Teaching withControversy

Educators awaken student voice by providing a safe placefor dialogue about immigration, war, and other hot-button issues.

Susan Graseck

I n a high school classroom in southern Arizona, students

are wrapping up a week of study and discussion on U.S.immigration policy The students include recent immi-grants from near and far as well as students whose fami-lies immigrated to the United States generations ago.

They have just completed a role-play in which they exploredradically different policy alternatives, working in groups tomake a case for each. Now it's time to talk-really talk.

Sarah, a U.S.-born student,leads off. "I never thoughtabout why people would riskas much as they do to comehere."

Chris, also U.S.-born,turns to Arturo, who hasrecently arrived fromColombia. "Boy, 1 neverthought how hard it must befor you to leave everythingbehind and not know ifyou'll ever get to go back."

Peter, a quiet Asian Amer-ican, hesitates for a momentand then turns to Michael,who was openly antagonisticwhen the class started thisunit. "I'm American, too, youknow. I just don't look likeyou. But I can't forget I'mChinese also. I don't want to.You talk about being Irish.Why is it so different?"

"1 suppose it's not," says Michael, reflecting on his ownroots as a desccndent of Irish immigrants fleeing the potatofamine. He turns to Maria, a recent Mexican immigrant. "AndI guess your family came here for the same reasons mine did.We just did it a long time ago. It was easier then-I realizethat now"

"Yes, but," anothei U.S.-bom student chimes in, "you have tolook at the other side, too. Look at what's happening Look at

ASCD / 'AWW.ASCD_ORG 45

Learning is what most adults will dc

the cost. We're having to pay for peoplewho just come without permission.Don't we have to think about that, too?"

There's silence for a moment and thenanother student asks, "Do you thinkwe'd be so upset if the immigrants todaywere coming from Canada?" A lively,but respectful discussion about ethnicprejudices ensues.

WhyTackle Controversial Issues?High school is the last universal stop onthe path to adulthood and full citizen-ship. Here, students can and shouldlearn to wrestle collectively with impor-tant public issues they will encounter as21st century citizens, including contro-versial issues.

The 2003 report The Civic Mission ofSchools calls for education practices thatwill develop competent and responsiblecitizens who are informed on a range ofpublic issues, equipped to participatethoughtfully in public debates, andaware of their own ability to make adifference. As one of its six keyapproaches, the report calls on educa-tors to "incorporate discussion ofcurrent local, national, and internationalissues and events into the classroom,particularly those that young peopleview as important to their lives"(Carnegie Corporation of New York &CIRCLE, 2003, p. 6).

More recently, Diana Hess (2009)argues in Controversy in the Classroom:The Democratic Power of Discussion thatplanned, moderated discussions ofcontroversial political issues teachessential skills for a healthy democracyDrawing on qualitative data from herlongitudinal study, Hess provides adviceabout how to define controversial issuesand teach political discussion inclassrooms.

Teachers can introduce controversialissues into the social studies curriculumin multiple ways. In some cases, studentinterests may shape the issues to beaddressed. In other cases, the teachermay use prepared materials that provide

the foundation for discussion. Oneresource for such materials is ourChoices Program at Brown University'sWatson Institute for InternationalStudies (www. choices. edu).1 As directorof the program, I have worked withmany teachers who are addressingcontroversial issues in the core highschool curriculum. Here is whathappens in the classrooms of severalsuch teachers.

Choices About ImmigrationBarbara Williams teaches at Buena HighSchool in Sierra Vista, Arizona, just 25miles from the Mexican border. Thediscussion described earlier is typical ofwhat takes place as her students studyimmigration policy Armed with anappreciation of the various roles thatimmigration has played in U.S. historyand an understanding of the forces atwork in the current immigration debate,

group argues for one of the options.Addressing a highly contested publicissue in this way enables Williams'sstudents to explore multiple-oftendifficult-perspectives without havingto commit themselves to one point ofview before they have explored a rangeof options and discussed them withclassmates.

"Having engaged in this role-play as away to set the stage," she says, "they getbraver in discussion less able to hidein silence as we deal with the issues,and less apt to rely on bombastic repeti-tion of extreme talk from one positionor another." A student such as Michael,who was openly antagonistic when thesubject of immigration was first raised,may be able to step back and look at theissue from multiple points of view.

Williams reports that, for Michael, theturning point seemed to come when theclass was exploring immigrants' stories

"The students want to understand why the

war started and where we're going from here."

students in her classroom work in smallgroups to explore four contrastingoptions for current U.S. policy: (1) openourselves to the ideas and energy of theworld around us, (2) cooperate withothers to provide development assis-tance to poor countries to make emigra-tion unnecessary, (3) be selective andadmit the talent we need, or (4) restrictimmigration.

This framework of options-eachdescribed in a short narrative andfleshed out with an explanation of theresulting policies, underlying beliefs,and arguments for and against-bringstough issues out into the open wherethey can be safely explored anddiscussed. Using a role-play of a hearingbefore the Subcommittee on Immigra-tion and Claims as the setting, each

early in their unit. As his group poredover the story of Daniel, an illegalMexican immigrant, he became quieter.When the other groups in the classpresented their stories, he listenedintently. As a member of the Sub-committee on Immigration and Claimsduring the role-play, he listened withdeep concentration as each grouppresented its assigned option, thenposed thoughtful questions to thepresenters. As the class discussion drewto a close, Michael made the lastcomment: "You know, this isn't as easyas I thought it was. I keep thinking ofmy Irish great-great-grandfather...He's not all that different from Daniel inthe stories we read. I'm not changingmy mind.., but I think I'd better thinkabout all this some more."

46 EDUCATIONAL LEADERSHIP / SEPTEMBER 2009

for a living in the 21st century. -S.J. Perelman

Choices About IraqSarah Roeske doesn't shy away fromcontroversial issues either. Roesketeaches a global issues course at Moun-tain View High School in Stafford,Virginia, located just a couple of milesfrom Marine Corps Base Quantico. It isnot unusual for her classroom to rever-berate with the boom of jets taking offor practicing overhead. Typically, aquarter of her students have had familyor friends deployed to Iraq orAfghanistan.

You might think that such a class-room is no place to discuss a subject assensitive as the Iraq War. On thecontrary, says Roeske. The high concen-tration of military families among herstudents makes this tough topic one ofthe most important she has taken on."The students want to understand whythe war started and where we're goingfrom here," she says. "To ignore such acontemporary issue would be adisservice to them. It's important, andespecially so because of our location."

Roeske's students begin their unitwith prepared materials on the historyof Iraq from early times through thedownfall of Saddam Hussein and thepolitical, economic, and security chal-lenges in the region today These read-ings explore from multiple perspectivesthe controversy surrounding the U.S.decision to go to war and the conduct ofthe war. Roeske supplements thesereadings with recent magazine articlesbringing these issues up to the present.Students engage in a variety of activitiesthat bring the topic to life; for example,they visit carefully selected blogs thatprovide a diverse and textured under-standing of life in Baghdad today.

With this background in place,Roeske's students explore three diver-gent options for U.S. policy in Iraq,each framed in clear terms, completewith goals, policy proposals, risks, andtrade-offs. To prepare for a role-playactivity in which they will defend one ofthe three options, students work in

"As students role-

play, they get braver

in discussion-

less able to hide

in silence."

small groups. Each student is assigned adistinct role, such as foreign or domesticpolicy adviser, military expert, or Iraqspecialist. The students in each groupdraw on the knowledge they havegained from readings and classroomactivities to develop a presentation forthe class that makes the best case theycan for their option. The presentationsprovide a platform for further discus-sion of the pros and cons of these alter-natives, including additional factors thepresenters did not consider, after whichstudents decide for themselves whatthey think.

Discussion of the options can becomepersonal in Roeske's community Theseissues are real to her students. Somestudents talk about the difficulties their

family members have had afterreturning home. One girl whose parentsand older sibling were all deployed toIraq at the same time says that herfather shot and killed a civilian becausehe was in a situation in which hebelieved he had no other choice. Thisleads to a thoughtful discussion aboutcivilians in war and not always knowingwho is hostile. Rather than fearing theseadditions, Roeske embraces them.

Finally, Roeske's students are expectedto propose their own option reflectingtheir views. They draw from the alterna-tives presented, their own family experi-ences, and the knowledge they havegained from the readings and activities."The students are challenged throughthis process of role-play and discussionto think more deeply," says Roeske, "andit is reflected in their options. They takeownership of their beliefs, which isvirtually impossible when they're simplylectured to without the benefit of thisactive engagement."

Choices About World TradeFor a unit on world trade, Josh Otlin'seconomics students at Hudson HighSchool in Massachusetts read editorials,view videos, and engage in other activi-

ASCD / WWW.ASCD.ORG 47

ties that provide a basic understandingof international trade, the globalizationof the economy, and the effects of tradepolicies on people around the world.Students role-play economic decisionmakers to understand the incentives fortrade, evaluate changes in the worldeconomic system from multipleperspectives, and analyze and grapheconomic data on changing global tradepatterns.

As the final instructional element ofthe unit and an informal assessment ofstudent learning, the class simulates acongressional hearing on U.S. inter-national trade policy. Students explorefour contrasting options: (1) keep theU.S. economy on top, (2) protect U.S.workers, not the multimillionaires whoown the businesses, (3) use trade policyto promote global concerns such ashuman rights, and (4) work for free andfair trade.

The simulation leads into an assign-ment in which students write a formalposition paper either arguing for one ofthe four options or presenting a fifthoption of their own. Their formal assess-ment for the unit is participation in aSocratic seminar in which they wrestlewith such questions as, What is a justdistribution of the costs and benefits ofa particular policy, such as a tariff?When workers' interests collide withconsumers' interests, whose interestsshould come first? To what extent, ifany, should the "winners" compensatethe "losers"? Who has the right to makethese decisions? Throughout theseminar, Otlin's students apply theirknowledge and reasoning skills, testtheories, probe the counterarguments,and adjust their views as the discussionprogresses. This process enables them tofind their own voice and to take a standin a safe, nonconfrontational setting(Otlin, n.d.).

"I have found that this in-depth,deliberative approach to studyingcontroversial current issues yieldspowerful results," says Otlin. "It leads to

deep content knowledge, promotesanalytical thinking, and, perhaps mostimportant, helps students understandnuance, appreciate differing perspec-tives, and value deliberation oncontested issues."

The Rules of the RoadEngagement with controversial issues inthe classroom provides a powerfulvehicle for developing civic skills.However, to meet the full potential andto avoid some of the pitfalls, a fewguidelines are helpful. They will befamiliar ideas to many teachers who areincorporating discussion of controver-sial issues into their classrooms. What isnew is that emerging research data (seeHess, 2009, for example) now provideevidence supporting the contention thatstudy of controversial issues is impor-tant to the development of civic skills.

The most important rule is this:When raising controversial issues, don'tavoid the controversy Instead, put

flLearn what teachers andstudents have to say about theChoices Program. View a videoat www.choices.edu/about/video/promo.html.

students into its heart, where they canexplore multiple perspectives. Nostudent should sit through a discussionthinking there's one right answer.Rather, students should be activelyanalyzing multiple perspectives in lightof solid information and learning towrestle respectfully with competingvalues to come to their own consideredjudgment on the issue.

Ensure Openness to Multiple ViewsIt's not hard to imagine the problemsthat could come up when discussingimmigration policy in a diverse class-room on the Mexican border. ButBarbara Williams's students havesuccessfully tackled this hot-buttontopic because Williams makes sure togive legitimacy to a range of views, toenable students to ground their discus-sions in solid content knowledge, and tochallenge students to think about andadapt their views in light of newunderstandings.

What if all students in the classappear to have the same view? In thesecircumstances, the teacher needs tocreate an environment in whichstudents understand that reasonablepeople view the issues differently. Theremay even be a few students with

48 EDUCATIONAL LEADERSHIP / SEPTEMBER 2009

different perspectives who hesitate toexpress them because of the apparentuniformity of their classroom. Role-plays in which students are assigned topresent contrasting views are one way tolay a foundation for broad discussion.

Another strategy for bringing inmultiple perspectives is to use tech-nology to bring together students fromdifferent communities. The ChoicesProgram, for example, sponsors studentforums on international public policyissues that engage students frommultiple schools in a community, acrossa state, or throughout a region. Studentswho participate in the forums reportthat they provide a valuable opportunityto talk about substantive issues withpeers who have different life experiencesand different views. A kind of magicoften happens when students from thesuburbs, the farms, and the inner citymingle in a forum on immigration oreconomics or war. As two studentsparticipating in a forum in Illinois put itrecently, "I learned how to respect otherpeople's opinions even when they aredifferent from mine," and "It showed mehow to be more open to people's viewswithout judging them."

Give Students the FloorStudents will rise to the occasion whengiven the opportunity to engage inserious discussions in which their viewstake center stage. In this environment,civic learning takes place. To makeroom for this kind of student-owneddiscussion, teachers must put studentsat the center.

"I'm amazed at how many studentsnever knew their best friend's view onan issue until we discussed it in class,"says Kevin Zupin, a teacher at WinamacCommunity High School in Winamac,Indiana. Zupin has been working withdeliberation practices in his own class-room and exploring with other Indianateachers a range of pedagogicalapproaches to create space for allstudents in classroom discussions. He

and his colleagues have been particu-larly successful usingfishbowls, in whichstudents hold a discussion in a smallgroup of 5 to 8 while other studentsobserve, take notes on the discussion,and have the opportunity to thinkwithout the pressure of participation.Students rotate roles until all have beenin the fishbowl. This structure gets theteacher off the stage and establishes theexpectation that all students will interactwith peers. Without a carefully struc-

"I learned how to

respect other people's

opinions even when

they are different

from mine."

tured format like the fishbowl process,some reticent students who are new tothe idea of discussion may be silencedbecause more confident students takethe floor.

We often view critical thinking,public speaking, and problem solving asthe domains of high-achieving students.But engagement in student-centereddiscussion of complex public issuesneed not be limited to our top students.Students with a wide range of abilitiesand learning styles can participate indiscussions of controversial issues if theresources and teaching approaches areappropriately scaffolded.

Expanding theCircle of DemocracyThe new administration in Washingtonis making efforts to encourage respon-sible public dialogue, expand the circleof democratic participation, and invitecitizens to provide guidance to electedofficials so that they make the best

choices. This is an invitation that educa-tors should accept.

Students have opinions on publicissues, and those opinions are importantto them. As educators, it is our job toawaken student voice and to enablestudents to enter the public dialogue onimportant policy decisions about immi-gration, economic policy, environmentalstewardship, or war and peace. But ourresponsibility does not stop there. Weneed to teach students how to sharetheir thinking with policymakers atevery level of society Structuring discus-sion of controversial issues in the class-room is a first step in encouraging ourstudents to move beyond the classroom,to bring their knowledge to bear on theworld in which they live. M

'The Choices Program develops teachingresources on historical and current inter-national issues, provides professional devel-opment for classroom teachers, and spon-sors programs that engage students beyondthe classroom. The curriculum unitsdescribed in this article-U.S. ImmigrationPolicy in an Unsettled World; Conflict in Iraq:Searching for Solutions; and InternationalTrade: Competition and Cooperation in aGlobalized World-as well as about 30 othersdealing with both current and historicalissues-are available for purchase atwww.choices.edu/resources. Additionalresources are available at no cost.

ReferencesCarnegie Corporation of New York &

CIRCLE (2003). The civic mission ofschools. New York: Authors.

Hess, D. (2009). Controversy in the classroom:The democratic power of discussion. NewYork: Routledge.

Otlin, J. (n.d.). The Socratic seminar: Amethod for teaching deliberation [Onlinel.Providence, RI: Choices. Available:www.choices.edu/pd/dialog- .php

Susan Graseck is Director of theChoices Program at Brown University inProvidence, Rhode Island (www.choices.edu) and a Senior Fellow at Brown'sWatson Institute for InternationalStudies; susan-graseck@brown.edu.

ASCD / WWW.ASCD.ORG 49

COPYRIGHT INFORMATION

TITLE: Teaching with ControversySOURCE: Educ Leadership 67 no1 S 2009

The magazine publisher is the copyright holder of this article and itis reproduced with permission. Further reproduction of this article inviolation of the copyright is prohibited.