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(Philpott, Clabough, McConkey, and Turner, 2011).
Handling controversial social studies topics in the classroom setting is often not an easy undertaking. In the words of Philpott, Clabough, McConkey, and Turner (2011), "even though controversial issues are included in the curriculum, teachers face uncertainty on how to best teach the content" (42). As Byford, Lennon, and Russell (as cited in Russell, 2009) observe, teachers avoid controversial subjects in social studies because of lack of the relevant classroom management skills, discomfort when discussing some issues, restrictive district or school policies, and job security. To handle controversial subjects and topics appropriately, teachers can make use of a number of strategies and approaches.
To begin with, it helps to ensure that while at the same time seeking to ensure that one does not veer off the topic, learners are exposed to multiple perspectives with regard to the issue at hand. When there is a need to take a stand on an issue, teachers must ensure that students have been involved in the exploration of all the existing alternatives. In the words of High (1962) "the teacher's job is not to indoctrinate but to equip students to make decisions based on sound and objective knowledge" (125). This way, learners are not denied an opportunity to develop their own thinking and reasoning capabilities. This approach could especially be useful on questions that do not have "one correct answer," i.e. The dropping of atomic bombs in Hiroshima.
Prior to class discussions, teachers also need to ensure that students are adequately prepared for the discussion....
This they could do by ensuring that students have access to informational resources that contain background knowledge on the issues to be discussed in class. Case studies could come in handy on this front.
Next, teachers can also embrace new learning tools as well as resources such as films (Russell, 2009). On this front, the author proposes the utilization of several models such as the traditional model and the spring board model. Both models facilitate the incorporation of social issues films in the teaching of controversial issues in social studies.
Conclusion
With enhanced freedom, teachers must see to it that they nurture an open forum that permits the expression of a wide range of viewpoints. It is however important to note that in so doing, teachers must fully engage the interest of students while at the same time ensuring that they do not lose their sense of objectivity. This way, they can in addition to ensuring that students develop their own perspectives also enhance their understanding of the material.
References
High, J.F. (1962). Teaching Secondary School Social Studies. New York: John Wiley & Sons.
Levstik, L.S. & Tyson, C.A. (Eds.). (2008). Handbook of Research in Social Studies Education. New York, NY: Routledge.
National Council for the Social Studies. (2007, September). Academic Freedom and the Social Studies Teacher: A Position Statement of National Council for the Social Studies. Retrieved from: http://www.socialstudies.org/positions/academicfreedom
Philpott, S., Clabough, J., McConkey, L. & Turner, T.N. (2011). Controversial Issues: To Teach or Not to Teach? That is the Question! The Georgia Social Studies Journal, 1(1), 32-44.
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