1. Teaching Controversial Topics in Social studies
Danielle Brookover
W&M SOE Research Symposium
March 20, 2015

2. What is a controversial issue?
Generally speaking, a controversial issue is any topic that create polarized viewpoints between people.
Examples:
-Terrorism
-Islam
-Press censorship
-Evolution/creationism
-Immigration reform
-Gun control
-String theory
-Current events

3. Whey they aren’t taught
Major reasons controversial issues are not addressed in schools:
A) Teachers do not feel comfortable addressing them
B) Concerns/lack of support from administration
C) Classroom management concerns

4. Why they should be taught
Many benefits for students including:
-Prepares students to be twenty-first century citizens
-Awareness of multiple perspectives and more tolerant to other ideas
-Skills-based learning: critical thinking, justifying reasoning with evidence
-Communication skills

5. Cautions when teaching
-Be aware of the demographics in your school district
-Know your school’s policies
-Consult with your administration
-Be conscious of your personal and educational experiences that can affect your teaching

6. How to successfully implement
In order to make studying controversial topics worthwhile, it is important to:
-Have organized learning goals
-Prepare in advance!
-Establish a safe and open classroom community
-Be very clear in your expectations and directions
-Use your school counselor as a resource in the classroom!

7. For further research…
Byford, J., Lennon, S., and Russell, W. B. (2009). Teaching controversial issues in the social studies: A research study of high school teachers. Clearing House 82(4),
Camicia, S. P. (2012). Deciding what is a controversial issue: A case study of social studies curriculum controversy. Theory & Research in Social Education 36(4),
Fournier-Sylvester, N. (2013). Daring to Debate: Strategies for Teaching Controversial Issues in the Classroom. College Quarterly, 16(3).
Hess, D. E. (2002). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory and Research in Social Education 30(1),
Tannebaum, R. P. (2013). Dialogue, discussion, and democracy in the social studies classroom. Social Studies Research and Practice 8(3),