News of the Day

In our Social Studies class, one daily routine stands out: News of the Day. A student presents a timely and relevant issue, not merely to inform but to provoke thought. Throughout the first and second terms, reports have ranged from natural disasters and public safety concerns to crime and national politics. Each sharing ends with a call to action. We ask: What does this demand from us? What can we do? 

Today’s report carried weight. A student discussed the ongoing proceedings at the International Criminal Court involving former President Rodrigo Duterte, in connection with allegations related to policies during his administration’s War on Drugs that raised serious questions about human rights and the rule of law. The case has gained international attention because it asks how leaders are held accountable under international law, even after their term has ended. News coverage detailed the prosecution’s presentation of evidence, the judge’s reminder to focus on substance rather than theatrics, and the testimonies of individuals who said they were directly affected by the policies in question. The proceedings centered on questions of accountability. 

But what stayed with the class was not only the summary of events. It was the student’s reflection. He quoted Deputy Prosecutor Mame Mandiaye Niang: “It is ... a reminder that those in power are not above the law.” Then he added, in his own words, that being in a high position does not mean someone is free from responsibility. If a law is broken, it must still be answered for. He emphasized that leadership should always be guided by fairness and respect for the Constitution.

That clarity sparked attention. The room grew noticeably quiet. The pupils were all ears. After he finished, several hands went up. They asked thoughtful questions. What is due process? What makes something unconstitutional? Why must justice be impartial? What happens if leaders disagree with international courts? 

At the same time, we acknowledged that perspectives on international legal proceedings are not uniform. Some argue that international courts may encroach on national sovereignty or that questions of justice are sometimes viewed differently within domestic political contexts. Recognizing these viewpoints did not weaken the discussion; rather, it strengthened it. Students saw that examining an issue responsibly includes understanding why reasonable people may hold differing positions.

In conversations like this, truth can feel uncomfortable. It may challenge what we think we know. But when grounded in evidence and principle, it stands firm. This reminds me that Social Studies is not confined to textbooks. It lives in real events, real debates, and real civic tensions. When students learn to examine power through the lens of law and accountability, they are not just studying history or politics — they are practicing citizenship.

If this is what thoughtful citizenship looks like at twelve, the future of our nation is in steady hands.