Teaching ControversyIn Social Studies Classes

The study of controversial issues should develop:

◦ The ability to study relevant social problems and make informed decisions

◦ The ability to use critical reasoning and evidence based evaluation

◦ The recognition that different viewpoints are valuable and normal as part of social discourse

◦ The recognition that reasonable compromise is often an important part of the democratic decision-making process

NCSS Standards

Review of the Research

Byford, J., Lennon, S. & Russell, W.B. (2009). Teaching controversial issues in the social studies: a research study of high school teachers. Teaching Controversial Issues. 82(4). 165-170.

Clark, J. S., Thomas, S. V., & Barikmo, K. (2008). Teaching about civil disobedience: Clarrifying a recurring theme in the secondary social studies. The Social Studies. March/April. 51- 56.

The ultimate objective of Civics is to promote engaged citizens

Young people 18-29 are the least likely demographic to vote

◦ High of 55% participation,40% low between 1972 to 2004

www.rockthevote.com

Controversy to Address the Problem

Develops critical thinking skills, considered to be the second most important life skill after interpersonal

Helps students become more active citizens

◦ A 2007 survey of 5,400 secondary students found: Classroom discussion promotes voting later in life,

support for democratic ideals, political and current event awareness and confidence in individual ability to influence public policy

Debates encourage active promote citizenship

(procon.org)

Benefits of Controversy

Byford Study Population

Students need to study controversial issues.

Strongly Agree; 23

Agree; 50

Neutral; 11

Disagree; 13

Strongly Disagree; 4

Students really don’t want to deal with conflict

and controversy.Agree; 11

Neutral; 36

Disagree; 30

Strongly Disagree;

23

Dealing with controversial issues confuses and frustrates

students.

Strongly Agree; 7

Agree; 16

Neutral; 22Disagree; 40

Strongly Disagree; 13

I feel competent to teach about controversial issues.

Strongly Agree; 10

Agree; 24

Neutral; 42

Disagree; 15

Strongly Disagree; 7

Teachers should protect themselves and not teach about an issue that is

controversial within the community in which they teach.

Strongly Agree;

29

Agree; 31

Neutral; 15

Disagree; 19

Strongly Disagree; 6

Prepare students for discussion Provide adequate information sources Establish an open climate Maintain focus and direction Ensure intellectual balance

◦ (range of perspectives) Encourage equal protection Care to not demonstrate bias

www.ericdigests.org/pre-9218/issues.htm

Keys to Successful Conversation

Students read “Letters from Birmingham Jail” by Dr. Martin Luther King Jr.

◦ What is civil disobedience?◦ What justifies civil disobedience?◦ What are other possible methods of protest?◦ What distinguishes just from unjust?

Teaching Civil Disobedience

Is the case civil disobedience and justified in a democracy?

◦ Anti-abortion protester shoots and kills two doctors that perform abortions

◦ In the south in the 1960s, a group of four African American men who walked into a “whites only” restaurant were charged with trespassing

◦ A small business owner who imports 90% of goods is affected by an embargo against a developing country. The owner decides to not follow the embargo because he does not want the developing country to suffer

Group Scenarios

Best Resource for Teachers:

www.procon.org