EDITOR'S CORNERÂ (Jan 24, 2026)
An Opinion Piece for You to Consider
This Week's Stories
Welcome to Issue 4! Skanda is back illustrating this week's comic strip, "Attempted Murder." This time, the crows flip the script on usâasking "Whoâs watching who?" While humans enjoy bird-watching, our crows observe the observers. The tables have turned, and they are back with their signature existential humor.
Financial Literacy in Action: A Trip to Walmart
This week, I want to tell you about an extraordinary morning I witnessedâone that reminded me why hands-on learning matters more than any textbook lesson.
On a bitterly cold Tuesday morning, with fresh snow from the day before blanketing everything, I volunteered alongside another parent, David, to accompany Ms. Kim's 5th-grade (Skandaâs) class to Walmart. Not for a field trip. Not for a shopping spree. For financial literacy in action.
The assignment was deceptively simple: groups of four students, each contributing $6, must work together to plan, budget, shop for, and prepare lunch for their groupâwithout cookingâall within their $24 budget.
But here's what made it remarkable: this wasn't just about the shopping trip. This was the execution phase of days of preparation:
The Research Phase:
- Deciding what to make for lunch without access to cooking facilities
- Identifying ingredients needed
- Studying grocery store flyers and comparing prices
- Accounting for allergies within their groups
- Respecting dietary restrictions (halal and kosher requirements)
- Creating budgets and forecasts
- Tracking Walmart prices online and watching for changes
- Planning backup options in case ingredients changed price or weren't available
The Preparation Phase:
- Choosing recipes with minimal or no ingredient substitutions needed
- Mapping out which aisles to visit (for many students, this was their first time in a Walmart)
- Dividing responsibilities among group members
- Planning for contingencies
And then came execution day. That cold Tuesday morning.
What I witnessed was applied mathematics, collaborative problem-solving, negotiation, and real-world decision-making all happening simultaneously. Students huddled with shopping lists, comparing prices on the shelf to their research. They debated whether the name-brand item was worth the extra 47 cents or if the generic version would work. They recalculated on the fly when they discovered prices had changed since their online research.
One group was debating if they must spend their remaining amount or donate to charity.
Then, another group went against Ms. Kimâs warning of doing an elaborate salad that required thawing.
The discussions were fascinating:
"Should we buy limes or the extract?"
"But if we spend it all and still have extra, we agreed to donate to the food bank, remember?"
And then, there was the classic:
"I dropped my $1 (looney) somewhere."
These were 11-year-olds thinking like project managers, financial planners, and collaborative decision-makers.
By checkout time, every group had stayed within budget. Some had change remaining and followed through on their plan to donate it. Others came within pennies of their $24 limit, having optimized every purchase.
This is education that sticks. Not because they memorized formulas, but because they experienced the real consequences of planning, budgeting, researching, adapting, and executing.
Thank you to Ms. Kim for designing such a meaningful experience. Thank you to David for co-volunteering. And thank you to the students for showing us what fifth graders are capable of when we trust them with real responsibility.
Understanding How Laws Are Made
This week's Article 3Â tackles a controversial topic: Section 43 of the Criminal Code, which allows parents and teachers to use "reasonable force" to discipline children. It's a law that makes many people uncomfortableâand it should, because it raises profound questions about fairness, rights, and who gets to decide what's acceptable.
Before you dive into Article 3, I strongly encourage students to read Issue 5 of Volume 1, which explains how laws are made in Canada. Understanding the legislative processâhow bills become laws, the role of Parliament, the Supreme Court's power to interpret laws, and how citizens can influence changeâwill help you engage more deeply with Article 3's questions.
Section 43 has been challenged in court. It's been reviewed by the Supreme Court. It's been condemned by international human rights bodies. Yet it remains law.
Why? Understanding the "how" of lawmaking helps you understand the "why" of what changesâand what doesn't.
When you read Article 3, you'll be asked to think critically:
- Is this law fair?
- Should it be changed?
- If you were advising the government, what would you recommend?
These aren't hypothetical questions. This is your legal system. These are your rights (or lack thereof). And understanding how laws work gives you the power to participate in changing them.
Democracy isn't a spectator sport. Issue 5 shows you the game. Article 3 asks you to play.
A Masterclass in Writing: Mark Carney's Davos Speech
This week's Article 1Â analyzes a speech that made global headlinesâour Prime Minister, Mark Carney's January 20, 2026 address to the World Economic Forum in Davos, Switzerland.
But I want you to notice something beyond the political content: this speech is a masterclass in structure, clarity, and persuasive writing.
Mark Carney wrote this speech himself. Not with AI. Not with speechwriting software. With clear thought, deliberate structure, and purposeful language.
You can read the full speech here, and I encourage you to do soâeven if you don't understand every political reference.
Here's why it matters for your own writing:
1. Clear Structure The speech has a beginning that hooks listeners, a middle that builds an argument step by step, and a conclusion that calls for action. Carney doesn't wander. Every paragraph serves a purpose.
2. Powerful Use of Story He tells the story of VĂĄclav Havel's greengrocerâa simple metaphor that makes a complex political point accessible. This is exactly what good writing does: it takes abstract ideas and makes them concrete through story.
3. Rhetorical Techniques Notice how Carney uses:
- Repetition for emphasis
- Parallel structure (similar sentence patterns) for rhythm
- Questions to engage the audience
- Historical references to add weight
- Personal pronouns ("we," "our") to build connection
4. Thesis and Evidence Like a well-constructed essay, the speech has a clear thesis: "The rules-based international order has collapsed; we must face this reality and build something new." Then it provides evidence: specific examples, quotes from philosophers, analysis of current events.
5. Acknowledgment of Counterarguments Carney doesn't ignore opposing viewsâhe addresses them directly. This strengthens his argument because it shows he's thought through the complexities.
Why am I telling you this?
Because speeches are essays spoken aloud. The same techniques that make a speech powerful make an essay effective.
When you're assigned to write a persuasive essay for school, you can learn from this structure:
- Start with a hook (a story, a surprising fact, a provocative question)
- State your thesis clearly
- Build your argument with evidence
- Use concrete examples, not just abstract claims
- Address potential objections
- Conclude with a call to action or a thought-provoking idea
Whether you agree with Carney's politics or not, you can appreciateâand learn fromâhow he constructed his argument.
Assignment suggestion for parents:Â Have kids outline Carney's speech, identifying the thesis, main supporting points, evidence used, rhetorical techniques, and conclusion. Then have them write a short persuasive essay on a topic they care about, using the same structural elements.
Writing is thinking made visible. Carney's speech shows what careful thinking looks like.
What's Inside This Week
This week's seven articles span politics, neuroscience, law, sports, fusion energy, provincial politics, and gaming research:
Mark Carney delivers a stunning speech in Davosâbut what actions follow? Egyptian fruit bats help scientists unlock how brains build mental maps. Canada's Criminal Code allows hitting children but not adultsâis that fair? Greg Westlake comes out of retirement at 39 for one more shot at Paralympic gold. Chinese scientists break what everyone thought was an unbreakable rule of fusion physics. Quebec's premier resigns with just months before an election, leaving two major parties leaderless. And researchers claim video games boost kids' IQâbut should we trust the data?
Our correspondent voices are fully in action this week:
- The Time Traveler and The Culture Collector dissect rhetoric and reality in Carney's speech
- The Wonder-Struck Explorer marvels at brain navigation and fusion breakthroughs
- The Fairness Watchdog and The Skeptical Detective tackle the uncomfortable questions about Section 43
- The Front Row Fan and The Story Finder celebrate Greg Westlake's comeback
- The Bridge Builder connects Quebec politics to the national picture
- The Number Cruncher asks the tough questions about gaming research methodology
Each correspondent brings their unique lensâand together, they show you that every news story can be examined from multiple angles.
Final Thoughts
The Walmart trip reminded me that real learning happens when students encounter real problems. Article 3 challenges you to think about real laws that affect your real lives. And Carney's speech demonstrates that clear thinking and clear writing are inseparable.
This week, you're not just reading the news. You're learning to analyze arguments, question research, understand systems, and think critically about the world you're inheriting.
That's what Your World Last Week is all about.
Remember: You don't have to read everything at once! Take your time and read one or two articles per day this week.
Sundar Parent & Editor Stouffville, Ontario | Skanda Chief Proofreader, Illustrator, & Corvid Chronicler "The crows are back, and they're watching YOU." |
EDITOR'S CORNERÂ (Jan 17, 2026)
An Opinion Piece for You to Consider
This Week's Stories
Skanda has taken a break from this weekâs illustration, which means the crows get a break from philosophizing too. Don't worryâthey'll return next week with fresh perspectives and renewed existential energy.
Introducing: Reader's Corner
Last week's comic strip, "The Billion-Dollar Question," explored why millions of children worldwide don't have access to educationâa crisis affecting 250 million kids. Our correspondent voices asked tough questions about fairness, opportunity, and inequality.
This week, we're honored to feature our first Reader's Corner contribution from Ellie Wei, a Grade 5 student at Oscar Peterson Public School and Skanda's classmate. Ellie took up the challenge we posed in last week's comic and dove deep into researching girls' education around the world.
Her comprehensive examination spans continentsâfrom Europe's gender gap in STEM fields to Africa's 32.6 million out-of-school girls, from Asia's deep-rooted inequalities to North America's achievements. As Ellie concludes: "I feel I am very fortunate to live in Canada and have such a great learning environment."
This is exactly the kind of critical thinking and global awareness we hope Your World Last Week inspires. Thank you, Ellie, for showing us what engaged citizenship looks like.
Connecting the Dots: Climate Crisis Deepens
Last week, we reported on the Arctic "breaking down"âthe warmest temperatures in 125 years, orange rivers from thawing permafrost, and vanishing sea ice. This week, Article 5Â delivers the global picture: 2025 was the third-hottest year ever recorded globally, with Antarctica experiencing its warmest year on record.
The pattern is undeniable: from the top of the world to the bottom, Earth's "fever" is worsening. The last 11 years (2014-2025) have ALL been the hottest on record. But this week brings even more sobering newsâArticle 6 reports that the United States has become the first and only country ever to leave the UNFCCC climate treaty that every nation on Earth signed in 1992.
As temperatures break records and ice melts at unprecedented rates, international cooperation is fracturing. These two stories together tell a story about timing: the crisis accelerates while global action stalls.
What's Inside This Week
This week's seven articles span diplomacy, achievement, science, and crisis:
Mark Carney's historic visit to China ends 8 years of tension with a $3 billion trade deal. A 16-year-old British actor makes Golden Globes history. Computer scientists explain why there's no perfect way to organize information. Brain researchers discover why memory loss accelerates with age. Climate scientists confirm 2025 as the third-hottest year ever. The United States withdraws from global climate cooperation. And Toronto shatters a 163-year-old snowfall record, bringing the city to a standstill.
Last week, we introduced our correspondent voicesâThe Bridge Builder, The Fairness Watchdog, The Wonder-Struck Explorer, The Earth Witness, and others. This week, you'll see them in action, each bringing their unique lens to the news.
The Fairness Watchdog asks tough questions about Canada's China partnership. The Culture Collector celebrates Owen Cooper's historic win. The Wonder-Struck Explorer marvels at computer science. The Earth Witness documents our warming planet. And The Bridge Builder connects it all.
And speaking of student voices: Ellie's contribution reminds us that the best insights often come from those asking questions with fresh eyes.
Let's dive in ⊠Actually, one more thing to cover.
AI and Transparency (Yet another note)
Since Issue 1, we've been clear: Your World Last Week is created with substantial AI assistance. Every article involves Claude helping research, structure, and verify sources.
We mention this because transparency mattersâespecially when the very tool we are using is under serious scrutiny.
MIT economist Daron Acemoglu has spent years studying a simple question: Who benefits when new technology arrives? His book Power and Progress (a comic version here) examines 1,000 years of technological change and concludes: it depends entirely on the choices we make.
The Industrial Revolution didn't automatically lift everyone. Factory owners got rich while children labored in dangerous conditions for penniesâuntil workers organized and forced society to share the gains. Technology wasn't neutral. Its benefits flowed to those who controlled it.
Fast-forward to this month. Acemoglu just co-authored a stark new paper with legal scholars Woodrow Hartzog and Jessica Silbey: "How AI Destroys Institutions."Â Their argument? Current AI systems aren't just efficiency tools. Their very design degrades democratic institutionsâjournalism, education, governance, healthcare.
Not because they're misused. Because that's how they're built.
AI systems replace expertise with automation, short-circuit accountability, centralize power away from communities, and undermine the transparency institutions need to function. As they write: "Even if AI systems aren't directly used to eradicate institutions, they weaken them to the point of enfeeblement."
The connection is profound: Acemoglu's historical work shows technology's impact depends on choices. His current work shows today's AI is designed in ways that concentrate power and hollow out the institutions democracy depends on.
So here's our choice: Use AI transparently. Maintain human oversight. Prioritize accuracy over speed. Every source in this publication is verified by a human. Every decision about what matters to Canadian middle schoolers comes from a human. Every analogy is tested on actual 11-year-olds (thanks, Skanda).
Could we create this without AI? Yesâ40+ hours per issue instead of 4-8. Could we lean entirely on AI and publish weekly? Sureâand sacrifice the quality control that catches fabricated sources and age-inappropriate language.
The middle path: Using AI to make educational content more achievable while keeping humans in control of what gets covered, how it's explained, whether it's accurate, and whether it serves readers.
This aligns with what Acemoglu calls "pro-worker AI"âtechnology that augments human capabilities rather than replacing human judgment. The alternativeâuncritical deploymentâleads exactly where Hartzog and Silbey warn: institutions degraded, expertise dismissed, accountability eroded.
When you encounter AI-generated content (which is everywhere now), ask: Is anyone transparent about AI use? Are humans still making important decisions? Who benefits? Are sources verified or just plausible-sounding?
Transparency isn't a weakness. It's accountability. The direction of technology depends on our choicesânot some predetermined path we can't control.
Remember: You don't have to read everything at once! Take your time and read one or two articles per day this week.
Sundar | Skanda "Dad, I'll illustrate when I get back. The crows are on vacation too." |
PS:Â Did you ask your teacher about CBC Kids News in the Classroom yet? (That was Article 6 last week.) Classrooms across Canada are meeting real journalists and learning media literacy. Worth asking about!
EDITOR'S CORNERÂ (Jan 10, 2026)
An Opinion Piece for You to Consider
We Hired a Newsroom (Sort Of)
Welcome back! If you're reading this, you survived the first week of January 2026. The holidays are behind you, the homework is piling up again, and somewhere in your house there's probably still one last Christmas cookie hiding behind the cereal boxes. (Don't tell me there isn't. There always is.)
This week marks something new for Your World Last Week. But first, let me explain how we got here. (Fair warning: this is going to take a detour. You know how I am by now.)
The Problem With One Voice
A few days ago, a good friend of mine (and my brother-in-law) read through several issues and gave me some honest feedback. The polite version: "It's becoming boring." The honest version: "Sundar, every article sounds exactly the same. Like one person wrote them all."
Which... was accurate. Because one AI did write them all. Same structure, same rhythm, same voice. Article after article, issue after issue.
Now, here's the thing about writing for kids your ageâyou're brilliant detectors of monotony. You can tell when a teacher is reading from a script. You know when a YouTube video is just killing time before getting to the point. And you definitely notice when seven articles feel like seven copies of the same article with different topics pasted in.
My friend asked: "Have you considered personas?"
I hadn't. But the question wouldn't leave me alone.
What If Articles Had Different Authors?
Think about a real newsroomâCBC, The Globe and Mail, your local paper. Different reporters cover different beats. The person who writes about politics has a different voice than the person who writes about sports. The science journalist asks different questions than the human interest storyteller.
That's not just variety. That's perspective.
So I did something a little unusual. I created ten student correspondents. Not real students (I wish!)âfictional personas, each with a distinct voice, curiosity, and way of seeing the world.
They're not 20-somethings with journalism degrees. They're kids. Your age. Grade 5 through Grade 7.
Why? Because I want you to see yourself in them. I want you to think: "I could write like that. I could ask questions like that. I could be a correspondent too."
Meet (Some of) our Team
Let me introduce you to a few of the voices you'll hear starting this week:
The Wonder-Struck Explorer (Grade 5) asks "How is this even possible?!" She writes about science and technology with genuine aweâthe kind of awe where you read something three times because your brain refuses to believe it's real. Robots with legs? LEGO bricks with computers inside? Her voice is the one that says: wait, wait, WAITâlet me understand this!
The Fairness Watchdog (Grade 6) asks "Is this fair for everyone?" When Toronto announces a budget, she's the one digging into who benefits and who pays. Not angry. Just... vigilant. She wants to know if the rules work the same for everybody.
The Earth Witness (Grade 5) asks "What are we not noticing?" She writes about environment and wildlife with quiet urgencyâthe kind of caring that doesn't shout but also doesn't look away. The Arctic is warming. Rivers are turning orange. She's watching.
The Time Traveler (Grade 6) asks "How did we get here?" He loves origin stories. How did Sega start? Why does that logo exist? Every company, every tradition, every invention has a backstory, and he wants to know it.
The Story Finder (Grade 5) asks "Who is this really about?" Not the organization. Not the institution. The person. The scientist who kept searching. The police officer who stopped to notice. The real human at the center of every story.
The Front Row Fan (Grade 6) asks "What did that moment feel like?" She covers sportsânot just who won, but what it felt like to be there, to compete, to push through when everything says stop.
Skanda (Grade 5) - Not an AI. ;-)
There are four more, but I'll save them for the introduction page we're building. If this doesnât sound appealing, weâll switch. We all are living in one big experiment!
Why This Matters
Here's what I hope happens.
I hope you read an article by The Wonder-Struck Explorer and think: "That's how I would have written it." I hope The Earth Witness makes you notice something you would have missed. I hope The Time Traveler sends you down a Wikipedia rabbit hole at 9 PM on a Tuesday.
And maybeâjust maybeâone of you reads these personas and thinks: "I want to write something for this newsletter."
That's the real goal. Not to create fake correspondents, but to show you what's possible. To prove that curiosity has many flavors, and yours is just as valid as any journalist's.
If you ever want to submit somethingâan article idea, a reflection, even just a question you think deserves investigationâsend it to [email protected].
This Week's Comic: The Billion-Dollar Question
Speaking of questions worth asking...
This week's Attempted Murder strip is heavy. I'll be honest with you about that. It's also important.
Our two crowsâThe Philosopher (white beak, always asking "Why?") and The Pragmatist (all-black, always asking "So what?")âgo on a journey. Four stops. Four very different schools.
First, a nice Canadian school. Kids with backpacks, a flagpole, everything clean and normal.
Then, a school that's crumbling. Walls cracked. But kids still walking in. Because learning doesn't wait for perfect conditions.
Then, a school where only boys enter. Girls watch from outside. Or walk away.
Thenâand this is the panel that made me stop while writingâchildren walking to work instead of school. Not chores-after-school work. Real jobs. Fields, factories, markets.
The Pragmatist's line is brutal in its simplicity: "Empty stomachs don't wait for degrees."
Why This Strip, This Week?
The Editor's Corner that accompanies the comic asks a question I want you to sit with:
If school and education aren't the same thing... and some kids have school but aren't really learning... and some kids have no school but ARE learning... and some kids pay for school with their childhoods... then what IS education, really?
That's the kind of question that doesn't have a clean answer. Which is exactly why it's worth asking.
The strip doesn't preach. It observes. It wonders. It notices what we're not noticingâ250 million children worldwide who don't attend school. That's the entire population of Indonesia.
But here's the hopeful part (there's always a hopeful part with these crows): "Learn anyway. Humans are stubborn like that."
When schools are closed, people create secret schools in homes. When there's no building, teachers gather students under trees. When books aren't available, knowledge passes through stories and songs.
Humans are stubborn about learning. It's one of our best qualities.
You Can Meet a Real Journalist
One more thing before I let you go.
Article 6 this week is about CBC Kids News in the Classroomâa program where real CBC journalists visit classrooms (virtually, over Zoom) to teach how news actually gets made.
I know, I know. That story is technically from December 11th. But here's the thing: the program is still running. Registration is still open. Your teacher can still sign up. You should pester her to sign your class up.
Which means this isn't old news. It's an opportunity.
What would you ask a real journalist? How do they decide what counts as news? How do they spot fake information? What's the most difficult story they've ever had to tell?
If you're interested, show this article to your teacher. Tell them about the program. Be the reason your class meets a CBC reporter this quarter.
Because here's what I've learned making this newsletter: news isn't something that just happens to you. It's something you can participate in, question, and even create.
You're not just readers.
You could be correspondents.
Remember: You don't have to read everything at once! Take your time and read one or two articles per day this week.
Sundar | Skanda |
EDITOR'S CORNERÂ (Jan 03, 2026)
An Opinion Piece for You to Consider
Welcome Back! Understanding Money, Laws, and the World Around Us
Hey there, news reader! Welcome back to school!
I hope you had a wonderful winter break filled with rest, fun, and maybe a little bit of snow. As you head back to your classroom this Monday, January 5th, remember that a new year is like a fresh notebookâit's full of empty pages waiting for you to write your own story. Whether you're excited to see your friends again or feeling a little sleepy after the holidays, we're so glad you're here to learn about the world with us.
This week, we're looking at some big ideasâfrom how money works to why we have laws and how countries should treat each other. Let's dive in.
What Actually IS Money?
You use it every single day. You might get an allowance, or you might save up for a new game. But have you ever stopped to think about what makes a $20 bill worth $20? Why can't we just print a trillion dollars and make everyone rich?
Imagine you collect Pokemon cards. You finally get a rare holographic Charizard! Now imagine that tomorrow, the company prints a billion of them and gives everyone 100. Your rare card wouldn't be special anymore. Nobody would trade anything good for it.
Money works the same way. If there's too much of it, it becomes less valuable. This is called inflation. In 2008, a country called Zimbabwe printed so much money they had $100 trillion bills! But those bills could barely buy a few eggs because the money had become worthless paper.
So, what makes money valuable? We do. We all agree that a $20 bill is worth $20. It's like a giant chain of promises. As long as we all trust each other and follow the same rules, the system works!
And this weekâs Attempted Murder is on Money - The Permission Slip.
Why Do We Need Laws?
Speaking of rules, this week you also read about new laws in Ontario. But have you ever wondered why we have laws at all?
Think of laws as the "school rules" for our whole society. Without rules in a game, nobody knows how to play, and things get messy. Laws are built on four big ideas: justice, fairness, safety, and trust.
- Justice:Â This means making sure that when something wrong happens, it gets fixed. It's about doing what is right.
- Fairness:Â Laws make sure everyone is treated the same way. For example, new laws in Ontario require companies to be honest about salaries so that everyone knows the pay before they apply for a job.
- Safety:Â Laws protect us from danger. Just like we have speed limits on roads, Ontario's new alarm laws make sure homes are safe from gases we can't see or smell.
- Trust:Â When we have clear laws, we can trust that our neighbors and businesses are doing the right thing.
Laws aren't just about telling people what to do; they are about making sure we can all live together peacefully and that everyone is treated with respect.
Big Changes in the World: Venezuela
These same ideasâjustice, fairness, safety, and trustâapply to the whole world, too. Something very big happened this week in South America. In the country of Venezuela, a leader named NicolĂĄs Maduro was removed from power. Many people, including the Canadian government, believed he was a "dictator"âsomeone who takes all the power and doesn't let people vote fairly.
While many Venezuelans and other countries were happy to see Maduro go, the way it happened is making people ask important questions. The United States military is now on the ground in Venezuela. U.S. President Donald Trump said the U.S. would "run" Venezuela and be "very strongly involved" in their oil. Venezuela has more oil than almost any other country in the world!
This is where things get complicated. Many people are worried about what happens next. Will the U.S. military stay for a long time? How will this affect the daily lives of Venezuelansâlike their ability to get groceries, medicine, and other things they need? Many people believe that instead of the U.S. "running" things, a local Venezuelan government should take over immediately so the people can decide their own future.
Canada's Foreign Affairs Minister, Anita Anand, said that Canada stands by the people of Venezuela and their desire to live in a "peaceful and democratic society." She called on everyone to "respect international law."
đĄ Did You Know? The Foreign Affairs Minister is like Canada's "Global Ambassador." Their job is to talk to other countries, help solve problems between nations, and make sure Canada's voice is heard around the world. They also help Canadians who are traveling or living in other countries if they get into trouble!
Why This Matters to You
Here is my opinion: The world works best when everyone follows the rules, whether it's a local law in Ontario or a global rule between countries.
Just like you wouldn't want a bigger kid to take over your classroom just because they helped you solve a problem, many people are worried about one country trying to control another country's future. Even when a "bad guy" is gone, we still have to make sure the new situation is fair for the people who live there. That is what justice is all aboutâmaking sure the outcome is right for the people of Venezuela, not just the strongest nation.
The Bottom Line
The news can be confusing, but the big ideas are things you already understand: justice, fairness, safety, and keeping promises. Whether it's a $20 bill, a new law in Ontario, or a country's future, we have to work together and respect the rules to make things work for everyone.
As you start your first week back at school, keep these ideas in mind. Be fair to your classmates, follow the rules that keep everyone safe, and most importantly, keep asking questions!
Not part of the issue as an Article
That said, this is a developing story and we will not be covering it as an article in this issue. To build it as an article requires extensive analysis and coverage and that would make it beyond the scope and purpose for Your World This Week. This is more about dining table discussion for you with your family.
Do you think it's okay for a powerful country to stay in another country after helping them? Should the people of Venezuela be the ones to "run" their own country right away? Talk about this with your family over dinner tonight.
Remember: You don't have to read everything at once! Take your time and read one or two articles per day this week.
Sundar | Skanda |
EDITOR'S CORNERÂ (Dec 27, 2025)
An Opinion Piece for You to Consider
As the Earth Completes Another Orbit
As the Earth has made yet another round around the sun, we find ourselves at that peculiar moment where one calendar year ends and another begins. With the Winter Solstice behind us, the days are getting longer in Canadaâand there's something about the deep December light that invites reflection.
What a year it has been. Or has it?
A Canadian Dream, Still Waiting
In Issue 1, we talked about Jeremy Hansen, the Canadian astronaut from London, Ontario, who was selected to fly around the Moon on NASA's Artemis II mission. When we first wrote about him, the mission was scheduled for 2025. Now it's been pushed to 2026.
Space is hard. Rockets are complicated. These delays happen, and they happen for good reasonsâno one wants to rush safety when lives are on the line.
But here's what strikes me: Hansen has been preparing for this moment for years. He was selected as an astronaut in 2009. That's sixteen years of training, waiting, preparing. He's watched other missions launch. He's done the simulations. He's studied every system on the Orion spacecraft. And still, he waits.
There's something profound about that kind of patience. In a world that wants everything instantlyânext-day delivery, streaming on demand, answers in secondsâHansen's story reminds us that some dreams require a longer timeline. Some achievements can't be rushed.
If you're working toward something big this year, remember: the waiting isn't wasted time. It's preparation.
When the Sky Becomes a River
In Issue 4, we wrote about atmospheric riversâthose long, narrow bands of moisture that flow through the sky like invisible rivers. At that time, we were talking about the devastating floods in British Columbia.
Now, as we write this, California is drowning.
An atmospheric river has been dumping extraordinary amounts of rain on Southern California. Flash floods have swept through Los Angeles. Mudslides have buried roads. Six counties declared states of emergency. People spent Christmas Eve evacuating their homes.
This is the same region that was devastated by wildfires just eleven months ago. The same hills that burned are now sliding. The vegetation that could have held the soil in place? Gone.
Climate scientists have a name for this whiplash between extremes: weather whiplash. Drought, then fire, then flood. Each extreme makes the next one worse. And as the planet warms, these extremes intensify.
I mention this not to frighten you, but because it connects to something we've explored in this issueâthe article about Earth's "thermostat" and how natural systems can overcorrect. California's story is a reminder that when we push systems too far, they don't always return gently to normal. Sometimes they snap back violently.
The Year of AI Slop: A Continuation
In Issue 3, we talked about Word of the Year for 2025
Merriam-Webster's Word of the Year for 2025: slop. Not just any slopâAI slop. The dictionary defines it as "digital content of low quality that is produced usually in quantity by means of artificial intelligence."
Think about that for a moment. The word of the yearâthe term that best captured our collective experienceâis about the flood of mediocre, machine-generated content washing over the internet. Fake images of cats playing violins. Invented quotes attributed to real people. News articles written by no one, about nothing, for nobody in particular.
This phenomenon goes by several names: AI slop for the low-quality output, AI fatigue for the exhaustion of wading through it, and what I'd call the AI avalancheâthe sheer overwhelming volume of artificial content burying the human voices beneath.
But AI fatigue isn't just about the content. It's about the pace of change.
Think about it: In just three years, we've gone from ChatGPT's launch to AI writing half of all scientific papers, to AI generating images that can fool experts, to AI creating videos that look real. New models appear every few days! Each one is more powerful than the last. Features that seemed impossible a few days ago are standard today.
For youâgrowing up with this technologyâit might feel normal. But imagine what this feels like for someone who's 70 years old.
The Generation Gap: When the World Changes Too Fast
Let's talk about something we don't discuss enough: empathy for older generations.
Imagine you're 65 years old. You grew up with rotary phones. You learned to type on a typewriter. You got your first email address in your 40s. You bought your first smartphone in your 50s.
Now, suddenly, there's AI that can write essays, create art, generate videos, and have conversations that feel almost human. Every few months, there's a new tool, a new app, a new way of doing things that you're supposed to learn.
It's not just about being "bad at technology." It's about the mental load of constant change. It's about the exhaustion of feeling like the world is moving forward without you. It's about the fear that your skills, your knowledge, your way of doing things are becoming obsolete.
You may have noticed this with your grandparents. They're smart, capable people. But when you try to explain how to use a new AI tool, you can see the frustration in their eyes. Not because they can't understand itâbut because they're tired of having to learn yet another thing.
Here's what I want you to think about: Inclusivity isn't just about race, gender, or ability. It's also about age.
When we design technology, when we talk about the future, when we imagine what's possibleâwe need to remember that not everyone is moving at the same speed. We need to create systems that don't leave people behind. We need to have patience for those who are struggling to keep up.
And we need to recognize that wisdom isn't the same as technical skill. Your grandparents might not know how to use ChatGPT, but they might know things about life, about relationships, about resilience that no AI can ever teach you.
Transparency: How We Use AI
I'll be honest with you: Your World Last Week uses AI extensively in its production. I've told you this from the beginning and I'll keep telling you, because transparency matters.
AI helps with research, writing, and editing. But here's the crucial difference: there's a humanâweâmaking choices about what to include, what to say, and how to say it. There's a human checking the facts. There's a human deciding that this story matters for you.
The problem with AI slop isn't the technology. It's when the technology runs without human judgment. It's when content exists only because it's cheap to produce, not because anyone needed to read it. It's when machines write things that machines will read, and humans are left out entirely.
As you navigate 2026 and beyond, this is perhaps the most important skill you can develop: the ability to tell the difference. Not just between true and false, but between content that was made for you by someone who cared, and content that was generated at you by a machine filling space.
Ask yourself: Is there a human behind this? Did someone think about whether I needed to know this? Does this make me smarter, or just more distracted?
The answers matter more than ever.
Your Turn: A Year in Pictures
In Article 5 of this issue, we will explore "2025 in Pictures"âthe powerful photographs that captured this year's most important moments. And we have an assignment for you: choose one photo from a major news organization's collection, and write about why it moves you.
But let me expand that invitation.
What picture would capture YOUR 2025?
Not a photo from the newsâa photo from your life. Real or imagined. If a photographer had followed you around all year, what single image would tell the story of who you were in 2025?
Maybe it's you bent over a book, finally understanding something that had confused you. Maybe it's you laughing with friends, or scoring a goal, or staring out a window thinking about something you can't quite name. Maybe it's your hands, dirty from building something. Maybe it's a door you walked throughâinto a new school, a new team, a new chapter.
What would your "decisive moment" be?
Looking Back, Looking Forward
Before you put down this issue, I have two questions for you:
First: What did you accomplish this year that you're proud of?
It doesn't have to be big. It doesn't have to be something anyone else noticed. Maybe you learned to do something that scared you. Maybe you helped someone who needed it. Maybe you just got through a hard time and came out the other side. That counts. That all counts.
Second: What are you hoping for in 2026?
Not resolutionsâthose rarely stick. But hopes. Curiosities. Things you want to try, places you want to go (even if just in your imagination), questions you want answered.
Write them down somewhere. Tuck them away. Look at them next December and see how you've changed.
A Final Thought
Here's something I've been thinking about as this year ends:
We live in a time when machines can write essays, create art, and generate content faster than humans ever could. Some people worry that this makes human effort pointless. Why bother writing if a computer can do it instantly? Why draw if AI can generate images in seconds?
But I think they have it backwards.
The more content machines produce, the more valuable human creation becomes. Not because humans are always betterâsometimes we're notâbut because human creation means something that machine generation never can. When you draw something, you're not just making an image. You're making a choice. When you write something, you're not just arranging words. You're saying: this matters to me.
That's why Skanda draws our comic strip now instead of AI. Not because his drawings are technically perfectâthey're notâbut because every line comes from a real kid thinking real thoughts. That makes them worth more than a million machine-generated images.
And that's why your essay about 2025 matters more than any AI-generated summary ever could. Because you lived it. You were there. You're the only one who can tell your story.
So tell it.
Happy New Year, readers.
The Earth keeps spinning (revolve and rotate). The sun keeps spinning. And I'll see you in 2026 to spin more. ; )
Remember: You don't have to read everything at once! Take your time and read one or two articles per day this week.
Sundar | Skanda |
P.S. â If you want to submit your Year in Pictures essay or your answer to "What picture would capture YOUR 2025?" send it to [email protected]. The best responses may appear in Issue 7. Include your first name, grade, and the city you're writing from.
EDITOR'S CORNER (Dec 20, 2025)
An Opinion Piece for You to Consider
Stewardship: Being a Good "Borrower" of the Earth
When you borrow a book from the library or a video game from a friend, you usually take extra care of it. You don't want to return it with torn pages or scratches. You know that it doesn't belong to youâyou are just looking after it for a while.
I believe that our relationship with the Earth is exactly like that. We don't "own" the planet; we are just borrowing it from the people who will live here 100 years from now. Thatâs something I tell Skanda all the time. All the adults are borrowing their children's future. This idea is called stewardship.
In this week's issue, we see stewardship in action everywhere. We see it in the legacy of Dr. Jane Goodall, who spent 91 years being a voice for animals who couldn't speak for themselves. We see it in the scientists at GHGSat in Montreal, who are using their "space cameras" to find invisible leaks so we can keep our air clean.
Even the discovery of 20,000 dinosaur footprints in Italy is a reminder of stewardship. Those tracks survived for 210 million years! It makes me wonder: what are we leaving behind today that will still be here in a million years? Will it be something beautiful, or will it be our trash?
From Pixels to Pencils: A New Chapter for "Attempted Murder"
Speaking of leaving something behind, this week marks an important change for our comic strip. For the past few issues, The Philosopher and The Pragmatist have been brought to life by AI-generated art. But starting today, these two crows are being drawn by human handsâspecifically, Skanda's hands.
Why make this change? Because I believe that the process of learning, struggling, and improving is more valuable than instant perfection. Why not others, you may ask? Well, eventually we might.
Over the last few years, Skanda and his best friend Abdullah created Billy Bob (their own) and a version/adaptation of Pikachu. It wasn't professional qualityâthe proportions were wobbly, the action sequences were confusing, and sometimes Pikachu looked more like a melted yellow marshmallow than a PokĂ©mon. But it was theirs. They spent hours together, erasing and redrawing, laughing at their mistakes, and slowly getting better.
When I told Skanda about this transition, I gave him the comic script a full week in advance so he could practice. His first attempt? Obviously not Picasso or Bill Watterson or Dav Pilkey.
But I nudged him to try. I gave him suggestions. He was at it everyday until he was satisfied.
Youâll probably realize as you read the comic strip: Skanda's illustrations aren't as polished as what AI can generate in 30 seconds. The lines wobble. The feathers are inconsistent. But they show something AI can never demonstrate: human imagination. They show effort. They show a young person learning that quality work requires practice, feedback, and the willingness to start over when something isn't working.
I also told Skanda the truth: in the world he's growing up in, if he doesn't deliver quality work on time, AI will take his job. That's not a threatâit's reality. The only way to stay valuable is to do hard things, to practice what's difficult, and to improve. That's worth investing in.
So I increased his pay by $1.50 per issueânot because his art is better than AI (yet), but because his effort and growth deserve recognition.
The meta-comic you'll see this week jokes about an old philosophical puzzle called the "Ship of Theseus.". Imagine you have a wooden ship. Over time, you replace one plank because it's rotten. Then another. Then the sail. Then the mast. Eventually, you've replaced every single piece of the original ship. The question is: Is it still the same ship?
đĄ DID YOU KNOW? Your body replaces almost all of its cells every seven to ten years? The skin cells you had when you were five years old are long gone. Your bones have rebuilt themselves. Even most of your brain cells have been replaced. If you're made of completely different atoms than you were when you were a baby, are you still you?
That is the philosophical discussion Ship of Theseus referenced in the comic strip.
The Waterloo Math Challenge
Finally, I'm thrilled to introduce a brand-new section this week (thanks to Praneetha for bringing this to my attention): The Waterloo Math Challenge.
Every week, the University of Waterloo's Centre for Education in Mathematics and Computing releases a "Problem of the Week" designed to make students think creatively, not just calculate answers. These aren't your typical textbook questionsâthey're puzzles that require logic, spatial reasoning, and sometimes a completely different way of looking at a problem.
Just like the scientists who tracked methane leaks from space or paleontologists who found footprints on vertical cliffs, mathematicians use patterns, persistence, and creative thinking to solve problems. Math isn't just about getting the right answerâit's about developing the kind of brain that can tackle challenges that don't have obvious solutions yet.
Starting this week, we'll feature two problems: one for grades 5/6 and one for grades 7/8. Try them with your family. Draw diagrams. Make mistakes. Get frustrated and then figure it out anyway.
Because that's what real learning looks likeâwhether you're drawing crows or solving star ring (see article 3) problems.
"The greatest danger to our future is apathy." â Dr. Jane Goodall
What do YOU think? What is one thing you "borrow" from your community (like a park or a school) that you could take better care of this week? And what's one skill you're willing to work hard at, even if AI can already do it better? Talk about this with your family over dinner tonight.
A Note to Our Readers:Â If you or your parents want to contribute to Your World Last Weekâwhether it's suggesting a story idea, sharing feedback, helping with illustrations, or proposing a new sectionâplease do not hesitate to reach out. We can work together to make magic happen.
Remember: You don't have to read everything at once! Take your time and read one or two articles per day this week.
Sundar | Skanda |
EDITOR'S CORNERÂ (Dec 13, 2025)
An Opinion Piece for You to Consider
This week, outside the 7 articles, I want to tell you three stories about stealing knowledge. Feel free to skip the three stories and head directly to the articles. The choice, as always, is yours to make. About the newsletter, considerable improvements have been made to the readability of articles. Each article will have even more analogies, and even more âdid you knowâ that will help break down articles to a common denominator of understanding. Also, based on feedback from friends, I have moved up the infographic to aid with the article instead of leaving it to the end. Finally, words have pronunciation guides where needed. Happy reading!
Back to the 3 stories. They all happened at different times. They all involve the same basic action: taking information that doesn't belong to you.
But here's the strange part: one group became heroes. One faced 35 years in prison and died before his trial. And the third group? They're billion-dollar companies. All thought they were changing the world.
Same action. Same thought. Completely different endings.
Why?
Let's find out together.
Remember: You don't have to read everything at once! Take your time and read one or two articles per day this week.
Three Libraries, Three Different Endings
CONTENT NOTE FOR PARENTS:Â This editorial discusses a tragic suicide related to legal prosecution. While age-appropriate, parents may want to read it first or discuss it with their children.
Story One: The Library That Stole Every Book It Could Find
Over 2,000 years ago in Egypt, there was a library in the city of Alexandria. It was the greatest library in the ancient world. But how did it collect so many books?
Here's what they did.
When ships arrived in Alexandria's harbor, soldiers searched them. They weren't looking for weapons or illegal goods. They were looking for books.
If they found any scrolls (that's what books were back then), here's what happened:
- The soldiers took the scrolls to the library
- Scribes made copies of them
- The library kept the originals
- The ship owners got back the copies
Think about that. The library stole the originals and gave back fakes. That would be like borrowing your friend's video game, making a copy, keeping the original, and returning the copy to your friend.
The Biggest Theft of All
The library once borrowed very valuable manuscripts from the city of Athens. These were the original writings of three famous playwrights. Athens treasured these manuscripts more than almost anything.
Alexandria promised to return them. They even paid a huge depositâ15 talents of silver. That's like paying Canadian $550,000 today just to borrow some books!
But Alexandria never returned the originals. They kept them and sent back copies instead. They gave up all that money just to keep the books.
The head librarian had one job: "Find every book in the world." They wanted to collect between 500,000 and one million texts. And they used soldiers, ships, and royal money to make it happen.
What happened to them?
Nothing bad. In fact, we celebrate them today! The Library of Alexandria is remembered as one of humanity's greatest achievements. We study it in school. We wish it still existed. We're sad it burned down.
Nobody calls those librarians thieves. We call them heroes who preserved knowledge.
A note about sources:Â I learned many of these details from a hilarious BBC podcast called "You're Dead To Me: Alexandria: city of knowledge and culture" (https://www.bbc.co.uk/programmes/m002hkf6). If you're interested in ancient libraries, it's worth listening to with your parents.
Story Two: The Young Man Who Wanted Knowledge to Be Free
IMPORTANT NOTE:Â This story discusses a tragic suicide related to legal prosecution. While age-appropriate, parents may want to read it first or discuss it with their children.
Now let's jump ahead 2,000 years to 2011.
A 26-year-old programmer named Aaron Swartz walked into a closet at MIT (one of America's best universities). He plugged in a laptop. Over several weeks, his computer quietly downloaded millions of research papers from a database called JSTOR.
What are research papers? They're studies that scientists write about their discoveries. Studies about cancer treatment. Climate change. Math. History. Everything.
Here's the problem Aaron saw: Only people at universities could read these papers. Want to read one study about cancer research? You'd have to pay $30-$50. Just for one paper.
But here's what made Aaron angry: Taxpayers had already paid for most of this research! The government gave money to scientists. The scientists did the research. Then companies charged people to read about research their taxes had already paid for.
Aaron thought this was wrong. He believed knowledge should be free. So he downloaded the papers, planning to share them publicly.
What Happened to Aaron
He was arrested.
The U.S. government charged him with crimes that carried up to 35 years in prison and $1 million in fines. That's more than some people get for hurting other people.
Let's compare that to the Alexandria librarians:
- Alexandria librarians:Â Systematically stole books with soldiers and ships â Celebrated as heroes, no punishment
- Aaron Swartz:Â Downloaded research papers that taxpayers had already paid for â Faced 35 years in prison
In 2013, while still facing these charges, Aaron died by suicide. He was 26 years old.
What Happened After
After Aaron's death, something changed.
JSTOR (the company whose database Aaron accessed) announced they would make more than 4.5 million articles available for free to the public. Many people think Aaron's actions pushed them to do this.
Also, many scientists and researchers started sharing their work freely online. They created websites where anyone can read research papers without paying. Aaron's goalâfree knowledgeâstarted happening, even though he wasn't alive to see it.
Some people say Aaron was a thief who deserved punishment. Other people say he was a hero who wanted everyone to have access to knowledge. JSTOR's business was built on charging people for access, so from their perspective, what Aaron did threatened their company.
The question this raises:Â When is breaking an unfair law the right thing to do? Who gets to decide which laws are fair and which aren't?
Story Three: The AI Companies Learning from Everything
Now let's talk about todayâright now, in 2025.
Several big AI companies (including the ones I use to help make this publication) are being sued. Why?
Because they trained their AI on millions of books, articles, and websites. Sometimes they asked permission. Many times... they didn't.
What the Companies Say
"We're not copying. We're learning. It's like a student reading library books to learn how to write. We find patterns in language. Then we create new text. That's not stealingâthat's education."
What the Authors and Publishers Say
"You're using our life's work to build products worth billions of dollars. You didn't ask us. You didn't pay us. That's theft."
Both have a point.
Here's something interesting: With the right prompts, you can sometimes get AI to repeat almost exact quotes from books or articles. That suggests it did more than just "learn patterns"âit memorized some things. Just like Alexandria kept the originals instead of just learning from them.
Where We Are Now
- Library of Alexandria:Â Stole originals, built greatest knowledge center â Heroes, no punishment
- Aaron Swartz:Â Downloaded articles to free knowledge â 35 years in prison, died at 26
- AI Companies:Â Trained on millions of works without always asking â Being sued, but still operating, still worth billions, still making new products
Same basic action: taking knowledge you don't own. Using it for what you believe is a greater purpose.
Completely different consequences.
The question this raises:Â Is it fair that powerful people can do things that would send regular people to prison?
So Why Do I Use AI for This Publication?
That's a fair question. If I see these problems, why do I use AI?
Here's my honest answer: In this strange new place we all are in, I too am learning. The world is not black and white; it is colourful.
What Alexandria Did Right
- Gathered knowledge from everywhere
- Made it accessible (if you could get to Alexandria)
- Preserved it so we still have those texts today
- Built upon itâscholars created new mathematics and science
- Created something greater than the sum of its parts
What Alexandria Did Wrong
- Stole without permission or payment
- Used power to take what they wanted
- Gave back inferior copies while keeping originals
What I'm Trying to Do
1. Transparency
Every cover of this publication says "Prepared with the assistance of AI." We tell you exactly what weâre using. Alexandria didn't label which books they stole.
2. Verification
Skanda and I check every fact. We verify every URL. If AI gives me a fake citation, we catch it and reject it. We care whether what we share is actually true.
3. Attribution
When we reference sources, we give you the real URLs. You can check our work. Alexandria hid where knowledge came from. We show you the receipts.
4. Creating Something New
We are not copying someone else's work. Weâre creating educational content for Canadian students that didn't exist before. That's building, not just taking.
5. The Alternative
Without AI, this publication wouldn't exist. We can research, write, and fact-check seven articles per week but we wouldnât be able to put them together in a format that is good for consumption. The choice isn't "AI-assisted" versus "perfect human-only." It's "AI-assisted that's transparent" versus "nothing at all."
What Still Bothers Me
But here's what keeps me awake at night:
Aaron Swartz wanted to free knowledge that taxpayers funded.
â Consequence: 35 years in prison, died at 26
AI companies trained models on copyrighted works to build billion-dollar businesses.
â Consequence: Lawsuits they can afford, business continues, stock prices rise
The Library of Alexandria used state power to systematically steal books.
â Consequence: We remember them as heroes
Is that fair?
I don't have easy answers. I honestly don't know if I'm doing the right thing by using AI.
What I do know: I'm trying to be transparent. I'm checking everything. I'm creating something new that helps students learn. I'm not getting rich from it.
But maybe people at AI companies tell themselves the same things. Maybe the Alexandria librarians did too.
What I Want You to Think About
Here's the real lesson from these three stories:
The people with power get to decide what "stealing knowledge" means.
When Alexandria did it with state power, it was civilization-building.
When Aaron did it as one person, it was a crime worth 35 years.
When AI companies do it with corporate power and lawyers, it's... still being decided in courts.
Your Turn
I don't expect you to agree with me. Actually, I hope you disagree with at least some of what I've said.
Because that's what educated citizens do. They think critically. They ask hard questions. They form their own opinions.
So here are my questions for you:
- Were the Alexandria librarians heroes or thieves? Does it matter that they lived 2,000 years ago? Does time change whether something is right or wrong?
- Was Aaron Swartz right to download those articles? Should he have faced 35 years in prison? If knowledge should be free, does that justify breaking laws to free it?
- Should AI companies be allowed to train on copyrighted material? Should they pay? Should they ask permission first? Should knowledge be free for "learning"?
- Am I wrong to use AI for this publication? Am I part of the problem or part of the solution? Can someone be both at the same time?
- The big one: Is it fair that big corporations can do things that would send individuals to prison? What would a fair system look like?
There are no simple answers. Only your answers, backed up by your reasoning.
Think about it. Talk about it with your family. Disagree with me if you want. Tell me I'm wrong. Tell me the question is more complicated than I'm making it.
That's exactly what I hope you'll do.
Sundar | Skanda |
EDITOR'S CORNERÂ (Dec 06, 2025)
A loooooong Opinion Piece for You to Consider
When the News Hits Close to Home (And Why Two Crows Are Watching)
Welcome to Issue 3 of Your World Last Week!
This week marks an important addition to our publication, but before I tell you about it, I want to talk about something that connects all seven of our stories: the gap between knowing something intellectually and feeling it personally.
Take our first story about food prices rising 6% in 2026. Reading that Canadian families will pay almost $1,000 more for groceries next year is one thing. But watching your parents stress at the checkout, or hearing them say "we can't afford that anymore" about foods you used to eat regularlyâthat's when statistics become real life.
Or consider our story about gas stoves and indoor air pollution. The Stanford study shows that cooking on gas stoves exposes you to as much nitrogen dioxide as breathing outdoor traffic fumes. If you have a gas stove at home, that's not abstract scienceâthat's your kitchen, your lungs, your family's health.
The pattern continues across this week's news:
- The World Cup draw is exciting until you think about climate refugees who'll never have a stable homeland to cheer for
- Southeast Asian floods killed over 1,600 peopleâmore lives than on many residential streets in Stouffville
- The "ragebait" phenomenon isn't just a dictionary term when you've felt manipulated into pointless arguments online
- AI data centers causing rare cancers in small Oregon towns remind us technology has real human costs
- That distant galaxy "twin" of the Milky Way shows us the universe doesn't care about our assumptions
Which brings me to our new feature.
Introducing "Attempted Murder" - Our New Comic Strip
Starting this week, Your World Last Week will feature two apprentices in a weekly comic stripâtwo crows (aside: Ravens, like Crows, are another sub-species of Corvidae family)âwho will observe and discuss human behavior. But first, let me explain the name.
The Language of Groups: Collective Nouns
You probably know that a group of fish is called a "school" and a group of lions is a "pride." But did you know that a group of crows is called a murder?
Yes, really. A murder of crows.
No one knows exactly where this term came from, but it likely reflects medieval superstitionsâcrows scavenged battlefields and were associated with death and bad omens. But here's what's ironic: modern science has proven crows are incredibly intelligent. They use tools, recognize individual human faces, remember them for years, solve multi-step problems, and even hold "grudges." They're probably brilliant observers of the human world.
So while medieval people called them a "murder" out of fear, crows are actually thoughtful, social creaturesâperfect for watching and commenting on human contradictions.
Why "Attempted Murder"?
Our comic strip is called "Attempted Murder"âand yes, it's a pun:
- A group of crows = a murder
- Two crows = an attempted murder (They tried to be a murder, but they're one short of a proper group. Get it?) (another aside: two's company; three's a crowd)
But it's more than wordplay. The title reflects what the strip is about: two crows attempting to understand and comment on human behavior. They're attempting to make sense of our worldâour news, our decisions, our contradictions.
Meet the Characters:
The Philosopher (white beak) asks "Why?"
- Seeks deeper meaning
- Questions patterns and assumptions
- Explores philosophical paradoxes
The Pragmatist (all-black beak) asks "So what?"
- Focuses on practical reality
- Grounds observations in facts
- Adds dry wit and common sense
Together, they model the kind of thinking we want you to develop: the ability to ask deep questions AND consider practical implications. Both perspectives matter.
Standing on the Shoulders of Giants
Like any creator, I'm influenced by the comics I grew up reading. "Attempted Murder" owes a debt to many brilliant comic strips from my younger days:
- Calvin and Hobbes for philosophical conversations between unlikely friends
- Peanuts for finding profound truths in everyday observations
- Asterix for clever wordplay and satirizing human behavior
- Tintin for adventure with substance
- Tinkle's Kalia the Crow for proving that a crow could be a compelling protagonist with wisdom to share
That last one is especially significantâKalia showed me that a crow character could carry complex stories and offer genuine insights into the world. Our two crows stand on those feathered shoulders.
Why Add a Comic Strip to a News Publication?
You might wonder: why include a comic in a serious news publication for students?
Because news literacy isn't just about understanding what happenedâit's about learning how to think about what happened. That's why each issue includes comprehension questions that ask you to analyze, evaluate, and connect news to your own life. It's why we have political cartoon analysis and photo journalism sections.
The comic strip adds another dimension:
- Different perspectives matter: The two crows model how to look at issues from multiple angles
- Philosophy belongs in current events: News isn't just factsâit's about human choices, values, and consequences
- Humor helps memory: When we laugh while learning, we remember better
- It's fun: Yes, learning about current events should be enjoyable!
Some weeks the strip will be directly about a news story. Other weeks it'll be about timeless human behavior that relates to current events. But it will always invite you to think.
A Note on Pronunciation Guides (Thanks, Skanda!)
Speaking of learning tools, there's another new feature in this issue that deserves mention: pronunciation guides in the glossary.
After Issue 2, my chief proofreader (that's Skanda, if you haven't been paying attention) pointed out something important: "Dad, how am I supposed to use these words if I don't know how to say them? I'm not going to ask a question in class and mispronounce 'Dalhousie' or 'gravitational lensing' and look silly."
He had a point. What good is learning a new word if you're too embarrassed to use it because you're not sure how to pronounce it?
So this week, every challenging word in our glossary includes a pronunciation guide. You'll see things like:
- Dalhousie (dal-HOW-zee)
- Gravitational Lensing (grav-ih-TAY-shun-ul LEN-zing)
- Corvidae (KOR-vih-day)
The CAPITAL letters show you which syllable to stressâthe part you say louder or with more emphasis. It's not about sounding "smart"âit's about giving you the confidence to actually use these words when you're discussing the news with friends, family, or in class.
Words are tools. They're only useful if you can use them without hesitation.
Back to This Week's Theme
So as you read this week's seven articles, I challenge you to think like both crows:
Ask "Why?" like the Philosopher:
- Why are food prices risingâwhat's the deeper pattern?
- Why do we need a word like "ragebait" in 2025?
- Why does AI use so much energy?
Ask "So what?" like the Pragmatist:
- How does this affect my family directly?
- What choices does my family make that relate to this story?
- What could someone my age actually do about this issue?
The news matters most when it stops being "somewhere else" and becomes "right here." And understanding your worldâseeing both the big picture and the personal impactâis the first step toward changing it.
One Last Thing
The collective noun "murder" may have started as a term of fear and superstition about crows. But I hope our weekly "Attempted Murder" becomes something else entirely: a celebration of curiosity, critical thinking, and the power of asking good questions.
Because in a world full of complex news and difficult decisions, we need both philosophers and pragmatists. We need people who ask "why?" and people who ask "so what?"
We need thinkers who can be both.
Welcome to Issue 3. Let's think together.
Remember: You don't have to read everything at once! Take your time and read one or two articles per day this week.
Sundar | Skanda |
Your World Last Week is prepared with AI assistance. All articles are researched from credible news sources, fact-checked, and written specifically for Canadian students in grades 5-7.
P.S. â If you're curious about collective nouns, here are a few more gems: a bloat of hippopotamuses, a shiver of sharks, a kaleidoscope of butterflies, and business of ferrets. But, my personal favourite remains âmurder of crowsâ.
EDITOR'S CORNER (Nov 29, 2025)
An Opinion Piece for You to Consider
Seven Days, Seven Stories
Welcome back! Issue 2 of Your World Last Week is here.
In our first issue, we shared five news stories with you. This week, we've made an important change based on how news actually works: we're bringing you seven articles â one for each day since our last publication. Think about it: the world doesn't stop producing news just because it's the weekend! From Monday through Sunday, important events happen that help us understand our changing world. On the flip side, there werenât just 7 news either - there were literally millions of news. Covering that would be impossible and would be very noisy!
A New Feature: Understanding Through Analogies
You told us what you wanted, and we listened! Many of you said that some topics in Issue 1 felt a bit challenging to grasp at first. That's completely normal â news often deals with complex ideas that even adults find tricky.
So this week, we've added something special: "Understanding the Topic"Â sections. Before diving into each article, you'll find a short analogy that connects the news to something from your everyday life. For example, before reading about climate conferences, you might see how they're similar to a class project where everyone needs to agree on a plan. These analogies are like building blocks â they help you construct understanding from things you already know.
New Crossword Puzzle!
Based on your feedback, we've also created a crossword puzzle using vocabulary from all seven articles. It's a fun way to test what you've learned and remember key terms from the week's news.
A Note About Reading This Issue
I'll be honest with you: this issue is longer than our first one â seven articles means more pages to read. That's why I have a suggestion: don't try to read it all at once!
Here's what might work better:
- Read one or two articles per day this week
- Take breaks between articles to think about what you've learned
- Discuss the stories with your family at dinner
- Come back to articles that interest you most
Parents and guardians:Â Your young reader might benefit from reading this publication together with you. Some articles cover challenging topics, and your guidance can help them process the information and ask questions.
Why We Use the Flesch-Kincaid Scale
You might wonder how we make sure these articles are the right reading level for grades 5-7. We use something called the Flesch-Kincaid readability scale (link), which measures how complex the writing is. Here's what that means:
The Flesch-Kincaid Grade Level tells us what school grade someone should be in to comfortably understand the text. We aim for scores between 6.0 and 8.0, which means:
- A grade 6 student should find most articles accessible
- A grade 7 student should find them comfortable
- A grade 5 student might need occasional help with vocabulary
But here's the important part: we don't "dumb down" the news. Real-world events are complex! Instead, we:
- Use shorter sentences when possible
- Define difficult words in bold
- Break complex ideas into smaller parts
- Provide context and background information
- Add those new "Understanding the Topic" sections
The goal isn't to make everything simple â it's to make complex topics understandable. There's a big difference! You're learning to read real news, understand real issues, and think critically about real problems. That's exactly what Canadian curriculum expects from students your age.
A new font!
We are experimenting with an eye-friendly, visual stress-free font this time and thus adopted Lexend from Google. More about it here.
Our Research Process
Every article in this issue was researched using multiple credible news sources. We read articles from CBC, The Globe and Mail, BBC, Reuters, CNN, Al Jazeera, NPR, and other trusted outlets. Then we synthesized that information into articles written specifically for you, with proper citations so you (or your parents/teachers) can check our sources.
Nothing in these pages is made up. Every fact comes from real reporting by professional journalists around the world.
This Week's Special Story
As your editor, I chose to highlight the Ethiopian volcano eruption as a special story this week. Why? Because it's a reminder that our planet is always changing, sometimes in dramatic and unexpected ways. A volcano that slept for 12,000 years suddenly woke up â longer than all of recorded human history! It's a powerful example of how Earth sciences and geology matter in our daily lives, and how nature can still surprise us.
Now, let's explore your world this week. Remember: understanding the news is a skill, and like any skill, you get better with practice. Be patient with yourself, ask questions, and enjoy learning about your world!
Sundar Parent | Skanda Cursed Child Chief Proofreader (Paid Position: $5/issue) Wait, you're PAYING me to find Dad's mistakes? Getting paid to have fun! |
Your World Last Week is prepared with AI assistance. All articles are researched from credible news sources, fact-checked, and written specifically for Canadian students in grades 5-7.
FROM THE EDITOR'S DESKÂ (Nov 22, 2025)
Welcome to Your World Last Week
Dear Readers, Parents, and Educators,
When I was growing up in Chennai during the 1990s and early 2000s, weekend mornings meant something special: my father spreading out The Hindu or Indian Express across our dining table, the smell of newsprint mixing with filter coffee, and me claiming the sports section while trying to understand the front page headlines. Those newspapers were my window to the world beyond our street, our city, our country.
Fast forward to today, and that window has changed dramatically. We don't have cable television at homeâa deliberate choice in an age of endless streaming. I get my news through the New York Times app, Google News, Facebook feeds, Hacker News, and conversations with friends. But here's what struck me: while I'm connected to global events, my eleven-year-old son has no equivalent source of news designed for him.
Don't get me wrongâhe's a voracious reader. At any given moment, you'll find four or five novels scattered around the house, mostly fiction with the occasional non-fiction book squeezed in. He plays Kerbal Space Program, building rockets and planning orbital mechanics. He's observant and curious. But his primary source of world knowledge? Whatever makes it into his classroom.
When I mentioned this gap to his teacher, Ms. Kim, during a parent-teacher conference, she introduced me to LesPlans' What in the World?âa brilliant Canadian teacher resource that presents current events in an age-appropriate, curriculum-connected format. I was immediately inspired. Why not create something similar for my son? Something that bridges that gap between his love of reading and the need to understand what's happening in the world around him?
Here in Stouffville, Ontarioâand I suspect in many communitiesâphysical newspapers have become rare and expensive curiosities. The days of having a paper delivered to your doorstep are largely gone. But the need for informed young citizens hasn't disappeared. If anything, it's more critical than ever.
That's how Your World Last Week was born.
How This Publication Was Created
In the spirit of transparency: this publication was created with the assistance of Claude (Anthropic's AI) for research, writing, and educational design, and Google's Nano Banana Pro for the infographics and visual elements. I see these tools not as replacements for human judgment, but as partners that help bring ambitious educational projects to life quickly and affordably.
Every article was researched from credible news sources, every comprehension question was designed with educational best practices in mind, and every editorial decisionâfrom which stories to cover to how to present themâreflects my vision of what young Canadian readers need to know about their world. The AI helped me execute that vision, but the vision itself, and the commitment to accuracy and age-appropriateness, comes from a parent who wants better for his child and every child.
What You'll Find in This Issue
This inaugural edition covers the week of November 22, 2025, and includes four major stories that I believe matter to Canadian students:
- Canadian Politics:Â The dramatic budget vote that nearly triggered a Christmas election, introducing concepts like minority governments and how our democracy actually works
- Environmental Science:Â Climate tipping points that scientists are monitoring, with special attention to Canada's permafrost challenge in the Arctic
- International News:Â The COP30 climate conference in Brazil and Canada's role on the world stage
- Science & Technology:Â A fascinating Chinese invention that generates electricity from raindropsâthe kind of innovation that sparks imagination
But we don't stop at articles. Each story includes comprehension questions at three levels (recall, inference, and critical thinking), infographics, background information, and curriculum connections. You'll also find a political cartoon analysis, news photo analysis, quizzes, map assignments, and a comprehensive answer key for teachers and parents.
Who This Is For
While designed for students in grades 5-7 (ages 10-12), this publication is really for anyone who wants to understand current events at a thoughtful, accessible level. Parents can read alongside their children. Teachers can use it as a resource. And yes, curious kids who love reading can work through it independently.
This is my attempt to recreate that weekend newspaper experience for a new generationâwithout the newsprint, but with all the wonder of discovering how our world works.
I hope you find Your World Last Week informative, thought-provoking, and genuinely enjoyable to read. If this first issue resonates with you, there will be more to come.
Stay curious,
Sundar
Parent
Stouffville, Ontario
November 22, 2025
P.S. â If you're a parent, educator, or student with feedback or story suggestions, I'd love to hear from you. This is a learning journey for all of us.