 1989, 1990, when the Communist regime collapsed. Nobody believed that the Russians would continue using this weapon in future.” “Our government’s view was, problem solved.” As the Soviet Union was collapsing, Todd wrote this final report for Congress, a warning that would fall on deaf ears. “The formidable Soviet active measures and disinformation apparatus, which has manipulated world opinion for decades, has disintegrated. But many large fragments of their apparatus continue to exist and function, for the most part now under Russian, rather than Soviet sponsorship.” Don’t forget. KGB agents spent 25% of their time creating disinformation. And that was true of the entire agency during the Cold War, including a young agent from St. Petersburg who enrolled into the KGB in 1975 and who would one day go on to greater things. [music]

In Memoriam

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In Memoriam

On Feb. 24, a public memorial for Los Angeles Lakers great Kobe Bryant and his daughter Gianna was held at the Staples Center. The event hosted around 20,000 guests, including celebrities, athletes and fans who bought a limited number of tickets.

Did you follow any of the coverage from the event? How did you feel about the many ways that Bryant and his daughter were memorialized?

In what ways have you paid tribute to people you know who have died, whether they were a public figure or someone close to you? How do you hope to be remembered by others when you die?

Tell us in the comments, then read the related article about how Bryant and Gianna have been immortalized in hundreds of murals around Los Angeles.

How Much Do You Know About Montenegro?

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How Much Do You Know About Montenegro?

Can you find Montenegro on a map? What else do you know about this European nation with about 600,000 people?

How Do You Decide What News to Believe, What to Question and What to Dismiss?

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How Do You Decide What News to Believe, What to Question and What to Dismiss?

Find all our Student Opinion questions here.

Knowing what’s going on in one’s community, country and the world is important. But with so many different ways to get information about current events — from social media sites like Facebook and Snapchat, TV channels like NBC and Fox News, newspapers like The New York Times and your local paper, not to mention from friends and family — it’s hard not to be bombarded with a fire hose of information. How do you decide what to believe, what to question and what to just plain ignore?

Do you have confidence in your ability to distinguish between fact and opinion? What about between reliable journalism and fake news? Do you think of yourself as a savvy news consumer?

In “These Students Are Learning About Fake News and How to Spot It,” Alina Tugend writes about news literacy instruction in schools:

The students sit at desks in groups of four, watching videos about the recent bush fires in Australia. One shows an apocalyptic landscape in flames, the other a tourist paradise, with assurances that much of the continent is safe.

Instead of dismissing both as fake news, the eighth graders know what questions to ask to tease out the nuances: Who put out the videos? What does each source have to gain? How big is Australia? Could both videos be true?

It is no wonder these students at Herbert S. Eisenberg Intermediate School 303 in the Coney Island neighborhood of Brooklyn approach their task with such sophistication. They have been studying news literacy since sixth grade in one of the only schools in the country to make the subject part of an English language arts curriculum that all students must take for an hour a week for three years.

News, or media, literacy — how to critically understand, analyze and evaluate online content, images and stories — is not new. But it has taken on urgency in the last few years as accusations of fake news and the reality of disinformation permeate the internet and people — especially young ones — spend hours and hours a day looking at screens.

“Media literacy is the literacy of the 21st century,” said a recent report by the nonprofit group Media Literacy Now.

The article points out the dangers of believing — or doubting — everything one reads or simply not having the skills or the desire to verify information:

Research has shown that an inability to judge content leads to two equally unfortunate outcomes: People believe everything that suits their preconceived notions, or they cynically disbelieve everything. Either way leads to a polarized and disengaged citizenry.

Other recent research suggests that while so-called digital natives — preteens and teenagers — are technically savvy, most of them fail when it comes to assessing the veracity of news articles and images.

“If they were on a highway, it would be equivalent to not knowing you should stop at a stop sign. That’s really the state of ignorance we’re dealing with,” said Sam Wineburg, a professor of education at Stanford University and executive director of the Stanford History Education Group, a research and development consortium.

Students, read the entire article, then tell us:

  • Does the example of the class that watched the video about wildfires in Australia remind you of anything you have experienced in school? Do your teachers ever ask you to evaluate sources and determine reliability?

  • The article mentions research suggesting that young people “fail when it comes to assessing the veracity of news articles and images.” Do you think you’re good at spotting fake news? What about your friends? How do you decide what to believe, what to question and what to dismiss?

  • In the article, Maria Carnesi says, “This generation is very disillusioned by news — everything is fake news.” To what degree do you agree with her observation? Have you seen this attitude among your peers? Does this ever reflect your own thinking?

  • Ms. Carnesi also says, “News literacy is really empowering for young people.” Do you think building news literacy skills is important for students? Should it be taught in school? Do you agree that learning these skills is “empowering?” Why?


Students 13 and older are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.