Session 1 Exploring controversial issues NOTE: direct instructions to the session facilitator will appear in italics. notes, expansion of points or questions to discuss with the group will appear as normal text. Welcome the group and do introductions. Session 1 Exploring controversial issues

Introduction Aim to explore what makes an issue controversial Objectives to develop knowledge and understanding about controversial issues to agree on a shared definition of a controversial issue to provide ways to frame the teaching of controversial issues to encourage self-reflection Refer to the points on the slide.

Activity 1: What makes an issue controversial? Work in a group. Write down five examples of controversial issues. Discuss what makes an issue controversial. Write down your ideas on the flip chart paper. Share and discuss your group’s ideas with others. Agree on a definition of a controversial issue. Activity 1: What makes an issue controversial ? In this activity you will think about and discuss what makes an issue controversial. You are going to work towards agreeing on a shared definition for your school. Developing a shared understanding of controversial issues will help support a planned and consistent approach throughout the school to teaching them. Ask teachers to work in groups and follow the instructions on the slide. After groups have come up with their ideas, then facilitate discussion using the questions below. Questions What points did groups have in common? What points were different? Where there any points that caused debate or disagreement? Why? What is the consensus on a shared definition of a controversial issue for your school? Why is it important for all teachers to have a shared understanding of what controversial issues are? Is your definition meaningful to pupils?

General characteristics of controversial issues Controversial issues are complex and typically: arouse great public interest deeply divide a society arouse great feelings of emotion generate conflicting arguments and debates have competing values and interests can be politically sensitive While there is no agreed definition of a controversial issue, we can define them by their general characteristics. Facilitate discussion using the questions below. Questions What are your views about these general characteristics of controversial issues? Are there other characteristics you would include? Why? Think of an issue that might be controversial. Would it have these characteristics?

Activity 2: Exploring controversial issues photo © Marc Bruxelle iStock

Activity 2: Exploring controversial issues Work in pairs. Which of the issues below are controversial? Why? Abortion Immigration Gun control Bus lanes Climate change Religion Euthanasia Creationism LGBT rights Assisted suicide Flags Evolution War on terror Commemorating the past Activity 2: Exploring controversial issues Facilitate discussion in this activity using the questions below. Questions Which of these issues might be considered controversial in your school, in Northern Ireland, or in another country? Why? On a scale of 1 to 10, rate each of the issues with 1 being the least controversial and 10 the most. Justify your responses. Ask pairs to share, explain and justify their responses. Compare the responses from different pairs. 3. Is there consensus on any responses? Why do you think this is the case? One of the characteristics of a controversial issue is its complexity. Another important factor is the context or the social setting.

Framing controversial issues photo © JOHNGOMEZPIX iStock

Framing controversial issues PUBLIC Legal Political PRIVATE Personal Identity Values Beliefs SOCIAL Human Rights Education Public Health Discrimination ETHICAL Right or wrong Accountability Responsibility War Issues MORAL What people find acceptable or unacceptable Sexual Orientation Marriage All forms of abuse Framing controversial issues When thinking about teaching a controversial issue, it is helpful to think about how we might frame it in a broader context. We can view controversial issues from several different perspectives. Public: public interest, health, law and order, crime and punishment Private: of a personal/individual nature, individual beliefs about personal identity, religion or values Social: human rights issues, social justice and social equality and their relation to political and economic ideology and policy Moral: standards which individuals use to base their judgements on what is ‘right’ and ‘wrong’ Ethical: the shared principles of right and wrong conduct held by society

Framing controversial issues: Questions Public Is this in the public interest? Why? Are there any laws on this issue? What is the government’s position on this issue? Does this reflect the majority of public opinion? Social How will this issue affect individuals, groups and communities? Are there any human rights issues? Does the issue disadvantage or discriminate against any group? Private/Personal How does this issue relate to your religious beliefs/non-religious views and values? Are you well informed about the issue? How does the issue influence your thinking about others? Moral and Ethical What are the moral and/or ethical perspectives on the issue? What are the risks and impact on people’s health, wellbeing and life? Are moral/ethical issues compromised because of financial gain or other agendas? Framing controversial issues: questions Here are examples of key questions you might consider when thinking about and framing controversial issues. What other questions can you add?

Northern Ireland Curriculum perspectives Another way to explore a controversial issue is to consider its impact and relationship on the individual, society, the economy and the environment and the government’s position and responsibility. Northern Ireland Curriculum perspectives Another way to explore a controversial issue is to consider its impact and relationship on the individual, society, the economy and the environment and the government’s position and responsibility. This will help pupils to understand the complexity of the issue. This relates to the three Northern Ireland Curriculum Objectives, which are to develop the young person: as an individual; as a contributor to society; and as a contributor to the economy and environment.

Should abortion laws be changed in Northern Ireland? It’s time to change abortion laws in Northern Ireland The issue of abortion is highly emotive and controversial in Northern Ireland and also worldwide. It is also a topic that some teachers, pupils and parents may prefer not to discuss in schools. One option for teachers is to present the topic as a question and set it within a legal framework. It is useful to frame controversial issues as a big question. Introduce the sample topic, ‘Should abortion laws be changed in Northern Ireland?’ Make teachers aware that this next stage is important. By presenting the topic as a key question, it is easier to set learning objectives which will shape and define the direction the work will take. illustration © tupungato iStock

Activity 3: Clarifying the issue Work in groups of four. Place a Post-it on the wall under one of the headings below. PUBLIC PERSONAL MORAL ETHICAL SOCIAL Have five pieces of paper ready, each with a different heading on them from the selection below: Public Personal Moral Ethical Social Stick each heading to the wall. Then introduce Activity 3 to teachers. Ask them to form groups and refer them to the instructions on the slide. Activity 3: Clarifying the issue Think about where you would place your Post-it and consider your reasons for your initial choices. In pairs, share your initial ideas on how you could frame the issue using one of the five headings (not about the content of the issue). Share ideas as a full group and discuss similarities and differences in people’s choices. Was it difficult to make choices? Did you feel the issue could fit under more than one heading? Did this issue raise any strong feelings for you? What are the values connected with the issue? What are the main controversies around the issue? Which of the frameworks might you use with pupils?

Some key points about the issue Abortion is a public controversial issue It is a social/human rights issue It raises moral/ethical questions Need to consider role of government Some key points Abortion is a public controversial issue. It raises serious legal questions in Northern Ireland. Abortion is also a social issue. The application of the present law can be seen to infringe on human rights. It raises moral and ethical questions about whose rights we should preserve (the mother’s, or the unborn child’s) and the consequences of individual choices. It raises questions about the roles and responsibilities of governments regarding protecting the rights of all its citizens, including the unborn child.

Some key points about the issue photo © stevanovicigor iStock

Activity 4: Four corners debate Consider this statement: Abortion is only a problem in Northern Ireland because we have outdated laws. Move to the card that expresses your opinion (Agree, strongly agree, disagree or strongly disagree) Debrief Activity 4: Agree/Disagree (Four corners debate) Introduce this activity to teachers. Explain that this is an example of an activity which can be used for any controversial issue. The activity provides a starting point to clarify the issue and to develop discussion. Use the following questions to facilitate discussion, once teachers have made a choice of card. Questions What factors influenced your choice? Would you have made the same decision if you were personally involved? What made it difficult for you to make a decision? Can you defend your position at this stage? What questions would you like to ask now about the topic? Are you feeling uncomfortable? What are your feelings about teaching controversial issues? Is there one point that you would like to discuss further?

Self-reflection Review your shared school definition of a controversial issue. Are there any changes you would like to make? On a scale of 0–10, rate: your confidence to teach controversial issues your competence to teach controversial issues how comfortable you feel about teaching controversial issues Ask teachers to review their shared school definition of a controversial issue (which they originally discussed in Slide 3). Let them consider if they want to make any changes to the definition at this point. Then, ask them to rate their confidence, competence and level of comfort in teaching controversial issues. On a scale of 0–10 (where 0 represents the lowest level of a skill or ability, and 10 represents the highest) how would you rate: your confidence to teach controversial issues, and why? your competence to teach controversial issues, and why? how comfortable you feel about teaching controversial issues, and why?

Debrief: Self-reflection Which issues would you find difficult to discuss with young people? Why would you find these difficult to discuss? Debrief Summarise the key points of the presentation for teachers. Then, allow teachers time to think about and discuss the questions on the slide.