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Do You Believe Aliens Exist?

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Do You Believe Aliens Exist?

Find all our Student Opinion questions here.

Did you hear about the meme-inspired Facebook event encouraging people to “storm Area 51,” a secret military site that has long been rumored — in television shows, movies and online forums — to be the home of extraterrestrial life?

Well, the event took place last week, and several hundred people showed up. Do you wish you had been among them? Do you think intelligent extraterrestrial life exists?

In “Area 51 Raid: They Come in Peace, So Far, in Search for Aliens,” Nicholas Bogel-Burroughs writes about the event and its enthusiastic participants. But he also takes on the mystery at the heart of the gathering:

The event has revived an age-old question: Do aliens really exist?

Seth Shostak is a senior astronomer at the SETI Institute in Mountain View, Calif. (SETI is short for the Search for Extraterrestrial Intelligence.) Researchers there are searching for intelligent aliens — ones that “can at least use a radio transmitter,” Mr. Shostak said.

Mr. Shostak said his phone had been ringing all day on Friday.

“We don’t investigate reports of sightings here,” Mr. Shostak clarified at the beginning of an interview. “Although I have to tell you, also, that I get phone calls from people that are having difficulties with aliens in their personal lives, so I do deal with the idea.”

While Mr. Shostak said the evidence of alien life in the universe is, at this time, “essentially none,” he also contended that in all the space of the universe, it would be surprising if Earth alone was the home to intelligent life.

“It’s like saying, ‘Will we ever cure the common cold?’ I would say, we will,” he said.

As far as the green little guys that some imagine waddle through Area 51’s hallways, Mr. Shostak said there was almost no chance. Secrets like that, he said, would get out.

Students, read the entire article, then tell us:

  • Are you curious about aliens? Do you think intelligent life exists on other planets? Why or why not?

  • Why do you think conspiracy theories about Area 51 persist despite denials from the American government? Have you ever wondered what goes on there?

  • In general, how interested are you in stories about aliens, unidentified flying objects and the like? Why do you think some people are so fascinated by this topic?

  • Do you think extraterrestrials have ever visited Earth? What do you imagine alien life to look like? Like us? Like little green beings with large dark eyes? Something else?

  • If you were to make contact with a being from another planet, what message would you send 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: ‘Young People Are Going to Save Us All From Office Life’

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Lesson of the Day: ‘Young People Are Going to Save Us All From Office Life’

Find all our Lessons of the Day here.

Featured Article: “Young People Are Going to Save Us All From Office Life

Can Gen Z-ers and millennials save the world? Or at least the world of work? That’s the provocative question at the heart of today’s article.

In this lesson, students will consider existing stereotypes about Gen Z-ers and millennials and discover how some of those perceived “negative” qualities are radically changing the nature of work — perhaps for the good. Then they will design their own ideal workplace.

Are Gen Z-ers and millennials lazy? Entitled?

  • What stereotypes about Gen Z-ers and millennials do the adults you know seem to hold? How does the media portray younger people — and what, in your opinion, do they get wrong?

Now, consider: How could some of the qualities you included in your answers above lead to challenges or opportunities as Gen Z-ers and millennials enter the workplace?

Read the article, then answer the following questions:

1. How does the story of Ariel Coleman, 28, illustrate some of the ways that young people’s expectations and hopes for their work differ from those of older generations? What are younger workers looking for today?

2. How did previous generations view work, according to the article? What challenges did they encounter in trying to fulfill their goals?

3. How are some companies responding to the wants and needs of younger generations? What types of changes have they implemented? Why might these workplace changes be more difficult to implement on a large scale?

4. What life experiences have shaped Gen Z-ers’ and millennials’ thinking about work? How has technology affected these changing expectations?

5. How does the article change your views about Gen Z-ers and millennials? Did it confirm or refute the stereotypes you wrote about in the warm-up? Does it make you optimistic about your own future career or work? What do you feel are some possible downsides of the new workplace?

Describe the ideal workplace for you.

Reflect on any work experiences you have had: What did you like most about your various jobs? What did you like the least?

Consider what you know about the work experiences of your parents and family: What are their workplace priorities and values? What aspects of work do they find beneficial and what, do you think, do they wish they could change?

Next, consider you own values: What qualities are most important to you when imagining work: Salary? Schedule flexibility? A sense of fulfillment? Prestige? Having an opportunity to grow? How do you hope to address your work-life balance? Would you rather work from home or in an office? Would you rather work from 9 to 5 or be able to adjust your schedule to fit the needs of your daily life, as many younger workers like Ms. Coleman prefer?

Tell us about your dream workplace.

What Students Are Saying About: The Bystander Effect, Fraying Friendships, and Endless Wars

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What Students Are Saying About: The Bystander Effect, Fraying Friendships, and Endless Wars

In only 15 years of living I have learned that people change – sometimes it’s for the better, and sometimes it may not be. In a situation where I feel a friend and I start to lose contact, I always think to myself – What am I doing wrong? Why don’t they want to talk to me anymore? But then I find it’s just the way life changes. The article quotes that “Friendships are fragile, and most aren’t built to last forever. Circumstances change, bonds diminish.” – which shows, and I agree, that people really never stay the same.

Kamryn Queen, Hoggard High School- Wilmington, NC

Yes, I have had significant friendships end. I agree that even “deeply felt psychic connections” are “bound to fray” because I have had that happen to me before. It made me very upset and left me wondering what I did wrong or what was wrong with me. But in many cases it isn’t someone in the relationship doing something wrong, it is really just growing apart and being interested in different things which changes the friendship.

Amy Palmer, Hoggard High School in Wilmington, NC

In your younger years friends came quickly, we didn’t think about little things like looks or what they wore. The truth is we didn’t care, in fact I think that’s a much healthier mindset than the one so many of us have now. In my fifteen years living life the friends have come and gone. I’ve watched as the girls I called my best friends turn into acquaintances I’ll wave at on the street or make awkward eye contact with in the hallways. There’s no simple explanation as to why a person who once supported you and made you laugh could cause you so much pain.

Charlotte Todd, Hoggard High School

I have lost many good friends throughout my life. Some have left because we went to different schools, sometimes I was too weird or not cool enough, and sometimes they just left. The thing that I have learned over time is that you can move on and the pain of losing that friend will ease. Just because one friend didn’t stay doesn’t mean that the next friend won’t stay. I blamed myself whenever my friends would leave and I was depressed for a time. But I was told that I shouldn’t settle for any friend just because I need one at the time, you should wait for the person that will stay throughout the good and the bad. Losing friends is apart of life, but then you will find friends and it will get better.

Madison Floorfies, Germantown, MD

I don’t entirely agree with what the article is saying about friendships/ relationships. Yes you are always going to have people coming in and out of your life, that doesn’t mean that all friendships are bound to end. There are some people who just stay in your life for a long time, possibly the entirety of it. At least that is what I’ve witnessed in the few years of my life.

Skyla Madison, Hoggard High School in Wilmington, NC

Before I read this article, I had many friends. As I let the last sentence roll off my tongue, I realized I have closer to five. I have five friends that I would cry for if I lost. To me, these friendships are perfect. I agree with Michel de Montaigne. I believe the perfect friendship exists if you let it. I understand my definition of a perfect friendship, and I don’t try to fit it into somebody else’s. My friendship shouldn’t be defined by anybody but myself and my friend. When I make friends, I do have the mentality that this is going to last forever because I know that if I believe that it won’t, then I will look for any reason not to let it.

Shivani Patel, Hoggard High School in Wilmington, NC

I disagree with this article based off of my own experiences. with friendships. In the past, many of my close friendships have been ended due to events that either were insensitive to hardships I was facing, or greatly belittled my personal beliefs. Many of those who I believed to be there for me turned their backs on me when I really needed them, and now I struggle to open myself up to new people. My experiences with friendship has made me aware that many people only care for you on a surface level, but these experiences have also made me appreciate the real friends I do have.

Aiden Pomeroy, Hoggard High School in Wilmington NC

Film Club: ‘Dancing in the Air With 9-Foot Stilts’

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Film Club: ‘Dancing in the Air With 9-Foot Stilts’

Find all our Film Club films here.

Why is creative expression essential to life?

Dancing In the Air With 9-Foot Stilts” is a three minute film that touches on themes of culture, history and self-expression. It profiles Jonadiah Gonzales, Adrian Young, and Stephanie Kanhai — Moko Jumbie stilt-walkers in Trinidad and Tobago from the all-ages performance group, “Touch D Sky.” The film follows them as they practice their gravity-defying dance moves atop towering stilts.

Students

1. Watch the short film above. While you watch, you might take notes using our Film Club Double-Entry Journal (PDF) to help you remember specific moments.

2. After watching, think about these questions:

  • What questions do you still have?

  • What connections can you make between this film and your own life or experience? Why? Does this film remind you of anything else you’ve read or seen? If so, how and why?

3. An additional challenge | Respond to the essential question at the top of this post: Why is creative expression essential to life?

4. 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, although teachers of younger students are welcome to post what their students have to say.)

5. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.


More?

See all the films in this series.

Read our list of practical teaching ideas, along with responses from students and teachers, for how you can use these documentaries in the classroom.

Want to make sure you never miss a film? Add Film Club to your Google calendar to receive weekly reminders and see our full publishing schedule for the 2019-20 school year.

4 students reveal what it’s really like to study business online

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4 students reveal what it’s really like to study business online

We asked four students who chose to study the Bachelor of Business with Griffith University what it’s really like to hit the books, study business, and get it done online through Open Universities Australia.  

Here’s what they had to say:  

Danielle, the business leader  

Danielle had never studied at university before, but as the Head of Operations and Transformation at the Bank of Queensland, she had plenty of work experience.  

Study that would complement her existing skills while giving her a new perspective was key. Subjects in strategy from the Bachelor of Business allowed her to do just that.  

What’s more, thanks to the flexibility of online study, Danielle didn’t need to give up her day job (or helping her kids with their homework each evening) to achieve her degree. 

“That kind of flexibility isn’t afforded to you if you do the traditional way of studying,” she says. 

Bess, the fashion entrepreneur  

With her heart set on establishing a fashion brand in the U.S.A, Bess needed a degree that would give her hands-on knowledge in marketing at a global scale. The Bachelor of Business was the answer.  

Bess started the degree on-campus, but soon needed to relocate. Through Open Universities Australia, she was able to do that, and more. By finishing her studies online, Bess actually fast-tracked her degree – completing the course sooner than if she had stayed on-campus.  

For Bess, an elective in Sustainable Marketing gave her skills that are invaluable in the fashion industry. To this day, Bess is still using the skills she gained in this subject – particularly when liaising with designers in New York City.  

Bruce, the pro footballer 

As Bruce entered his 30s, he needed to find a “transition career” that would give him a safety net once his professional footballing was over.  

Studying the Bachelor of Business through OUA was a logical choice.  

This degree allowed Bruce to study while continuing his professional sporting career – one that has seen him hit the pitch, and hit the books – across Turkey, China, South Korea and Indonesia. 

Not only that, but with the major in Management, Bruce feels confident that he’ll secure a career in Government Relations.  

Daniel, the graduate analyst 

When Daniel received his ATAR score, he was disappointed. But enrolling in the Bachelor of Business changed the game. With Open Access, he could put his ATAR aside, and put his dreams in motion.  

“I wanted to be the first person in my family to complete an undergraduate degree.” he says. 

The real stand-out for Daniel, though, was the ability to personalise his Bachelor of Business with subjects from other universities. 

“With University of South Australia, I studied a few Accounting subjects… with Swinburne, I studied a few Marketing subjects.” 


One thing’s for sure, the Bachelor of Business from Griffith University is versatile. As these students have shown, it doesn’t matter what your goals (or limitations) are – it can make your dreams a reality.   

Think this course could be a good fit for you? Check it out in more detail. Or, explore hundreds of other courses from leading Australian universities available to study online through Open Universities Australia.  

Lesson of the Day: ‘Nancy Pelosi Announces Formal Impeachment Inquiry of Trump’

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Lesson of the Day: ‘Nancy Pelosi Announces Formal Impeachment Inquiry of Trump’

Find all our Lessons of the Day here.

Featured Article: “Nancy Pelosi Announces Formal Impeachment Inquiry of Trump

Please note: This is a special edition of our Lesson of the Day feature, which is usually intended to take just one class period.

You may choose to take on only the warm-up, which aims to help students understand what impeachment is and how the process works.

If you have more time, the main article explores what happened on Sept. 24, and why it could usher in “the beginning of a remarkable new chapter in American political life.”

Finally, we ask students to formulate their own opinions: When should a president be impeached? If you were a member of the House of Representatives, would you support the opening of a formal impeachment inquiry of President Trump?

To understand what happened on Tuesday, you must first understand what it means to impeach.

The Constitution permits Congress to remove presidents before their term is up if enough lawmakers vote to say that they committed “treason, bribery, or other high crimes and misdemeanors.” (A “high crime” means an abuse of power by a high-level public official.)

Watch the short video above to learn more about how that happens, then answer these questions:

  • What’s the difference between being impeached and being convicted?

  • What has to happen to convict a president?

  • Has that ever happened before?

Next, check out this Times article, “The Impeachment Process, Explained.” Scroll to the chart under “How the Impeachment Process Could Play Out.” In your own words, explain both scenarios:

Now that you understand more about the impeachment process, what do you know about why Nancy Pelosi announced on Tuesday that the House will begin a formal impeachment inquiry of Mr. Trump? What will they be investigating?

Make a list of the questions you have, since, in the next part of this lesson, you will be reading an article that may be able to help you answer most of them.

Please note: These questions cover the basics of the news as outlined in the first 25 short paragraphs of this article. (If reading online, our questions extend up to the photo of Representative Jerrold Nadler.)

1. Who is Nancy Pelosi, and what did she announce on Tuesday? With what is she charging President Trump?

2. Why might her announcement usher in “the beginning of a remarkable new chapter in American political life”? Why is it so “high stakes” for both Republicans and Democrats?

3. For the past two years, talk of impeachment had centered around the findings of the special counsel, Robert S. Mueller III, who investigated Russia’s interference in the 2016 elections and Mr. Trump’s attempts to derail that inquiry. But on Tuesday, Ms. Pelosi said that new revelations left the House “no choice” but to impeach. What are those new revelations? (Note: To learn about the allegations in more detail, see this article.)

4. What happens next? What are the “many unanswered questions” about exactly when and how Democrats plan to push forward on the impeachment process?

5. How has Mr. Trump reacted to this news? How have other Republicans responded?

Word + Quiz: reveille

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Word + Quiz: reveille

1. a signal to get up in the morning; in the military, it is a bugle call at sunrise

2. (military) signal to wake up

_________

The word reveille has appeared three times on NYTimes.com in the past year, including on April 17 in the Magazine article “I Fed My Husband a Combat Ration to Teach Him About My Military Childhood” by Kelly McHugh-Stewart:

There are so many things created for war that remind me of my childhood: “Reveille” in the morning and “Retreat” in the evening; Black Hawk helicopters and their big, echoey hangars; dusty brown boots, camouflage uniforms and heavy flight helmets. These were just parts of the job for my father, but they defined my childhood. I grew up on-post, in a military bubble, saying “Yes, sir,” and “Yes, ma’am,” using military time and speaking in acronyms. I showed my military ID card at the Shoppette when I filled my first car with gas and then again at the gym, the commissary and the PX. These on-post amenities were created exclusively for service members and their dependents, but as a child I never knew they were unique to my community.

_________

What’s Going On in This Graph? | Oct. 2, 2019

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What’s Going On in This Graph? | Oct. 2, 2019

These graphs originally appeared elsewhere on NYTimes.com. By Friday morning, October 4, we will provide the “Reveal” — the graphs’ free online link, additional background and questions, shout outs highlighting student comments and headlines, and Stat Nuggets.

After looking closely at the graphs above (or at this full-size image), think about these three questions:

  • 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’ comments.)

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, Oct. 2, 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, 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.

  • Add our 2019-20 “What’s Going On in This Graph?” 23 live-moderated discussion Wednesdays to your Google calendar (10/2, 10/9, 10/16, 10/23, 10/30, 11/6, 11/13, 11/20, 12/4, 12/11, 1/8, 1/15, 1/22, 1/29, 2/8, 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.

Lesson of the Day: ‘What Is the United Nations? Its History, Its Goals and Its Relevance’

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Lesson of the Day: ‘What Is the United Nations? Its History, Its Goals and Its Relevance’

Find all our Lessons of the Day here.

Featured Article: “What Is the United Nations? Its History, Its Goals and Its Relevance

This week, nearly 200 world leaders have converged at the United Nations for the 74th session of its annual General Assembly. Presidents and prime ministers came together for the world’s most prominent diplomatic forum, amid crises ranging from climate change to the looming threat of armed conflict between Iran and the United States.

In this lesson, students will examine the United Nations, its history and its principles, and consider this question: Is this international institution relevant in 2019?

The annual United Nations General Assembly convened this week against a backdrop of crises — from a warming planet to economic uncertainty to flaring conflicts that threaten to further entangle the United States in a volatile Middle East. Nearly 200 leaders, including President Trump, President Recep Tayyip Erdogan of Turkey, President Jair M. Bolsonaro of Brazil and Prime Minister Boris Johnson of Britain, came to the world’s most prominent diplomatic stage for five days of speeches and hundreds of meetings.

At the United Nations Climate Action Summit on Sept. 23, the teenage climate activist Greta Thunberg delivered a speech criticizing world leaders for their inaction on protecting the environment, telling them that “you are failing us.”

If you could speak before the United Nations, what issue would you want to address? If you had the world’s attention, what would you say? What impact would you hope your words could have?

Read the article, then answer the following questions:

1. The United Nations Charter begins, “We the peoples of the United Nations.” Why, according to this article, is this opening statement notable in 2019? What were the primary pledges of the charter? How relevant are they today?

2. How does the Universal Declaration of Human Rights, signed in 1948, remain “aspirational?” Which of the rights enumerated in the declaration are most meaningful to you?

3. What are the structure and purpose of the General Assembly? What does the writer mean by “In principle, nations small and large, rich and poor, have equal voice in the Assembly. But the genuine power resides elsewhere”? Why is the General Assembly “the arena where largely symbolic diplomatic jousts are won and lost”?

4. How does the Security Council differ from the General Assembly? Why is it “powerful” but often “paralyzed”? Why do critics say it is the “most anachronistic part” of the United Nations? Do you agree? What changes to the existing structure would you recommend?

5. Why has it been so challenging for the Security Council to meet its essential mission to maintain international peace? What recent examples demonstrate these challenges?

6. What did you learn about the United Nations from the article? What did you find most interesting, provocative or surprising? To what extent, in your opinion, has the organization succeeded in its mission, as stated in its charter? What do you think has been its greatest success and its greatest failure during its 74-year history?

Does your school have a Model U.N. club? If so, you might interview the teachers and students involved. How well does the club mirror the structures and procedures of the real United Nations? What have students learned from participating? What examples can they give of the types of simulations the club has done?

Or, read a 2013 Times article, “The Dog-Eat-Dog World of Model U.N.” all about college Model United Nations conferences that have turned MUN, as it’s called, into “a full-fledged sport, with all the competitiveness and rowdiness that suggests.”

Finally, to experience Model U.N. yourself, you might take a look at the free MyDiplomat resource offered by the United Nations Association of the United States of America. Via the website or related app, you can do a simulation like the “International Zombie Pandemic,” going through the stages of responding to prompts like “The United Nations has called an emergency session to respond to the rapidly spreading Global Zombie Pandemic. We need your diplomatic leadership to save humanity.”

How Do You Practice Self-Care?

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How Do You Practice Self-Care?

Find all our Student Opinion questions here.

Have you heard the term self-care? If not, Oxford Dictionaries defines it as the practice of taking action to “preserve or improve one’s own health.”

In a recent article, the Times Style section expanded the definition:

Self-care is for anyone who wants it. It can be as easy — and as free — as taking a walk, or as complex as learning a trade. Self-care can include, but is not limited to: saying no; buying things; refusing to buy things; taking a long walk; helping others; exercising; crafting; stockpiling and organizing things like coins and arranging them meticulously into Ziploc bags; stretching; listening to disco; spending time alone; singing karaoke (sometimes, alone); intending to one day start meditating.

Do you do any of the things listed above? Do you consider them “self-care”? If not, what else do you do to preserve or improve your mental, physical or emotional health? Why?

Here is how some Times employees describe their routines:

Francesca Donner:

When I was growing up, my dad made spaghetti. It wasn’t fancy. It was basic and chunky, a meat sauce spooned over coils of pasta with blocks of butter tossed in.

Not all of my dad’s dinners were good. He had a penchant for celeriac boiled in water and liverwurst with onions. But the spaghetti was always the same, and it was always good.

Nowadays, dad’s spaghetti is my spaghetti: as much therapy as it is dinner. When life starts spinning too fast, I go to the supermarket and get what I need: ground beef, garlic, mushrooms, carrots, flat leaf parsley, canned tomatoes, tomato paste, dried pasta. My world starts to calm just seeing the ingredients collected together in the basket.

Sandra E. Garcia

Using my hands has always brought me back to center. Whether it’s D.I.Y.-ing a nightstand I found on Craigslist for $5, reupholstering furniture or working on my bicycle, taking something apart and putting it back together helps me focus my thoughts and temper the noise of the news cycle. It gives me permission to get out of my head.

Jonah Bromwich

I don’t think I am very good at self-care, but I do like to exercise. It first became part of my routine in ninth grade; my brother and I would go to our high school early in the morning to lift weights before classes started. I was a very gangly, awkward teenager — not exactly what you might call “coordinated.” No one had explained to me that the act of lifting dumbbells above my head would force me to assert more control over my limbs. After a couple of months, standing up straight was less of an effort. I was stronger.

Bonnie Wertheim

I am an introvert, which is to say that I love socializing, but it exhausts me. So I try to do at least one thing alone every day. Most mornings I’ll run a few miles around my quiet neighborhood listening to a sexyish playlist that’s sometimes just “Motivation” by Kelly Rowland on repeat. It keeps my interpersonal-emotional tank full and also reduces the daily number of nagging dysmorphic thoughts that pass through my brain. The days that start this way — with an hour of dedicated, active time to myself — are almost always better.

Students, read the entire article, then tell us:

  • Do you consciously practice self-care? How? Describe your routines in as much detail as you can. Even if you’ve never considered your habits “self-care,” describe what you do to take care of yourself.

  • Some of the answers in this piece are surprising: One person says she hangs upside down like a bat, another rolls coins, and a third likes to go to karaoke bars alone and sing Tammy Wynette or Dolly Parton songs. What are the most interesting or offbeat ways you’ve found to fight stress or make yourself feel happy and healthy?

  • How do you know when you need self-care? Is it most likely triggered by the stress of school or work, by relationships or by something else? How often do you stop and take time for yourself?

  • Are there any ideas in this article you’d like to try out? 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.