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The following guidelines are designed to assist teachers in the instruction of controversial issues in the classroom:
A. When a controversial issue is not part of a course of study, its use in the classroom must be approved by the
principal.
B. Before introducing a controversial issue, teachers should consider:
1. The chronological and emotional maturity of the students;
2. The appropriateness and timeliness of the issue as it relates to the course and the students;
3. The extent to which they can successfully handle the issue from a personal standpoint;
4. The amount of time needed and available to examine the issue fairly;
5. Alternative points of view.
C. Teachers should help students use a critical thinking process such as the following to examine different
sides of an issue:
For each stated position:
1. What is the person (group) saying?
2. What evidence is there that what is being said is true?
3. What is said that would lead you to think the position is valid?
4. What are the strengths and weaknesses of this position?
5. What do you think would happen if this point of view was accepted and was put into practice?
6. What alternative points of view may exist?
Approved/Adopted: July 13, 2009 |
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