At Reynolds Middle School, seventh grade students recently demonstrated that middle school learners are capable of thoughtful, nuanced engagement with complex national issues.
As part of a multi-week perspective unit in Language and Literature, students in Mrs. Gillespie and Mr. Andes’ classes explored the United States Refugee Policy in depth. They read and annotated primary source documents, examined the structure of admissions, vetting, and resettlement processes, and considered the historical and global context surrounding refugee policy. Students were asked not just to understand the policy, but to wrestle with it, question it, and form their own evidence-based perspectives.
The goal wasn’t to steer students toward a single viewpoint. Instead, the focus was on perspective. Students were asked to articulate and defend a position using credible sources, logical reasoning, and clear communication.
This work is grounded in the International Baccalaureate Middle Years Programme educational framework implemented across grades 6 through 10 in the School District of Lancaster. The IB Middle Years Programme challenges students to examine their learning from a wide variety of perspectives while developing the characteristics of the IB Learner Profile. It emphasizes real-world application, international mindedness, and strong relationships that support both academic growth and personal development. IB World Schools share a common philosophy, a commitment to delivering challenging, high quality programs of international education that serve diverse and inclusive communities of students.
The unit culminated in the school’s first 2026 Reynolds Middle School Refugee Policy Convention that reflects that philosophy in action. During designated class periods, classrooms transformed into presentation spaces where student work was displayed and shared. Peers rotated through each room, engaged presenters in conversation, and provided written feedback as part of the assessment process.
For their final project, students stepped into an authentic role. They were “hired” as members of a White House social media team and tasked was to communicate their perspective on the refugee policy to the American public using modern media platforms. Students created infographics designed for social platforms, drafted Instagram and Facebook posts with captions and visual elements, and produced short-form video content modeled after TikTok and Instagram Reels.
This format required students to do more than summarize information. They had to translate dense policy language into accessible messaging for a broad audience. They considered tone, clarity, and the ethical responsibility that comes with sharing information online. They also learned to anticipate counterarguments and ensure their content remained grounded in facts.
The convention atmosphere encouraged active listening and respectful discourse. Students asked one another questions, explored different interpretations of the same policy, and reflected on how media framing influences public understanding. Teachers observed students engaging in conversations that demonstrated both confidence and curiosity.
“This project reflects the kind of rigorous, student-centered learning we strive to see across our secondary classrooms,” said Brian McDonald, Ph.D., Supervisor of Secondary Language and Literature, Individuals and Societies, and Advanced Programs. “Students weren’t simply completing an assignment. They were practicing research, analysis, media literacy, and civic reasoning all at once. When we give students the opportunity to engage with real-world issues in meaningful ways, their level of thinking rises to meet the challenge.”
Wendy Moncak, Ed.D., District Instructional Coach for Language & Literature and Individuals & Societies, emphasized the intentional design behind the unit. “This experience combined close reading, perspective writing, speaking and listening standards, and digital composition,” she said. “Students had voice and choice in how they communicated their learning, which increased engagement while maintaining high academic expectations. They were asked to think critically and communicate responsibly.”
Through this IB-aligned experience, Reynolds students weren’t just learning about national policy. They were practicing the habits of inquiry, reflection, and civic engagement that prepare them for their Community Project in eighth grade and the Personal Project in tenth grade.
The seventh graders are developing and building the ability to analyze complex information, express informed viewpoints, and engage respectfully with others.
In doing so, they’re learning not only how policy works, but how their voices can contribute to informed civic dialogue. For more photos, visit us on Facebook.