A new survey finds fewer than half of civics teachers devote at least one unit to teaching students how to critically analyze news.
The Center for Information and Research on Civic Learning and Engagement asked 720 high school civics and American government teachers how much time they devoted to news analysis in fall 2012.
While nearly all reported they thought students “should know what is credible in a sea of information” and devoted at least one class period to the topic, little more than half said they had devoted at least one unit to critical analysis. About the same percentage said they incorporated current news events into their daily classes.
