In Chapter 8, Parker identifies five ways to enrich units of study, one of which is “Introducing a Little Controversy” (pages 254-255).
A very important part of any social studies curriculum is using current events as a teaching tool. Students need to see how the past relates to the present as well as their connection to others, both in the nation and in the world. In so doing, students become aware of other places, problems, opinions, and cultures, and should be helped to analyze various perspectives on issues, which provide opportunities to develop and enhance critical thinking skills. Invariably, however, in teaching current events, controversial issues will arise, and students may wish to know what the teacher thinks. Teachers have several options when such a question arises. They may:
state their position at that point;
suggest that they have a tentative position but would like to hear all of the students’ arguments before making a final decision;
indicate that they have a position but would rather not state it until the discussion is finished and students have made their own decisions;
indicate that they really have no opinion because of the nature of the issue, and share the reasons;
not state their opinion at all.
Is it appropriate for teachers to share their positions on controversial issues with students? Why or why not?
