When people are empowered with the tools to discern truth from manipulation, amazing things can happen. But how do we empower each other in a world where misinformation spreads faster than facts? As a high school social studies teacher and board member of the World Affairs Council of New Hampshire, this is the question I return to daily. Media literacy isn’t just a school skill. It’s a survival skill in today’s world. In an era where every post, headline, and image has the potential to shape global perception, understanding how to critically evaluate information is essential for meaningful citizenship both locally and globally.
At the center of this question is the power of observation. In Sociology, there’s a concept called non-participant observation, which is a method of collecting qualitative data through neutral, bias-free watching. It’s a way to say: “I’m going to witness, not judge. I’ll report what I see without inserting what I feel.” More than ever, we need to cultivate this mindset. If we can teach students to understand the difference between objectivity and subjectivity, we open the door to real critical thinking, which is essential for any functioning democracy or global community.
Let’s rewind. For most of the 20th century, Americans got their news from just a few major outlets such as CBS, NBC, and ABC. Each shared origins in radio roots and eventually expanded to nightly TV broadcasts. It wasn’t until 1980 that CNN launched the 24-hour news cycle, and 16 years later, Fox followed. Since then, we've shifted from a media landscape dominated by three central voices to a seemingly endless array of sources. The question isn’t just “how did this happen?” but “why?” And “what are the consequences for our ability to access objective information today?”
These are the kinds of questions I encourage students to ask, especially during our diplomacy simulations through WACNH. They begin to connect the dots between media, perception, power, and international decision-making. It’s not just theory; it’s preparation for global citizenship.
Recently, one of my students reached out. It was a quiet Sunday morning, June 22. I checked my school email and saw a message from a student I taught during the 2024–2025 school year in a class called 'America in the World'. This is a global studies course that challenges students to analyze global events through historical context, diplomacy, and power dynamics.
She wrote:
“Hi Mr. Watson, I just found out that we dropped three nuclear bombs in Iran and we wanted to know more information, and then Ali started saying this is when she would want to be in America in the world, so now I’m sending this email hoping that you will give us information and enlighten us.”
Ali, a fellow student, was referring to how much she valued our class discussions in 'America in the World’ and how, in moments like these, she wished we were back in class to process the news together.
First off, what an incredible moment. A student reaching out during the summer, asking questions about global events, is one of the greatest compliments a teacher can receive. It means something clicked. It means they felt safe enough, curious enough, and empowered enough to ask for clarity instead of clinging to confusion.
Here’s how I responded:
“Good morning,
I love that you reached out to ask this! It totally makes my day. I’m just catching up on what’s now being referred to as ‘Operation Midnight Hammer’ (at least that’s the name being reported). Essentially, Iran was being accused of developing the capability to produce nuclear weapons.
To build a nuclear weapon, you need three main things:
- Weapons-grade uranium, which requires centrifuge enrichment
- A delivery system, like a missile or drone
- A detonation mechanism or trigger
If a country is trying to build nuclear weapons in secret, they’re going to spread those operations out, which means enrichment in one place, guidance systems in another, etc. The U.S. reportedly had intelligence that pointed to three such locations. The decision was made to strike those sites using conventional bombs, not nuclear weapons.
These were airstrikes carried out by B-2 stealth bombers using precision “bunker busters” aimed at suspected nuclear infrastructure.
Now take a step back and look at the bigger picture. Think about who Iran supports, which include groups like Hamas, Hezbollah, and the Houthis. That’s a core reason Israel keeps such a close watch. Then layer in the U.S. and other Western powers. Ask yourself:
- Why support Israel?
- Why strike Iran now?
- Who backs either side?
- How far back in history does this go?
Start pulling on those threads and the global web starts to reveal itself.
I hope this helped. Reach out any time, and enjoy your summer!”
-Mr. Watson
I encouraged her to keep questioning, to keep pulling at the threads. It was a real-world example of what I try to do with my students every day. Reminding students that no source is neutral and every outlet has an angle. As consumers of information, it’s our job, as global citizens, to think critically about why we're hearing what we're hearing.
We’re no longer living in a world with three filtered lenses. Now, everyone can be a reporter, and the challenge is figuring out whose lens is aligned with truth, and whose is angled for manipulation.
This is where empathy becomes a strategic asset. Too often confused with sympathy, empathy means placing yourself in another’s shoes, not pitying them for their walk. Our best intelligence officers, negotiators, and diplomats rely on empathy as a tool for understanding motivation, for anticipating behavior, and for crafting informed decisions.
Our students can too.
You might be wondering, why should any of this matter to any of us? We all have our everyday worries and concerns within our immediate lives. The answer is simple: because the information we consume shapes how we vote, who we trust, what we fear, and what we hope for. Whether you're a parent, a business owner, or just trying to make sense of world events, the ability to evaluate sources, recognize bias, and understand narratives is essential. In a world where algorithm-driven content can reinforce division, media literacy helps restore common ground, and with it, the possibility of informed, united action.
During the Vietnam War, Ho Chi Minh weaponized the power of the press. Through jungle loudspeakers and hidden broadcast systems, his forces delivered propaganda aimed specifically at American soldiers, particularly Black troops, pointing out hypocrisy back home during the Civil Rights era. When Dr. Martin Luther King Jr. was assassinated in 1968, that tragedy was echoed through communist broadcasts to undermine American morale. In short, freedom of the press was used against us.
That is why media literacy, and a deep commitment to understanding what is being said, why it’s being said, and who benefits, is more than just a school skill. It is a pillar of democracy and diplomacy alike.
And it starts with a question.
By Mr. Nicholas Watson | High School Social Studies Educator | Board Member, World Affairs Council of NH

Nick Watson is a high school social studies teacher and a board member of the World Affairs Council of New Hampshire. With over a decade of experience, he’s known for turning classrooms into spaces where students think critically about the forces shaping their lives, not just learning facts, but learning how to ask better questions, engage in meaningful dialogue, recognize bias, and lead with integrity in a fast-changing society. Nick brings diplomacy simulations to life, advises his school’s Model United Nations program, and teaches media literacy as a practical tool for navigating today’s crowded and complex information landscape.
Before becoming a teacher, Nick worked in hospitality, helping to launch and manage L.A. Burdick Chocolate’s Boston location. That experience taught him the value of service, rhythm, and relationship-building, skills that still shape his classroom every day. He believes strong teaching is built on trust, clarity, and calm leadership. His students often hear him say, “Everything is connected” which is a reminder that what happens in class reflects how we live, treat others, and show up in the world.
Nick holds degrees in History, Secondary Education, and Educational Leadership, and is certified as both a teacher and a school principal in New Hampshire. His work has been recognized by the local Rotary Club and the World Affairs Council of New Hampshire, and he’s been featured in the Concord Monitor for helping students connect directly with international leaders.
He lives in New Hampshire with his wife and their two children. Whether helping a student find clarity or working on a family project at home, Nick stays focused on one thing: creating spaces, both in and out of the classroom, where people feel grounded, connected, and ready to grow.