frameworkforteachingcontroversialissues.doc

Framework for Teaching Controversial Issues Teachers in every subject area face the challenge of teaching content that may be controversial in some way. In English language arts it may be the actions of a particular character in literature. In social studies it may be a historical or current event. In science it may be a disagreement over the results of two scientific studies on an emerging topic. Many local school boards have adopted policies to guide teachers. Teachers should consider local expectations and board policies, the age and maturity of students, advice from fellow teachers and the material covered in the Academic Content Standards when planning instruction of controversial topics. Purpose The guidance provided here is intended to assist teachers in making sounds decisions that meet local board policies when teaching controversial issues. Teachers should consult local policies before planning lessons so that their selection of topics, materials and activities are consistent with local expectations. This paper includes additional guidelines and research that teachers should consider so they may: Identify classroom skills and attitudes that should be cultivated through engaging controversial issues. Set protocols regarding: The behavior of students. Methods to create an environment conducive to learning from divergent viewpoints. Identify student skills from Ohio’s Academic Content Standards which may be addressed while discussing controversial issues. Find additional web-based resources. Each area is discussed more fully below. Classroom Skills Students learn valuable skills when they research and discuss controversial issues. Teachers should therefore be familiar with methods for addressing controversial issues in ways that impart knowledge; enable discussion; ensure students’ physical and emotional safety; and build the critical faculties of students. Addressing controversial issues can teach special skills, as the National Council