what i have learned in contemporary world subject essay

Essays About the Contemporary World: Top 5 Examples

We live in a very different world from the one our parents lived in; if you are writing essays about the contemporary world, you can start by reading essay examples.

The contemporary world refers to the circumstances and ideas of our current time. From costly conflicts to tremendous political developments to a global pandemic, it is safe to say that the 21st century has been quite chaotic. Recent events have put various issues including bodily autonomy, climate change, and territorial sovereignty, at the forefront of the global discussion.

A good understanding of the contemporary world helps us become more conscious, responsible citizens, no matter what country we are from. Therefore, many schools have included subjects such as “the contemporary world” or “contemporary issues” in their curricula. 

If you wish to write essays about the contemporary world, here are five essay examples to help you. 

You might also be interested in these essays about engineering and essays about cooperation .

1. Our Future Is Now by Francesca Minicozzi

2. what it may be like after the chaos by kassidy pratt, 3. does social media actually reflect reality by kalev leetaru.

• 4.  Importance of English by Terry Walton

5. The Meaning of Life in Modern Society (Author Unknown)

1. the effects of technology, 2. why you should keep up with current events, 3. college education: is it essential, 4. politics in the contemporary world, 5. modern contemporary issues, top 5 examples of essays about the contemporary world.

“Our globe is in dire need of help, and the coronavirus reminds the world of what it means to work together. This pandemic marks a turning point in global efforts to slow down climate change. The methods we enact towards not only stopping the spread of the virus, but slowing down climate change, will ultimately depict how humanity will arise once this pandemic is suppressed. The future of our home planet lies in how we treat it right now.”

Minicozzi discusses the differences in the U.K.’s and her native U.S.’s approaches to one of today’s greatest issues: climate change. The U.K. makes consistent efforts to reduce pollution, while the U.S., led by President Donald Trump, treats the issue with little to no regard. She laments her homeland’s inaction and concludes her essay with suggestions for Americans to help fight climate change in their way. 

“College began, in-person classes were allowed, but with half the students, all social distanced, wearing a mask at all times. Wearing a mask became natural, where leaving without one felt like I was leaving without my phone. It is our normal for now, and it has worked to slow the spread. With the vaccines beginning to roll out, we all hope that soon things will go back to the way

we remember them a year ago before the pandemic began.”

Pratt reflects on her school life throughout the COVID-19 pandemic in this short essay. She recalls the early days of class suspension, the lockdowns, and the social distancing and mask guidelines. She understands why it has to be this way but remains hopeful that things will return as they once were. 

You might be interested in these essays about cheating .

“While a tweet by Bieber to his tens of millions of followers will no doubt be widely read, it is unlikely that his musings on the Syrian peace process will suddenly sway the warring factions and yield overnight peace. In fact, this is a common limitation of many social analyses: the lack of connection between social reality and physical reality. A person who is highly influential in the conversation on Twitter around a particular topic may or may not yield any influence in the real world on that topic.”

Leetaru criticizes the perception that social media gives users that what they see is an accurate representation of contemporary worldviews. However, this is not the case, as the content that social media shows you are based on your interactions with other content, and specific demographics dominate these platforms. As a result, people should be more aware that not everything they read on social media is accurate. 

4.   Importance of English by Terry Walton

“We can use English to develop ourselves culturally and materially so that we can compete with the best side in the world of mind and matter. We can say that English language is our window to the world. One of advantage is that it is the world most used business and political language. Those who are still unaware about the importance of English. They should start learning English as a time come when everything would be understood spoken and written in English.”

According to author Terry Walton, proficiency in the English language is vital in today’s world. He discusses its status as a lingua franca used by people worldwide. He also lists some of the ways English is used today, such as in business, science and technology, and education. 

“The socialites have ensured the meaning of life is to push their followers beyond their healthy lives by making them feel that they are only worthy of keeping tabs on the next big thing that they are engaging. These socialites have ensured that life has been reduced to the detrimental appraisal of egos. They have guaranteed that the experience of social media is the only life worth living in the modern society.”

This essay describes the idea in contemporary culture that prioritizes social media image over well-being. People have become so obsessed with monitoring likes and follow that their lives revolve around social media. We seldom genuinely know a person based on their online presence. The meaning of life is reduced to the idea of a “good” life rather than the true reality. 

Top Prompts On Essays About the Contemporary World

Technology is everywhere in our life –  in social media, internet services, and artificial intelligence. How do you think technology affects the world today, and how will it affect the future? If this topic seems too broad, you can focus on technology in one particular sector, such as education or medicine. Describe the common technologies used in everyday life, and discuss the benefits and disadvantages of relying on these technologies.

In your essay, you can write about the importance of being aware of whatever is happening in the contemporary world. Discuss lessons you can learn from current events and the advantages of being more conscious or knowledgeable in day-to-day life.

In the 21st century, we have heard many success stories of people who dropped out or did not attend college. In addition, more and more job opportunities no longer require a college degree. Decide whether or not a college education is still necessary in the contemporary world and discuss why. Also include context, such as reasons why people do not attend college.

Many countries have undergone drastic political changes, from coups d’état to wars to groundbreaking elections. In your essay, write about one important political event, global or in your home country, in the contemporary world. Provide context by giving the causes and effects of your chosen event. 

From vaccination to the racial justice movement to gun control. For your essay, you can pick a topic and explain your stance on it. Provide a defensible argument, and include ample evidence such as statistics, research, and news articles. 

Tip: If writing an essay sounds like a lot of work, simplify it. Write a simple 5 paragraph essay instead.

If you’d like to learn more, check out our guide on how to write an argumentative essay .

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

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Contemporary World Subject Guides: Contemporary World Research Paper Resources

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Resources For Your Essay

These resources have been assembled to help you with your Contemporary World essay. Refer to it often while researching, writing, and citing.

Ask your librarians! We are happy to help.

Using the BAnQ Resources

The Bibliothéque et Archives nationales du Québec is an excellent resource that you can use for your paper.

It is open to all residents of Quebec.

BAnQ Registration Form

Use your school e-mail address to register. You should receive an e-mail with your login within 24 hours and a password by mail within 10 days. If you do not receive this information, fill out this form .

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Identifying Media Bias

Use the following resources to help you recognize media bias and identify fake news.

We The Voters - Mediaocracy from Gunpowder & Sky on Vimeo.

• Interactive Media Bias Chart This interactive chart reviews hundreds of news sources to determine if they are biased towards the left, centre, or right.
• All Sides This website analyzes news articles from popular outlets and identifies whether they are biased to the left, center, or right. Search by topic, or browse a dictionary of common terms that have very different meanings and connotations depending on whether left-wing or right-wing journalists use them.
• How to Spot Fake News This site from the Toronto Public Library outlines a number of strategies you can use to identify fake or misleading news.

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Making It Relevant: Helping Students Connect Their Studies to the World Today

By Katherine Schulten

• Dec. 7, 2017

Updated: Dec. 6, 2018: We originally created this lesson plan to accompany the first year of our Connections Contest. We have just announced this year’s contest , and updated all related links below. For more inspiration, please take a look at the work of the 2017-18 winners .

Every day on The Learning Network we ask ourselves two questions.

First, what is happening in the world that students need to know about and grapple with?

Second, how does what’s happening in the world connect with the literature, history, civics, science, math and art we know teachers are teaching?

It’s our job to help make those connections to save teachers time, but, of course, our real aim is to help students make them for themselves.

Now, with this lesson plan and a related student challenge , we’re inviting them to do just that.

As we write in our introduction to the challenge:

So you’re studying the Civil War — or Shakespeare, or evolution, or “The Bluest Eye.” Why? What does it have to do with your life and the lives of those around you? Why should you remember it once you’ve turned in that paper or taken that test? What relevance does it have today? What lessons can you learn from it that can be applied to the world outside of school? What parallels do you see between it and something happening in our culture or the news? Although your teachers probably pose questions like these already, this challenge invites you to answer them a little more formally. Essentially, we’re asking you to do what we do every day: connect what’s in The New York Times with what you’re learning in school.

You can use the activities below whether or not your students are participating in the challenge. On their own, they can be an interesting way to end a unit or a semester.

But you can also do them, individually or in sequence, to help students generate ideas for the challenge. Submissions are due by 11:59 p.m. Eastern on Jan. 21, 2019, and students are welcome to work in groups of up to five. Here are all the rules, along with the submission form , and here is the rubric .

And if you’d like to think more about weaving these kinds of connections into your own curriculum, you might watch our on-demand webinar , “Ripped From the Headlines and Applied to the Classics: Pairing Often-Taught Literary and History Texts With Times Articles and Multimedia.”

Questions? Comments? Ideas? As always, let us know in the comments.

Warm up with a game.

To help students get the idea, you might play one of two games we’ve developed — either Literature Quote Bingo or World History Standards Bingo .

In the first, students match quotations from famous literary works to the world today. In the second, they look at how the same trends, patterns and concepts they study in global history manifest in the news around them.

Students can work alone, in pairs or in small groups to fill in each blank with at least one real-life event or person to which each of the quotations or standards might apply. Coming up with three in a row horizontally or vertically earns them a bingo — though make sure to have students explain the connections they made before naming a winner.

For extra credit, students might try to find something in a recent issue of The New York Times that relates to the quote or standard in each box.

You can also make your own bingo game with quotations or concepts from the specific texts or textbooks you are teaching — or, better yet, invite your students to create their own.

For example, a biology class could make bingo squares with the concepts studied that semester, then make connections between each concept and an article in Science Times about news or research related to it.

Brainstorm connections and make them visible.

What we suggest students do in this section is almost exactly what we do on our site every day. There are two ways to go about it.

You can either start with a news source, like The Times, and work backward to curriculum, or you can start with curriculum and connect it to what’s in the news. (You can also try both.)

For example, as we’re planning our lessons, sometimes a piece in The Times sparks an idea. Recent lessons on analyzing sentences , endangered species and the Russian Revolution all came about because of Times features , photo essays and series that were too good not to teach.

Other times, we go looking. For recent lessons on gerrymandering and Tier Two vocabulary we started with the subjects — we knew teachers would be teaching them — before looking for supporting Times materials.

Every month or so, we also publish what we call a Text to Text lesson. In these, we match two texts that we think “speak” to each other in interesting ways, then pose questions and suggest activities to help bring them together. One of the excerpts is always from The New York Times — sometimes pulled from that week’s headlines, and other times from the archives. The other excerpt generally comes from a frequently taught literary, historical, cultural, scientific or mathematical text. This series was the inspiration for our student challenge , since we’re essentially asking teenagers to create their own.

The two exercises below can help students get started. You can do either, or both. Here’s how.

1. Start with the world and connect it to your curriculum.

Any teacher can do this any day with The New York Times, simply by inviting students to flip or click through recent issues looking for articles or images that remind them of something they have studied in school this semester.

The connections they make may be literal — a recent production of a Shakespeare play they have studied , for instance. Or they may be more conceptual, like the link between an image (like this and this , both of which we have used in our Picture Prompt series ) and an event in history. Both kinds of connections can lead to interesting thinking and writing.

You can limit students to one particular text or topic, or open it up so they are searching for connections to anything they’ve studied that semester. And you can use a collection of old print newspapers from several recent dates, or invite students to browse NYTimes.com for anything from this year.

The fun — for them and for you — will be in the explanations. After students have chosen one strong match, invite them to meet in pairs or small groups to describe why they chose what they did, then ask them to write those explanations up for homework.

The next day, students can post their picks and written explanations, gallery-style, around the room, and the whole class can rotate around this exhibit to see the ideas others had.

As a class you might discuss: How many connections were similar? Which were the most surprising or interesting? What new connections can we make as a class after seeing all this work?

Here are examples from our own Text to Text series in which something in The Times reminded us of an often-taught text or historical event:

‘The Catcher in the Rye’ and ‘The Case for Delayed Adulthood’

Colin Kaepernick’s National Anthem Protest and Frederick Douglass’s ‘What to the Slave Is the 4th of July?’

‘Speak’ and ‘Waking Up to the Enduring Memory of Rape’

‘The Immortal Life of Henrietta Lacks’ and ‘The Sequel’

‘When I Consider How My Light Is Spent’ and ‘Today’s Exhausted Superkids’

Bangladesh Factory Safety and the Triangle Shirtwaist Fire

‘The Outsiders’ and ‘Bored, Broke and Armed’

2. Start with your curriculum and connect it to the world.

You can also go the other way, by starting with the texts or topics you’re studying in class and reaching for connections to students’ own lives and to our society and culture.

But before you set your students to the task, decide the scope of the material they will be working with. Would you like them to take on a single novel, historical event or scientific discovery, or will they be reflecting on content from an entire unit or semester?

If you choose to take on something with a larger scope, like a semester’s worth of content, you might first brainstorm as a class everything they have read or studied. What texts were covered? What eras, events or people did they learn about? What big questions did they investigate? What concepts did they learn? What themes did they explore?

You might then invite each student to choose one text or topic he or she would like to focus on, and form small groups with others who make the same choice.

Next, have students look over the prompts below, responding to them on their own at first before meeting with others who have chosen the same text or topic to expand their lists together.

Brainstorm all the ways that the text or topic you have chosen relates to the world today. To help, consider the following questions. Keep in mind that the three categories may blur as you go, since the goal is to come up with as many ideas as possible.) • Connections to self. What parallels do you see between this topic or text and your own life? What in it reminds you of your own experiences? • Connections to other texts. What connections do you see between this thing and texts in other genres — whether books, movies, music, visual arts, games or something else? For example, if you are studying a historical event or era, what other texts and genres take on the same event, or echo the same questions or issues? If you are studying a novel, what parallels between the plot, characters, themes or settings do you see in other works? If you are working with a concept rather than an individual text, in what ways does that idea show up in books, movies, or the visual arts? • Connections to the world. How does this thing resonate with what’s happening in society today? What events in the news remind you of it, for any reason? What issues and questions today are related to it? How does it play out across fields, whether in politics, the arts, business, technology, education, sports or somewhere else?

Next, ask students to choose one of the connections they listed — perhaps the one they feel is the strongest or most interesting — and explore it further by finding information out in the world somewhere, whether in a news source, their communities or their own homes, that illustrates that connection.

For instance, if they chose the civil rights movement as a topic and see echoes in today’s Black Lives Matter movement, they might choose an article like this one , or a social media post about the movement, or a photograph of a local protest.

To think more deeply about how the two topics connect, students might use our activity sheet Comparing Two or More Texts . These questions can serve as a warm-up for figuring out what to say, but they shouldn’t be hampered by them; your students may well have thoughts beyond what we’ve asked.

Finally, as with the first exercise, this work might culminate in a gallery walk. Students can write up their connections and post them around the room, then the whole class can circulate to see the work. End by discussing the same questions as a class: How many of the connections were similar? Which were most surprising or interesting? What new connections can we make together?

Here are some examples from our own Text to Text collection in which we started with a frequently taught text and looked for Times articles that show its continued relevance to the world today:

The Gettysburg Address and ‘Why the Civil War Still Matters’

‘The Absolutely True Diary of a Part-Time Indian’ and ‘On the Reservation and Off, Schools See a Changing Tide’

‘The Glass Castle’ and ‘Life on the Streets’

The Bill of Rights and ‘The Bill of Rights We Deserve’

‘Huckleberry Finn’ and ‘In Defense of a Loaded Word’

‘Romeo and Juliet’ and ‘Montague and Capulet as Shiite and Sunni’

Search titles, names, words and phrases to spur imagination.

Another way to help make interesting and unexpected connections is to simply search and see what comes up.

Students can do this step after brainstorming or on its own — and they should know that this is something we do daily on The Learning Network ourselves.

The Times publishes hundreds of pieces from around the world every day, so, for example, until we searched on “Frankenstein,” we had missed this teachable piece comparing Mary Shelley’s monster to Facebook:

On Wednesday, in response to a ProPublica report that Facebook enabled advertisers to target users with offensive terms like “Jew hater,” Sheryl Sandberg, the company’s chief operating officer, apologized and vowed that the company would adjust its ad-buying tools to prevent similar problems in the future. As I read her statement , my eyes lingered over one line in particular: “We never intended or anticipated this functionality being used this way — and that is on us,” Ms. Sandberg wrote. It was a candid admission that reminded me of a moment in Mary Shelley’s “Frankenstein,” after the scientist Victor Frankenstein realizes that his cobbled-together creature has gone rogue. “I had been the author of unalterable evils,” he says, “and I lived in daily fear lest the monster whom I had created should perpetrate some new wickedness.” If I were a Facebook executive, I might feel a Frankensteinian sense of unease these days.

Invite your students to search titles, authors, keywords, concepts, quotations, events, themes or settings. If you’re participating in our Student Challenge , you can then use the Date Range feature on the left to narrow your search to “Past 12 Months.” If not, you can see what The Times has published on this topic since 1851.

For example, students might:

• Search an author, since all major authors have their own Times Topics pages. For instance, here is Sherman Alexie’s and here is Margaret Atwood’s .

• Look for titles. Here is every piece that mentions “Julius Caesar,” and here is every piece that mentions the Gettysburg Address over the last 12 months.

• Search a concept or phrase. Here is a Times search on “American dream” over the last 12 months. Click around and you’ll see there are articles about an album by LCD Soundsystem that uses that phrase as a title as well as a piece from the Upshot about what the American dream looks like today.

• Search a genre, like “ graphic novel ,” or a discovery, like “ DNA .”

• Take a theme. Here is what comes up if you search “ gender roles ” in The Times over the past 12 months. How might novels like “The Scarlet Letter,” “Speak” and “The Handmaid’s Tale” relate to our #MeToo moment?

• Search important keywords or quotes and be open to surprises. For years we ran a feature called “ Poetry Pairings ” that matched a poem with a Times article that “echoed, extended or challenged” the ideas or themes in the poem. Sometimes we made literal connections because they were useful in helping explore the context of a poem, but often we simply searched important words or phrases from the poem to see what might come up that would resonate. That’s how we matched Emily Dickinson to photos about hope and “The Love Song of J. Alfred Prufrock” to a piece about loneliness at work.

We hope you’ll be surprised and delighted by what you find. .

How do you make connections between your classroom content and the world? Let us know in the comments.

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Globalization ‘Defines the Modern World’

Mauro F. Guillén, an expert in economies of the world, sits down with Knowledge@Wharton High School to discuss how every day we become more aware of, and connected with, people in other parts of the globe – and the resulting opportunities and challenges. … Read More

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Mauro F. Guillén is director of the Joseph H. Lauder Institute of Management & International Studies. A native of Spain and a management professor at the Wharton School, Guillén has done extensive research on globalization and also serves on the World Economic Forum ’s Global Agenda Council on Emerging Multinationals. He spoke with Knowledge@Wharton High School about the power of globalization.

An edited transcript of the conversation follows:

Knowledge@Wharton High School: What is globalization, and why should students be interested in it?

Mauro Guillén: Globalization is a very complex process that encompasses many different subjects – economy, politics, culture, society – and basically puts us into contact with everyone around the world. Students should be interested in it because it is what defines the modern world – every day we are more aware of, and more connected with, other people in other parts of the globe.

KWHS: How do you think globalization has affected the system of education?

Guillén: In a very powerful and clearly defined way. For starters, I think the content that is used in classrooms is more readily available every day thanks to new communication technologies. And also because every day there is more interaction in the world of education, there is more exchange between students and professors from one place to another.

KWHS: What benefits do we receive from globalization? Sometimes students think it can be somewhat harmful. Is this true?

Guillén: Of course. Globalization can carry with it negative consequences, especially for those communities or people or countries that do not adapt well to the change. Globalization can also produce, as we have seen in the last three years, very complicated and complex crises that are called systemic – in other words, they affect various countries at once. What happens in one country has consequences, or ramifications, in other countries and other economies [around] the world.

KWHS: What challenges do students have to face thanks to globalization? Do you think they face more competition ?

Guillén: Of course. Look, for example, here in the United States. Before, it was relatively easy to come study here, and now it turns out that anyone in the world can compete for a slot in a university. I think that globalization does create many opportunities, but it also means much more competition. But competition in principle is not necessarily a bad thing. It is also stimulating, and it prompts you to better yourself and transcend your personal boundaries.

KWHS: Do you think social networks such as Facebook or Twitter have a positive impact on globalization?

Guillén: It seems like in general they have a highly beneficial impact, because otherwise people would not use them. There are still people who fear that participation in these social networks could turn into an activity that has to be catered to every minute of every day. But the truth is that you can control – whether you use Facebook or you use Twitter, etc. – up to what point you want to participate and how much information about yourself you want others to see.

KWHS: What can a student age 18 or 22 do to take advantage of globalization?

Guillén: What is most important is to be exposed to globalization. Get to know other places [through] contact with people and reading – not just traveling, but also reading about other countries. [It’s also important] to comprehend what you pointed out earlier – both the opportunities that globalization presents, as well as the problems or challenges that this process involves.

Related Links

• Mauro Guillén
• World Economic Forum
• Globalization101.org
• The World Bank
• The World Trade Organization
• PBS: Understanding Globalization
• Global Policy Forum
• Global Trade Watch

One comment on “ Globalization ‘Defines the Modern World’ ”

Indeed, globalization is part of the basis of the modern world today. With the advancement in communication, trade, and business, globalization has become a common phenomenon we experience every day. Simple things such as the t-shirts we are wearing are all products of globalization – Bangladesh produces cotton, which is transported to China for t-shirt manufacturing, which is then delivered to the U.S. for sale. However, as the world becomes more interconnected, it also becomes more problematic. Just like Guillen said, globalization can be harmful and many people have begun the phenomenon because of the negative consequences that come with it.

The refugee crisis in Europe is connected to the disruption of people’s everyday life, increasing threats of terrorism, and high crime rate. The China-US trade war is connected to increasing tension, rising tariffs, lower exports, as well as turbulence in the stock market. The spread of COVID-19 is connected to social inconvenience, high mortality rate, and countries leveraging for diplomatic gains. At first glance, globalization seems to have created many problems.

But globalization began for a reason. Countries started the interchange of goods and inevitably, cultures and languages, because of comparative advantage. Trading allows each country to specialize and produce more efficiently, thus creating interdependent relationships between countries.

Take me for a simpler example. I have lived and studied in three dramatically different countries. I was born in China, studied abroad in Singapore since I was 10, and moved to the US to study in high school. Throughout this journey, I have learned of different cultures and languages as well as developed an open mindset. One of the most important things I learned is that diversity in values, interests, races, ethnicities can always spark new and better ideas. If every country in the world became self-sufficient and closed off, I would not have had the opportunity to travel and explore, nor would I be able to broaden my perspective. I would not have been me.

Globalization also causes more competition between countries, which promotes economic and technological growth. The first industrial revolution in Europe was during the same time as the Qing Dynasty in China when China refused to accept foreign influence and failed to see the advancement of technology in Europe. Years later, the once glorious country that invented gunpowder, paper, printing, clock, even earthquake detector was carved out into different colonies by powerful European nations.

Amy Chua’s book “Day of Empire” also talks about the importance of globalization. She writes that one of the most important reasons why the US became a “hyperpower” is that it is an immigrant society with a human capital that consists of the most talented individuals from all over the world – a product of globalization. China, on the other hand, is hardly an immigrant society as Chinese people see themselves as sharing common ancestry. Without diversified human resources, it is difficult for China to supersede the US.

Globalization is a complex problem and a double-edged sword but it did and continues to bring many benefits to humankind. During the COVID-19 crisis, even though the Chinese government has great leverage over global health supplies and uses it for diplomatic gains, many Chinese Americans in the US are united and devoted to aiding American hospitals by using their relationships in China to bring over PPE. And I think that is the power of globalization.

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Contemporary world.

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Essay on Contemporary Issues

Students are often asked to write an essay on Contemporary Issues in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Contemporary Issues

What are contemporary issues.

Contemporary issues are problems or challenges that society is facing today. These issues can be local, national, or global. They often involve topics like the environment, technology, social issues, and politics. Understanding these issues can help us make better decisions for our future.

Environmental Issues

One of the biggest contemporary issues is environmental problems. These include climate change, pollution, and loss of biodiversity. Climate change is causing extreme weather events, like hurricanes and droughts. Pollution is harming our air, water, and land. Loss of biodiversity means many animal and plant species are disappearing.

Technological Issues

Technology is changing our lives in many ways. But it also brings new challenges. For example, cybercrime is a growing problem. This includes things like hacking and identity theft. There are also concerns about privacy and data security. We need to find ways to use technology safely and responsibly.

Social Issues

Social issues are another important contemporary issue. These include things like poverty, inequality, and discrimination. Many people lack access to basic needs like food, shelter, and healthcare. Inequality means some people have much more wealth and power than others. Discrimination is when people are treated unfairly because of their race, gender, age, or other characteristics.

Political Issues

Political issues can also be considered contemporary issues. These can include things like corruption, lack of democracy, and conflicts between nations. It’s important for people to be informed about these issues and to participate in the political process. This can help ensure that governments are accountable and responsive to their citizens.

250 Words Essay on Contemporary Issues

What are contemporary issues.

Contemporary issues are problems that we face in today’s world. These problems affect a lot of people, and they are often the subject of a lot of debate. They include things like climate change, inequality, and technology use.

Climate Change

Climate change is one of the most pressing contemporary issues. It refers to long-term changes in temperature and typical weather. Many scientists believe that human activities contribute to climate change. As a result, we see more extreme weather events, like hurricanes and droughts, that can harm people, animals, and our environment.

Inequality is another important contemporary issue. This can mean that people don’t have the same opportunities because of their race, gender, or how much money they have. It can affect many parts of life, like jobs, education, and health. Many people are working hard to fight against inequality and to ensure that everyone has the same opportunities.

Technology Use

Technology use is a newer contemporary issue. As more people use smartphones, tablets, and computers, we need to think about how this affects us. Some people worry that we spend too much time on these devices and not enough time talking to each other. There are also concerns about privacy and how data is used.

In conclusion, contemporary issues are problems that affect us all and are the subject of much debate. By understanding these issues and thinking about how we can solve them, we can make the world a better place. It’s important for everyone, including students, to learn about these issues and think about how they can help.

500 Words Essay on Contemporary Issues

Introduction to contemporary issues.

Contemporary issues are topics that are important in the present time. These are problems or challenges that we face today. They can be about many things like politics, society, environment, or technology. Understanding these issues can help us make better decisions and improve our world.

In the world of politics, there are many current issues. One of them is the fight for human rights. In many parts of the world, people are not treated equally. They do not have the same rights as others because of their race, religion, gender, or beliefs. This is a big problem that we need to solve.

Another political issue is corruption. Some people in power use their position for their own benefit, not for the good of the people. This is wrong and it harms society. We need to fight against corruption to make our world better.

Social issues are problems that affect people in society. One example is poverty. Many people in the world do not have enough money to live a good life. They struggle to get food, shelter, and education. This is a sad reality that we need to change.

Another social issue is discrimination. Some people are treated badly because they are different. This can be because of their skin color, their gender, their age, their religion, or other things. Discrimination is not fair and it hurts people. We need to respect and value everyone’s differences.

Our environment is facing many challenges. One of them is climate change. The world is getting warmer and this is causing problems like more extreme weather and rising sea levels. This is a big threat to our planet and we need to take action to stop it.

Another environmental issue is pollution. Many places in the world are dirty and polluted. This is bad for our health and for the health of the planet. We need to clean up our environment and stop polluting it.

Technology is changing our lives in many ways. But it also brings some problems. One issue is privacy. With so much information online, it is hard to keep our personal data safe. We need to find ways to protect our privacy in the digital world.

Another technological issue is the digital divide. Not everyone has access to the internet and digital devices. This is not fair and it can make it harder for people to learn and work. We need to make sure that everyone can benefit from technology.

Contemporary issues are important topics that we need to understand and address. By learning about these issues, we can work together to solve them and make our world a better place. Remember, change starts with understanding and action.

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Teaching History for the Contemporary World: An Introduction

• First Online: 18 April 2021

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• Jennifer Clark 3 &
• Adele Nye 4  

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History is constantly revised and re-envisioned. How should we teach history to take into account the concerns of our own era? Should history be more than just an interpretation of the past? Should it also be a positive force in the present to create understanding that leads to a better future? This chapter asks whether teaching history comes with added responsibilities, opportunities, difficulties, and challenges if we specifically focus on how we teach the discipline for the contemporary world.

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Clark, J., Nye, A. (2021). Teaching History for the Contemporary World: An Introduction. In: Nye, A., Clark, J. (eds) Teaching History for the Contemporary World. Springer, Singapore. https://doi.org/10.1007/978-981-16-0247-4_1

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