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The Evidence Base for Social Studies: Controversial Issues
The Evidence Base for Social Studies: Controversial Issues
What This Means for Instruction
After a review of the
research, a number of classroom techniques or applications have been found to
be successful with students. Below are some general guidelines to help
educators plan and implement the instruction of Controversial Issues:
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Establish an open discussion climate where students feel free to disagree
without being disagreeable (Harwood and Hahn)
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Express personal perspectives when appropriate without promoting that position
to the students (Harwood and Hahn)
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In elementary grades, begin with teacher-centered whole group discussions
(Jeong and VanSickle 2003)
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Maintain focus and direction of discussions and model thoughtfulness when
listening and responding to others (Harwood and Hahn)
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Be aware of vocabulary when referring to members of disadvantaged groups; ask
"Am I presenting the issue in such a way that students will be inspired to
explore them further rather than reinforcing biases?" (Cherrin 2004)
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Introduce fewer topics and examine them more thoroughly (Loewen 1995)
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Ask challenging questions and provide challenging tasks which require
opportunities for multiple answers and means of presentation (Jeong and
VanSickle 2003)
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Provide students the opportunity to delve into historical controversies
(Loewen 1995)
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Respond to all student remarks with respect and dignity (does not mean rubber
stamping the statement) (Cherrin 2004)
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Identify statements related to cultural myths or fallacies (Cherrin 2004)
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Challenge students to produce valid evidence for their positions (Cherrin 2004)
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Maintain intellectual balance by promoting freedom for expressing alternative
points of view (Harwood and Hahn)
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Provide the resources necessary for students to determine the validity of a
position or to become aware of weaknesses in a position (Evans et al. 2000)
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Encourage students to participate in discussions, school governance, and
local/state/national political action without advocating a particular position
or party ("The Civic Mission of Schools" 2003)
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Equip students with decision-making, problem solving skills that enable them
to make a difference through open discussions, position papers and debates
dealing with current or controversial topics (Osler and Starkey 2003)
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