Controversial Issues

Many of the topics addressed in high school social studies and history classes are controversial. That’s because much of our Canadian past is, unfortunately, unpleasant and controversial. Planning is therefore integral. Teaching sensitive issues should not be a pedagogical minefield, rather it should be viewed by teachers as a portal to critical thinking. Research indicates that exploring controversial issues in high school helps students informed and more active democratic citizens, have confidence in their ability to influence government policy, do charitable work, and take an interest in the well-being of their community.
Engaging students in discussion, as a whole class or in groups, is a critical exercise that plays an important role in their development as thinkers. How, then, can you have a thoughtful, productive, respectful discussions in class centred on sensitive issues? Here are some pointers.
Before class begins.
Identify potentially sensitive and controversial topics before the start of the course, unit, or lesson. Make note in the course outline/unit outline that discussions around difficult topics will be handled sensitively. Anticipate and plan for any difficulties that may occur and devise a range of strategies to address them. Examine your own assumptions and views on the topic. Talk to colleagues who have
experience of teaching sensitive and controversial issues; ask them about their experiences and strategies that have worked for them and their students.
Establish ground rules at the beginning of the year.
Set ground rules for respectful discussion at the onset.
Set the tenor from the beginning – build a sense of community in your classroom by helping students get to know each other, as well as agree on ground rules for discussions. Consider rules around inflammatory language, stereotyping, name-calling, personal attacks, and sarcasm. Clearly state what discussion is for — analysis, understanding, and thoughtful evaluation. Preface discussions of sensitive and controversial topics by reminding everyone that some members of the group are likely to have had personal experience with the topic or issue (even though this may not be
obvious).

Encourage attentive listening.
Attentive listening isn’t reflexive; it doesn’t come easily. It’s hard work. Remind your students that listening is a skill and requires motivation. Consider sharing these tips: If you must speak, ask questions; be aware of your nonverbal messages (gestures, facial expressions, tone of voice); let speakers speak; do not interrupt when a counterpart is speaking; don’t trust your memory, write it down. Tell students: it is impossible to listen and speak at the same time.
Facilitating discussions.
Explain the process and define roles – refer students to class rules. Role model the behaviours you expect. Interrupt when necessary - stop the discussion if becomes emotional or meanders too far off topic. If appropriate, steer conversations is a more positive direction. Encourage students to take a class break and write out their thoughts or feelings about the conversation. Informal writing or journaling provides learners with an opportunity to sort through their feelings and organize their thoughts before jumping into a discussion.
Using primary and secondary sources to guide discussions.
Using other people’s words to guide or initiate discussions of sensitive issues allows students to see how others have talked about, or continue to talk about, these topics. Statements by historians, scholars, excerpts from past or present newspapers -- even a single quoted sentence-- to which students can respond may help get discussions started when students are hesitant to voice an opinion.