First of all Happy Veteran's Day!!! I have profound respect for our professional military keeping us safe at home and around the world both now and in a historical sense.
This will be the last one for the semester. It piggy-backs off of the last presentations in which we discussed matters of social class and contemporary history. In this blog I would like us to discuss the argument of another scholar--Diane Hess. The article is entitled "Controversial issues and democratic discourse (the PDF file was e-mailed to you). Fitting for us given some of our rich discussions on "what to teach" as a social studies teacher in the 21st Century. After identifying her main "essential questions" and "big ideas" I would like you to express commentary on her conclusions. Think about the potential of controversial issues like Iraq 2003, border control, GITMO, Lewinsky Scandal, pay raises in PA, health care reform...no shortage of issues in contemporary history.
Keep working hard in those important classrooms.
Yours, Mark
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I got three essential questions I pulled out from the reading involving discussing controversial issues.
First- "What factors and forces encourage or inhibit teachers from including controversial issues in their curriculum?"
Second- "Is it harmful for students if they do not experience discussion involving controversial issues?"
Third- "How do teachers get students to participate more effectively using controversial discussion topics?"
The big ideas I pulled out from the reading are fairly broad. The largest reason to include controversial issues in a curriculum is so that students can make connections with what is being learned in the classroom and how the issue may affect them in present day. Also, discussing "tricky" topics helps to prevent ignorance of a subject and ultimately creates students who will become better citizens for the community. Students that tend to be more involved with discussion seem to be more aware and have an interest in politics locally and nationally.
Teachers need to be careful when discussing these issues to not share a strong personal opinion. Hess later concludes that this is typically the warning from most schools, but what if students want to hear the opinions of their teachers. She also talks about how discussing important topics in most students lives creates authentic learning. There is a huge difference between doing a worksheet on the Ku Klux Klan during the early 20th century and actually talking and presenting a discussion on this topic to students. I think as long as you do your research and present the facts, there is no reason why a teacher cannot develop an environment in which students are excited to come to class to discuss controversial events and topics.
The essential questions which can be discussed based on Diane Hess’ article include the following: 1. What arguments can be made in support/against the idea of teaching and discussing controversial issues in the classroom? 2. How should controversial issues be taught and discussed in the classroom? 3. How does the discussion of controversial issues in the classroom impact students’ level of civic and political knowledge, engagement, and interest? 4. What obstacles stand in the way of the discussion of controversial issues in the classroom? 5. What type of classroom environment is necessary in order to successfully teach and discuss controversial issues? 6. How does the discussion of controversial issues in the classroom impact student performance?
The big ideas which are contained within Diane Hess’ article include the following: The paper stresses the argument that the discussion of controversial issues in the classroom may encourage students to effectively participate in a democracy and to become civically and politically engaged. The paper also discusses the notion that there is evidence to support that the discussion of controversial issues in the classroom can improve students’ critical thinking skills, assessment scores, and knowledge of the social studies content. The author also stated that there is evidence that supports the idea that very limited discussion of controversial issues is actually occurring in our nation’s classrooms. The author discussed the fact that a classroom in which controversial issues are discussed should be an open and welcoming classroom; students should not be afraid to voice their opinions or take an unpopular position on an issue. The author also argued that the discussion of controversial issues is an effective way to engage students in the classroom. The author claimed that there is no single model for the discussion of controversial issues in the classroom. The article also emphasized the idea that teachers are facing time constraints and curricular restraints associated with the standards movement in their classroom which makes it difficult for teachers to integrate the discussion of controversial issues into their curriculum. The author also argues that it is more beneficial for students to debate controversial issues in a diverse classroom in which different opinions are held and discussed by the students in the classroom.
Hess discusses a number of important conclusions in her piece. Hess argues that allowing students to debate and discuss controversial issues within the classroom will help them to understand that argument over controversial issues is an integral part of our democracy. Having students debate an issue such as the war in Afghanistan would help to prepare students to become informed and engaged citizens and voters within our democracy. Hess also argues that there is significant disagreement over how much discussion of controversial issues is actually occurring in our nation’s classrooms. Hess argues that the discrepancy may be caused in part by the mischaracterization of question and answer segments as class discussion. I believe that it is important to provide students with the ability to discuss issues, to provide their opinions on issues, and to argue with each other. If a teacher is able to find ways to connect the discussion of controversial current events to the curriculum which is being covered within the classroom, students will be more actively engaged in their own learning. Teachers who are discussing Ancient Mesopotamia or the Gulf War would certainly be able to take time out of their lesson to discuss the current war in Iraq. Students must be able to make connections between historical events and the events which are occurring in today’s society. Hess also concludes that the diversity of opinions within our country and within our classroom is a useful asset which teachers should be willing to embrace. The teacher can touch upon a variety of issues which may encourage debate and discussion regardless of the political persuasion of the students. If a teacher is discussing the separation of powers, the teacher can have the students discuss modern issues such as warrantless wiretapping by the Bush administration or the attempts by congressional Democrats to impose a timetable for withdrawal upon the war in Iraq. Hess also argues that the discussion and debate of controversial issues may help to encourage tolerance in the classroom. In some instances, students may be able to gain a greater understanding and appreciation of the opposing viewpoint on a certain issue, but in many instances, students provide an impassioned argument in favor of their viewpoint and are unwilling to see any validity in the opposing viewpoint. I believe that abortion is one issue that often leads to impassioned and fervent responses and oftentimes simply leads to greater hostility between students in the classroom.
I pulled out quite a few essential questions from this reading, actually. A few of them include:
1.) What sort of issues ought to be discussed in a classroom environment? In other words, how controversial is too controversial?
2.) To what extent should "issues education" be integrated into regular classroom activity?
3.) To what degree to the personal views of teachers affect what (if any) controversial issues are taught?
4.) What constitutes true discussion, and how beneficial is this format to one's students?
I pulled quite a number of big ideas from this reading as well. The author tries to approach this topic from all angles, which results in a rather broad, inconclusive article. For example, she states that teachers want to teach controversial issues because it shows students how to think critically. This is, of course, necessary in a democratic society. However, she contradicts herself a bit later by bringing up the fact that the definition of what constitutes a good democratic citizen differs for everyone. Thus, teachers don't always necessarily have the same agenda for including discussion in their classrooms. Other than a few vague points like that, she sticks pretty closely to a few central topics. She addresses classroom discussions from multiple viewpoints, such as frequency, teacher participation, assessment, student interpretation, potential backlash, and student benefit. All of these listed were amply discussed, with equal time paid to both the positive and negative aspects of each.
As for my interpretation of her conclusions- I know this will be a complete shock to anyone who knows me, but I strongly advocate discussion in the classroom as well. I think she brings up some good points as far as the potential backlash though too, which is always good to keep in mind. There will be times when a teacher may think that students can handle discussing a topic and it gets completely out of control. There may be other times when the students behave wonderfully, but the parents or administration cannot handle the discussion as well as the students did. I like that she brought up the idea of standardized testing as well, with regard to how this is impacting the availability of time for these (allegedly) enormously beneficial discussions. Another good point was made with regard to the balance between discussion and other forms of teaching and assessment. Some students don't test well, but other don't vocalize their opinions in large groups well either. Oftentimes a few students will overshadow the rest, and teachers need to be aware of these sort of pitfalls. There needs to be some distance between encouraging an open, comfortable classroom environment and expecting to turn every student into an extrovert. All told though, I think discussion is excellent. It does more than just pay lip service to the idea of an open environment, plus it gives teachers a better idea of where their students are coming from intellectually. Current events can be discussed, certainly, but one can cover historical issues as well. For example, I remember having a discussion in seventh grade history on the political aspirations of Cleopatra and the means with which she achieved her goals. Something of that nature is almost sure to get students involved, can be tied into current events (with the women in this most recent election, it would be a perfect contrast- women in politics then and now) and gets students thinking about linkages of knowledge. Balanced with other forms of knowledge assessment, of course, discussion can be enormously beneficial for students and teachers alike.
I came up with a few essential questions that are apparent in Hess's findings regarding Controversial Issue Discussion in today’s social studies classes.
One: "Why should such controversial issues be included in the curriculum?"
Two: "What are appropriate controversial issues to bring into the class room? As a new teacher would I be willing to use this type of discussion in my classroom?"
Three: "How do we as educators keep our biases out of the discussion so that we are not indoctrinating students to think or believe certain things have only one answer?"
Four: "How can we make sure students actually LEARN from instruction fused with discussion of C.I.'s?"
Last: "What role does assessment play in controversial issue discussion?"
I guess I will answer these and include what I though were the big ideas for each section. First, discussion of such issues should be included in the modern social studies class room. It is our goal and duty to impart in our students the knowledge that will hopefully drive them to become life long participants in our democracy. Hess sums it up when explaining there is a connection between learning how to deliberate controversial issues, for example public problems, and participating effectively in a democratic society.
Allowing students to see that there are multiple sides to every issue and multiple competing view points has become beneficial in gauging student’s understandings and building upon things they know, while simultaneously breaking down some walls they have constructed so to speak. Basically this analyzing and critiquing of different points of view is positively related to the ideas of democratization and citizenship we want to instill in today’s youth.
As far as what topics to include, I wouldn’t dive right into some "too hot to handle," topics until my 4th or 5th year at a school. It takes time to become familiar with the community you teach in, and the different values and beliefs that parents and students share. I've noticed while observing and leading discussions in the American History class I’ve been assigned to. It's clear that many of the students form their opinions based on what mommy and daddy tell them at home and what'dya know they come right in and spout off some pretty radical views/ideas. I'm not saying that what they think it wrong, I'm just saying that they are misinformed, and as a result this only exacerbates the necessity for the discussion of controversial issues in our classrooms. So that they can see the issues they feel so strongly about from different angles, and as a result become more informed and more tolerant of the ways other people live. Back to my point, I think it would be wise to include discussion in my first year, but I need to pick some topics that aren't going to cause controversy or a community backlash, this goes back to the balance that I've spoke of all semester long. When we get to know the community that we teach in we can try to push to envelope a little more.
We should keep our biases out of almost everything we present to the class, Hess makes a great argument about the difference between students forming their own opinions and teachers indoctrinating them into mindset's that aren't always the healthiest. I think it is important to present our own opinions because it takes away from the student’s abilities to create their own opinions after analyzing the evidence that is being presented to them throughout the discussion. This would then be imparting them with the knowledge, critical thinking skills, ability to work within a group, and the various other facets that comprise what it's like to live, work, and participate in a democratic society. (Boo Ya!)
It's also important to formulate different ways to assess these discussions. Maybe with a questionnaire that the students will fill out and I would review later, if some members of the class feel strongly about an issue then we can hold a classroom discussion, making sure everyone gives their ideas. It's also effective to just have silent reflection assignments so that students who may feel uncomfortable with talking about specific issues have the confidentiality they need to fully express how they feel. One thing we need to stay away from is forcing students to be a part of the discussion for points, because as Hess said, "We are paying them to talk," and sometimes they are half hearted in their answers just because they know they will be graded on it so they have to come up with some type of response to save face.
I believe that the benefits of implementing a whole hearted discussion of controversial issues is much needed in schools today. Just look at this class, it feels that sometimes that’s all we did, we discussed a controversial issue and watched Mark sit back laughing like watching some evil monster he has just created take form and cause mass destruction! (Totally Joking! All the discussion we had was applicable to the field and I thank Mark for allowing us to debate and discuss some of these issues, that was so cool!) Anyway, I'm sure everyone took something away from our discussions that they found useful in the field, so I think we need to do this with students so they can be prepared for life after school. That’s my final response and I hope all is well in the field for everyone. I can't wait to hear the stories everyone has when we get back, Fama Fuga.
Here are a few of the essential questions I have pulled from the reading:
1) What is the correlation between students that actively participate in the discussion of controversial issues in class, and students that actively participate in a democratic society (voting, civil service, etc.)?
2)How can we as teachers construct a classroom climate that encourages students to take part in discussion on controversial issues in an unbiased way that is interesting to the students?
3)What constitutes a controversial issue that is worthwhile and effective to discuss in the classroom?
While reading this article, I felt as though I could have come up with 100 essential questions due to the depth of the research and the vastness of the topic. I agree with the conclusion that it is difficult to discuss a controversial issue in the classroom and it is a challenge for teachers to come up with a way for their students to both discuss actively, and walk away with a better understanding of the topic. During my time in the field, I was in a senior sociology class. They discussed issues such as gay marriage, abortion, legalization of drugs, and other issues, many of which led to certain students almost getting into fights. I did however see the correlation between the students who participated in the discussion and voting. Many of the students who were not able to vote said that if they could vote, they would to support their side of the argument.
While those issues are appropriate for the sociology class, I think I would find the real challenge in teaching controversial contemporary history because it is history, and it is something that we need to teach. The article mentions that due to the increased amount of standardized testing, teachers find it difficult to spend time discussing these controversial issues in class. I think that when it comes to teaching these issues, it is important for students to discuss so they can come up with their own opinions on the matter by themselves. Teachers have the responsibility of placing the facts in front of the students, but if it is a controversial issue, I think that it is ultimately up to the student to form their own idea of how to interpret an issue like the Iraq War or the Clinton Scandal.
I feel like I will be recycling essential questions from other posts; nonetheless, I felt like a few EQ's from her article could be:
1. How does introducing controversial topics in the classroom affect learning?
2. How will students react to discussion on controverisal topics?
3. Is there a wrong or right way of teaching controversial topics in the classroom?
I know that I am a big talker outside the realm of the classroom, because I am a firm believe in addressing these topics since they are in fact... real. Textbooks can never really deliver the most effective information on such issues like the Lewinsky scandal or Iraq/Vietnam wars because there is too much bias or reliance on dates/names more than broader ideas.
The best means of using these topics in the classroom are through discussion or researched opinion pieces. It is crucial for students to be exposed to multiple points of view and allow their own ideas to affect eachother. Sometimes the best knowledge is gained from self development or thought.
Obviously, there are some potential "controversies" with teaching "controversies." Administrative influence, parental grief, easily offended students. I think it could easily be avoided by preparing sufficient evidence of the need for these topics to be taught and the manner in which you taught them. Teachers can not enter the classroom with an agenda... well, not until they have tenure that is. Regardless, these topics are crucial for the development of young minds and require a well developed and effective approach in the classroom.
Hess raises a number of important "essential questions" in her article about controversial issues in the classroom. A few of the most memorable that I was able to draw from it are:
1) Why are controversial issues valuable to the classroom?
2) How do teachers approach controversial issues?
3) (going along with #2) Do they approach controversial issues at all? Why or why not?
4) What are the important factors that go into creating a classroom environment conducive to constructive controversial discussion?
Hess goes on to establish that many high school students report that they engage in controversial debates in their English and Social Studies classes on a regular basis, but the data that many scholars have found conflicts with these reports. In fact, Hess even concedes to the idea that any kind of discussion in a classroom may constitute (in the eyes of a student) controversial discussion.
Additionally, she also goes on to define a few key factors that go into creating an effective class environment that encourages valuable discussion: explicit teaching of discussion skills (so students know what to aim for), adequate prep by both the student and the teacher (so that neither is in a position that they run out of things to talk about) and the facilitating of an environment where students WANT to participate.
As for my thoughts regarding her article, I have to commend her for her search to investigate what "works" in the classroom - after all, as an educational scholar, that's her job. For my part though, I can't help but think that she's become wrapped up in looking for a kind of "magic formula" that doesn't exist. She continually goes on to acknowledge the "unusual" superiority of certain teachers' ability to deal with controversial topics, and it's as if she's looking to bottle their recipe for use in the general educational field. Ultimately, I think she's looking for something that isn't there. I think the really good discussions occur in the kinds of environments that she clearly outlines herself - and these environments are entirely dependent on their unique situations.
Especially after my experience in Pro Bloc, as a first-year teacher, I'm not sure how comfortable I would be "stirring the pot" the proverbial first day on the job. In addition to a teacher's particular position, their situation may alter depending on their geographical location as well. Don't get me wrong, I think controversial discussion is exceedingly important and is something that can really make your kids WANT to come to class. I also understand the practical restraints on controversy as well. It's a difficult balancing act, and I think the teachers who do it the best are the ones who are able to balance on that highwire. Contrary to many of my impressions of Hess's article, its not necessarily something that is easily "packed up" from one school and then "unpacked" in another.
Overall however, I think the questions she raises regarding controversial topics in the classroom are valuable ones. They are no doubt relevant to the kinds of things we have (or will soon) encounter in the real-world classrooms of our own.
Three essential questions that I got out of the article are:
1. Does teaching controversial issues improve critical thinking skills?
2. Is student engagement directly linked to teaching controversial issues that are relevant to student's lives?
3. How do we as educators teach controversial topics in a professional and unbiased manner?
Without repeating what was said by others concerning the article, I will discuss my thoughts based upon my own classroom. I agree that it is our duty and responsibility to teach, challenge, inspire and motivate our students. Students want to be heard and want to discuss topics that are relevant to their own lives. I feel teachers should open the door to controversial discussions by allowing students to discuss and debate. It gets tricky when teachers voice their own opinions in the classroom. I think discussing controversial topics increases critical thinking skills and allows students to rethink their civic responsibility.
A point to consider....If I am showing a film that is controversial, I send home a permission slip that must be signed by a parent or guardian. I see nothing wrong with sending a letter home to parents explaining what controversial topic is going to be discussed and how it fits into the curriculum and standards. It requires more work on our part but we are protecting ourselves. A perfect example of this is a project we are doing in my African-American History class. We are reading the book Nigger by Randall Kennedy. It is a powerful book about the evolution of the word from slavery to pop culture. A few years ago, the NAACP tried to stop the class from reading the book. Our school board approved the book and the class is reading it and completing an action research paper at its conclusion. As long as the appropriate people are aware of what is being taught, there should be no worries.
The EQ’s and big ideas I came across in her reading was:
1. What constitutes a controversial issue in social studies?
2. What inhibits or encourages controversial issues in the classroom?
3. Do controversial issues have an impact on student learning?
As I read through Mrs. Henn’s findings I happen to find a lot of missing detail that would be of the utmost importance when it came to this subject of controversial issues in the classroom. First as to what constitutes a controversial issue in the classroom, some things were mentioned that had an effect on that question. First the teacher’s view, the environment, and the openness of the classroom. All valid points, it also went into how a study was down where teachers sat down and discussed what they would teach in a classroom or not. I believe to appropriately find out what would constitute a controversial issue for the classroom environment, should be issues that can stretch throughout the entire curriculum of the student so that it can be discussed in a multitude of classes. For example you really couldn’t talk about the Lewisnsky Scandal in Geography and Politics, but you could talk about genocide.
Next as for what inhibits or encourages a controversial issue in the classroom I believe it comes down to four things, the teacher, the student, the community and the subject of the class, which in the readings were discussed but not in great detail. First a lot of the responsibility comes down to the teacher for they are the main facilitator. So if they are good at discussing, debating, time manager, and controlling the classroom they would be perfect for controversial debate. Here lies the problem to find a teacher like that is really hard. Teachers have a lot to do besides sparking controversial debate a lot also comes down to the standards what teachers must follow. In my opinion if you truly want to encourage controversial issues in the classroom make it a very important standard in education. Some important things to mention was that environment does play a big role in what is taught in a classroom and one not mentioned was the subject. In a politics class it is so much easier to bring up controversial debates (politics being one of the hugest debating subjects) then it is in lets say a History class on Joan of arch. The possibility for debate is still there but its harder to facilitate. That’s why it comes down to those four important details the teacher, the student, the community and the subject. If a program was setup to help facilitate controversial debate in a classroom (such as activities that connect past to present) I’m sure controversial issues could have a larger impact on a classroom.
Lastly I would agree that controversial issues most likely have an impact on student learning, but to delve into that you would have to truly look at the aspects of what makes a student who he/she is. Not to mention this comes once again down to their teacher and community as to how well controversial issues impact their learning. You could most likely make entire book out of how controversial issues could be handled in the classroom and if the education department of the states got the funding I’m sure a program could be started to help spark such debate in the classroom.
I found many essential questions and big ideas, including the following:
1. How should we teach controversy?
2. Do the majority of teachers even teach controversial issues, even though it helps students think critically?
3. Why do teachers discuss these issues and what do they hope to gain?
4. What affects does the discussion of controversial issues have on students?
The questions and debate that Hess brought out in the article reminded me a lot of the discussions we have been having in our class. How do we go about offering our students the best possible education and encourage patriotism when the truth sometimes does not induce pride in America?
Personally, I believe that being informed about controversial issues such as GITMO and health reform are the only way we can prevent ourselves from being brainwashed by political parties and the media. We have to take ownership of knowledge ourselves and formulate opinions based on fact. This kind of reasoning should begin in the classroom in a manner that is constructive and safe for all viewpoints.
I agree with Hess that discussion of these kinds of topics has an incredibly positive effect on students because it forces them to think beyond the information they are presented and causes them to understand that there can be more than one valid side to an argument. Having said that, many people in the community never grasped that fact and could be very offended if views different from theirs are presented in the classroom. For this reason, I would not tackle highly controversially topics until I was well established at a school district and gained the trust of the administration and community. It is important to address hot button issues. At the same time, it is important to be careful and treat them with the same respect and caution that you would have your students discuss them in the classroom.
I felt like Hess' article was a very good article for our class to read and that it hits heavily on a topic we as a class have discussed throughout the semester. Some essential questions which came to mind while reading this article where as follows (like Phil I feel that we all have the same).
1. What is the definition of a controversial issue that will be discussed in our classroom?
2. How can we as teachers be successful in covering such issues so that students gain the maximum benifit from discussion?
3. What Controversial issues should teachers discuss and how do they go about discussing them?
4. How do students learn from discussing C.I's?
Some Big Ideas I felt she brought out within the artile were...
1. C.I's are a difficult thing to bring up in class because all students learn differently and feel differently.
2. Discussing C.I's are important to developing a well rounded citizen.
3. Discussing these issues will allow students to put forth their points of view and express themselves unlike in a traditional class.
4. Many think that they are discussing C.I's but are really not.
I felt this article was very good and that it made me look at this type of teaching in a different way. I always had teachers who would shy away from controversial issues and stick to simple issues with yes or no answers. This is totally opposite of the backwards design theory we have been learning in this class and I believe I tend to land on the side which wants to discuss C.I's. The article shows me that it is difficult to be succussful in teaching this material but that it will produce benifits to students that may otherwise not be reached. I believe it is important to look at topics from differing points of view and even in my placement we've have gotten into some good discussions on slavery and differing views on the issue from North to South. I believe the students gained more from hearing differing views from other students and from the teacher and I pushing issues brought up then on a typical class day.
On to Hess' conclusion, I believe that discuussion in the classroom about controversial issues is a very important aspect of learning. I might feel this way because it was not until college that I experianced such situations and I gained tremendous insight through them. I believe that yes it will be difficult as she states but that the effort is well worth the trouble. I feel that students will benifit greatly from voicing their own opinions on controversial issues and that it will make them a more well rounded citizen.
The essential questions I gathered from Hess' article are these:
1. Is it beneficial to teach controversial issues in the classroom?
2. What are the necessary characteristics of a classroom in which students feel comfortable bringing up and participating in discussions about controversial topics?
3. How should teachers approach the selecting and discussing of controversial topics in their classrooms?
She included a lot of material in her article, but there were a few big ideas that stuck out to me.
1. It's difficult to do large scale research on this topic because of the lack of standardization and different definitions of words like "controversial" and "discussion" among teachers, students, and researchers. This struck me as important considering the wave of standardized testing we've been experiencing as of late. Since there are many different approaches to the discussion of controversial issues (and even which issues are controversial), it is next to impossible to include any of that material on a standardized test. By focusing on concrete facts on tests instead of the analysis and critical thinking that discussion helps develop, are we robbing students of a whole branch of knowledge and experience? This leads into the 2nd big idea...
2. It appears that students who are exposed to controversial issues in class become more accepting of and are more likely to participate in the messiness of democracy. This is important. Our country runs successfully because of informed and involved citizens who vote for representatives whom they believe to have their best interests at heart and then keep their representatives accountable to their constituents. When the people become lax in this duty, government can get out of hand. A safe and open classroom environment is the perfect place for students to begin practicing the skills they need to participate in the running of our country.
3. Teachers use a variety of methods to introduce and discuss controversial issues, and this is ok because research supports multiple ways to teach them. This makes sense. No 2 teachers will have teaching styles that are exactly alike and no 2 students will learn exactly alike. Therefore, it's good that there are multiple methods. Also, with multiple methods of teaching controversial issues, students may be exposed to different angles of issues by several different teachers. This allows them to develop even more critical thinking skills than one teaching method would impart.
I agree with Hess' conclusion that controversial topics should be taught in class. I'm not as worried as she was about the differing definitions of "controversial" or "discussion", although it's good to be aware of such things. Honestly, in the first few years of teaching, I'll probably tend toward the more "safe" end of the controversial issues like health care reform and environmental concerns. Like a couple others have said, I will probably want to figure out the demographics of the community I teach in and gauge how students might react to a discussion of topics like abortion or gay rights before I bring them up. There are a lot of people who have very emotional reactions to topics such as these, and emotional reactions do not bode well for analysis and critical thinking in a classroom. I do think that discussion is valuable in the classroom - both the teacher-directed kind and the student-led kind. Each has a different purpose, and students can learn from both. In this instance, I think that having multiple methods to draw from benefits teachers and students. It keeps things interesting as well as offering different benefits each time. When students graduate and have to face the real world and the messiness of democracy, there isn't going to be one best method for participating just as there won't be only one opinion about the way things should be. Exposing students to multiple methods of inquiry as well as discussion will help them to become well-adjusted participants in the running of our country.
After reading through the article I was able to find an assortment of essential questions.
1) What constitutes a controversial issue that should be discussed in social studies classrooms?
Hess writes in her opening of the variety of issues that many educators and proponents of discussing controversial issues advocate for including social dilemmas, as well as issues facing our democratic society. Hess concludes that issues such as racism are "taboo." I would like to disagree by stating that a classroom discussion on racism could easily be connected to an assortment of ideas and events within U.S. history. Social issues are problems that face society and are handled by civic involvement. Our role as social studies teachers is create better citizens. Therefore I would be against Hess' statement of racism as taboo.
Hess also states of discussing democratic issues which I am again in favor of as democratic problems teach students how to vocalize and express their opinions as citizens. Controversial issues can take on almost any form. De terming what kind of issues are to be spoken in class is a different subject. The only issues I would ever discuss in my class would be issues that would in some way enhance my students understanding of how to better themselves as citizens.
2) In what ways do teachers and students benefit from discussing potentially controversial issues?
I believe that discussing controversial issues does enhance a students education. I remember from High School that these kinds of discussions were often heated between members of the class. Hess writes in her article that educators advocate for these forms of discussions as it enhances engagement and involvment in the class. Hess' statistical conclusion however depicts how her findings demonstrate no involvement or engagement during these group activities. This is why she presents this question. Teachers have a role to play in facilitating the education of their students and meeting standards set by the district. If classroom discussions of this nature are not improving or enhancing the learning environment in the classroom then why implement them?
3) How do teachers implement controversial issues into curriculum?
Implementation of controversial issues can be done rather easily, however it presents a challenge when trying to meet your curriculum standards. Hess writes that teachers who do include discussions on issues do so in alignment with their conceptions of democracy and the purpose of schooling. Many state that controversial issues enhance understanding of policy. Implementing discussions on controversial issues I believe would only enhance a lesson or topic being covered.
Essential Questions:
What influences hinder or support discussions of controversial issues in classrooms?
In the changing school environment which focuses on standardize testing is there room for a large percentage of class time to be devoted to controversial issues?
How could teacher grade participation in a controversial issue conversation in a fair and legitimate way, which would not affect the outcome?
The overall concept that I gained from the reading was that the discussion of controversial issues is not a cut and dry subject. Many teachers disagree on certain topics and from my own expierences in junior block I realize that this is very true. Depending on an area a controversial issue to one person, may not be very controversial to someone else. When I was in school students began a debate whether unmarried people should have children. This to me is not an issue however some students in the classroom felt very passionate about the fact that it was wrong to have children out of wedlock.
In the reading I also found it interesting that she discusses how because controversial issues are different for different people and because there is not a clear distinction on what is considered controversial students may over compensate for the amount of this type of discussion. This is something I know I have done myself I believed in high school that anything that two people disagreed on was controversial, however my opinion has since changed.
I agree with teachers that it is important not to stir the pot, however it is important as a social studies teacher to address the social aspect of the community and the world. The difficulty is finding the balance however. Which is something that one needs to find once they have their classroom.
The one item that I found to be the most interesting was the fact that it is difficult to grade students based on a controversial issue. Do you give a students a participation grade, or do you grade based on what they have to say. Either way may skew the intended outcome being that many students may fear discussing their true points of view.
Ultimately I believe that controversial discussion is an element of the classroom and it is important to support constructive discussion that provides a supportive atmosphere for all points of view.
A few of the essential questions I got from the reading were:
1. How does a teacher's view on a controversial topic affect class discussion?
2. How does assessment reflect upon a student's participation in a class discussion?
3. Why do some students participate in discussion and others do not?
4. In what ways can a teacher facilitate a discussion to involve all students?
I believe that Hess is trying to argue that controversial discussions in the classroom will relate to the participation in the democratic world, (politics, voting, etc). These discussion will also shape a student in being able to achieve better critical thinking skills. At the same time though, there are students who do not participate, one reason may be that they find the discussion boring. Also, teachers need to be aware when assessing students on their discussion. Depending on the topic, a student may not feel comfortable discussing their position/views.
I also feel that she is trying to state that the way the research is conducted reflects the reasoning for the contradictions on the findings.
With me, I love to hear different viewpoints from people. Students have so much to say too, that to keep them silent could be harmful. However, with controversial topics teachers need to be aware of their environment, their community, and the potential backlashes (as mentioned in the article) that it could have on the students. While I believe that discussion is an essential way to improve critical thinking, I do believe that boundaries need to be set so students do push their views to far. I agree with what Chris said about waiting a few years to dive into certain topics, because the community is a powerful group of people.
When looking at the article I think the really main idea or EQ is Why would we not engage in controversial conversation and issues when it is the very thing that will pull a classroom together into a proper learning environment?
Not only will these "risque" conversations help our students to understand the world as a whole but will actually even improve test scores. When students are forced to have higher order thinking they not only have to materialize a arguement but they have to have information to back it up. When this is occuring the students will have no choice but to learn the material so they can understand the conversation. Too many times we as a community are just looking for the straight facts and not what they mean.
Along with learning for a "test" the students can actually carry their knowledge over into the real world. Lets be honest being able to carry over this vital information is the only thing that really matters in education. If a student were to learn about the Boston Tea party and could recite an answer for one test and be done with the information what good is that doing anybody.
Instead of just pushing information in a students face we need to slowly get them engaged in their own learning and what better way to do it than talk about things that are happening around them. If we are to create good citizens it is vital that we give them the whole picture of the world so they can create their own understandings.
Zach M; I read through the posts and did not see yours. Try again. I don't know what happened.
I pulled three essential questions from the reading.
1. What constitutes a controversial issue?
Controversial issues are everywhere. But what makes an issue controversial. In Hess's article she cites controversial issues as taboo topics or issues that include weighing and balancing competing democratic values. I would agree with both of these definitions. Controversial issues are often ones of taboo, such as race, sexuality, violence and moral dilemmas. It seems that issues that are uncomfortable to people are often considered controversial. But, how can we ever address these issues if we are afraid to talk about the. The second example I also agree with. Democracies contain competing values, and it is the strife amongst these values that creates controversies, but who is right?
2. Should they be implemented into the curriculum?
Absolutely, these issues provide the intellectual stimulation that leads to higher understanding and learning. Hess cites a rationale for utilizing these issues as the fact that they provide authentic instruction that prepare students for political engagements and the world outside school. These understandings are imperative in preparing students for the ever changing world.
3. How should these issues be implemented in the classroom?
These issues can be utilized in the classroom as you would employ any other information. Student debates and critical analysis of the issues at hand provides a deep understanding of what is at hand. These discussions and assignments should be transparent. Students should not want to take a position, but rather understand the positions at hand. Much can be learned from the implementation of these controversial ideas.
EQ#1: Which controversial issues should be taught in social studies classrooms?
EQ#2: What are pros/cons of discussing controversial issues in social studies classrooms?
EQ#3: Who should decide which controversial issues to talk about? (Teacher, administrators, school board, etc?)
EQ#4: How do students respond to controversial issue discussions and what do they get out of such discussions?
Hess’ article on teaching controversial issues was an overview of the last few chapters of Lowen. Lowen and Hess both discuss the issue of what issues to talk about and how to talk about them. I really liked the quote, “Studies that ask young people whether they had opportunities to discus current issues in a classroom setting have consistently found that those who did participate in such discussion have a greater interest in politics, improved critical thinking and communication skills…compared to other students…” I completely agree and this is the main reason why I believe that controversial issues should be taught and discussed.
It is important to know your class when you are deciding what issues to talk about in class. Seventh graders and eleventh graders will obviously respond to issues differently. Hess also mentions some aspects of discussion to watch out for, like teacher bias/ participation, getting off task, and students not participating. If discussion of controversial issues is planned and intertwined with other forms of teacher, controversial issues can benefit students and be beneficial in the classroom.
Essential Questions:
1)What constitutes discussion of a controversial issue?
2)How does the inclusion of controversial issues in the curriculum affect student leaning, understanding, and participation (in the classroom and in society)?
3)How should teachers approach controversial issues (do we include our opinion at the risk of causing bias in the classroom or remain a neutral facilitator)?
4)What is the future of controversial issues? Do they deserve a place in the age of standardized testing and if so, how can this research be furthered?
The main ideas of this chapter are obviously centered around the numerous studies and theories on the place of controversial issues in the classroom. Hess is addressing a controversial in and of itself by tackling such a topic. Hess covers several ideas within this writing, beginning be the connections between controversial issues and democratic participation, moving on to the debate of critiquing evidence and argument, then talking about the place of tolerance in a classroom that openly discusses controversial issues, and finally moving the conversation on to the place of the teacher in this discussion (facilitator or opinion maker?) and controversial issues and the topic of standardized testing. Overall, Hess seems to be well researched and her points well argued. I began to wonder while reading this if she was the product of a classroom that used controversial issues to help students better understand their role in society.
As for the conclusions reached by Hess, I find myself wanting. Ending this chapter with a look into the future research necessary to make this argument more complete was exactly what was necessary. As stated in the paragraph above, Hess’ thoughts are well formed and well argued, but the topic of controversial issues in the classroom seems to be lacking research. I will however say that I plan to use some controversial issues in my own classroom. This position has only been reinforced by reading this research. The more educated a student is on the world around them the more prepared that student will be to become a citizen of their country and of the world.
Encouraging students to form well thought-out and well researched opinions based on discussion of controversial issues is an excellent way to prompt better writing skills and better understanding of scholarly works and research in general. The sooner that a student can identify varying perspectives and research methods, the more that student will benefit in forming their own thoughts and ideas. Considering Hess’ statements about C.I. discussion and tolerance, I believe this to be true. The more students are exposed to an issue the more tolerant they will be, however, this discussion needs to be planned for and some type of groundwork must laid by the teacher. When ill prepared teachers, or teachers with poor classroom management skills introduce a controversial topic that is when intolerance and little benefit will occur. The more well prepared the teacher and the students are to discuss a controversial issue in a well researched way, the more every party involved will benefit.
The last part of this chapter that really spoke to me was the issue of whether or not a teacher should share their opinion with the class. I think that this depends on the age of the students, the climate of the classroom and community, and the situation itself. I have never intended to let student know my position on a topic. I feel like my place in a classroom is that of the impartial (if at all possible) facilitator. Additionally, I think that a teacher should be well educated on both sides of an argument, and therefore, ready to represent any perspective if necessary. Our place, as educators, in a classroom is to prompt understanding, intellectual growth, and thought. We are looked to as role models and by including our opinions we are depriving students of making their own decisions whether we realize this or not.
The most influential educators that I have encountered have been those who were willing to take a chance and open discussion on a controversial topic in order to help students understand and learn more effectively. These instructors never stated their own opinions, and they always prompted discussion from numerous perspectives. The use of controversial issues for classroom discussion helped me grow as a student and a citizen. I would like to help my future students grow in the same way.
Wow---excellent conversation. Well considered, thoughful answers. I like this piece very much. Ok---I am sure you enjoying your breaks. I am evaluating the blog contributions today.Finihsed up the units and exams yesterday. From reading the units I came away with so many ideas and uses for my classes. Thanks. Also two links worth checking out from grading.
www.howstuffworks.com
www.WorksheetWorks.com
Very useful. Mark
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