6 tips for handling controversial topics

Many subjects have standards that are controversial in nature, and maybe teachers tiptoe around them so as to not upset students, colleagues, administrators - let's be real, we don't want to upset those overbearing parents.

Science is a subject that handles a lot of controversial topics, and I've been learning to embrace those topics rather than fear them. Climate change, evolution, Big Bang theory, the list goes on and on. Civics classes also face pressure with controversial standards, and I'm sure there are other subjects where this applies. Several states have tried to pass laws regarding the discussion of these topics, including a bill currently circulating in the last state I taught in, South Dakota. While I don't want to comment on the laws regarding these issues, I do want to give you as a teacher ideas for covering these in your classrooms and give you as a parent a look into the goals behind these topics (which absolutely don't involve indoctrinating your kids).

Tip #1: Analyze the standard thoroughly

Always, always, always stick to the standard. Once you start straying from the parameters of the standard, that's when you can really get into some trouble with administrators and parents (possibly more). Some standards, like the Next Generation Science Standards, give extra parameters based on what not to focus on, what to test on, and how to tie the standard to other scientific ideas. Make sure to read these thoroughly and understand them. If you have questions, talk to an administrator or curriculum director. If parents come to you with questions and concerns, you want to be able to point to the standard and assure them that what you're teaching is part of the assigned curriculum, not something you arbitrarily decided to teach.

Tip #2: Outline the main ideas

Many teachers, myself included, use goals to help scaffold and break down what the standard entails to ensure it's covered properly. I use the SWBAT method where I phrase the goal starting with "Students will be able to..." Make sure to clearly outline what your goals are. In addition, make sure that these goals are given to students in some manner, whether as part of a unit introduction sheet or simply displayed in the classroom somewhere. Students should always know what the goal is for what they are currently doing in class and how the day's activities and homework relate to said goal.

My main, overarching goal for students during a controversial topic (and for being a scientist overall) is that, "Students will be able to analyze evidence about (insert controversial topic here), draw conclusions, and defend those conclusions using evidence." I always tell my students that I don't care what their conclusions are, but I do care about backing up those conclusions with evidence. Focus on the process, not the outcome. It's not our job to convince them that climate change exists or to be a Republican. Our job is to help them decide for themselves what they want to believe but in an educated manner.

Tip #3: Inform parents and admin about your upcoming unit

Parents want to be updated on what's going on in class. My last school sent out weekly newsletters, and I encourage you to do the same! Just a short paragraph of what's happening, something easy to read, and parents will be grateful. If they don't read it, that's fine. You're making the effort, and that's what matters. Sending out something to parents whether in your weekly newsletter or just a mass email is a great way to handle things up front. That way, there are no surprises, and parents can ask you questions prior to the unit starting if they have concerns.

Be sure to include facts about what the standards entail, what the main ideas are, what your goals are for what students will learn, and any projects or assignments you feel parents should be informed about. You can even go so far as to include a link to the standards so parents can do more research if they so choose. Get your administrator a copy, and get his or her approval and thoughts before you send it out. Administrators want to be informed of you covering controversial topics so they are also prepared in case parents come with questions and concerns. Get this email out to parents ideally a week before beginning your unit that covers these controversial topics.

Tip #4: Encourage students to find their own answers to their questions

Students are bound to have questions. We want to encourage questions! Questions means that students are invested and that they care. Don't shut them down simply because it's a tricky question to answer as a teacher (or because you may not know the answer and don't want to appear uneducated). Instead, encourage students to seek their own answers to those questions. You can also encourage students to ask these questions at home, too. These techniques are not only great for covering you so you don't delve into the slippery slope of what your personal thoughts are, but this is an ultimate goal of education! We want students taking over the responsibility of seeking their own answers, but we want them to do that in an informed matter which leads me to...

Tip #5: Take time in class to discuss different types of sources and their reliability

You can find anything you want on the internet. Sometimes that's great, but most times it's just terrifying. When it comes to controversial topics, though, it means that students will tend to look for sources that back up what they already believe (honestly, most adults do this, too). We need to teach students to look at evidence first, then draw conclusions (*insert corny joke about using the scientific method*).

There's the typical teaching students to only use .org, .gov, and .edu sources. However, with controversial subjects, we have to teach students how to analyze sources that don't follow these guidelines. Oftentimes in science, an unpopular opinion is later proven to be accurate. Sources that come from .org, .gov, and .edu sources are only published if they are currently corroborated. But a good scientist can analyze even the most obscure of sources and properly critique them. I'm not saying that middle school or even high school students (or adults, really) are good scientists (yet!), but teaching them proper practices will help them get there. You can look up numerous guides on teaching credibility with sources, especially in today's "fake news" society.

Tip #6: Give students the opportunity to explore what their conclusions will be

This is my favorite part about teaching controversial topics. Give students the opportunity to research everything for themselves and present their conclusions! They want to get assignments like this if they're going to be assigned something. They want to share their thoughts. Again, DO NOT care about what their conclusions are. Just emphasize that they need to use evidence. That's all I really focus on.

And I allow them to use whatever sources they so desire. If they want to use a graph from "Joe-Schmo's Blog on Why Everyone Else Lied To You," who cares. But they should be able to address the fact that they're using what's widely considered an unreliable source and why they chose to use it as evidence. They can use religious texts, too. I encourage students to start with finding similar data from multiple credible sources. This is what is currently accepted, so this is what we'll start with. But they are welcome to include whatever they like as sources. Be sure to include in a rubric or in the instructions your explicit expectations on sources, credible or otherwise.

Below are some ideas on different projects to get the creative juices flowing! Plus, you can team up with the English, Civics/Government/History, and/or Math teachers on these for interdisciplinary projects. These are all individual projects shown only to you, not public things like debates or posters although those can also be great options. I opt for more private projects so students feel they can be more honest and not worry about being judged by their peers for their thoughts. Don't forget to have clear rubrics and expectations, give time in class to work, and inform admin and parents of your project plans and goals!

• Research paper. I know this is usually considered boring, but when it comes to a controversial topic it really is my favorite - and my students! This is what I opted for my first year, and my students loved it. Many cited it as their favorite project in my end-of-year evaluation.

• Letter to a politician. You can reach out to any level of politician that you want to! I went all the way to President Trump when I did this assignment. Students could select any topic they wanted to and provide evidence to support or defend legislation relating to this topic. Again, I did not care about the topic chosen (it didn't need to be within the realm of scientific inquiry) or the conclusions made. I only cared about the evidence supporting their conclusions since this is part of my standards. Students were not required to send their letters if they didn't want to. I took final printed copies of all letters and mailed them along with a cover letter explaining the project from the school. My students loved getting a response from the White House thanking them for their thoughts, and it even encouraged some to take their studies more seriously.

• Opposite position paper. This was one of my favorite papers I've ever written. Yes, this is one I had to do for my master's classes, not one my students have had to do - yet. I can't wait to use this one in the future. It's much like a research paper, but I ask them to write a paper from the opposite position from the one they believe. It not only encourages students to really do thorough research, but it also improves their interpersonal and empathetic skills. I love opportunities to help teach soft skills in my class, too.

I know I haven't covered every detail, but you're a professional! You don't need a blog to teach you how to be a teacher. I just want to give you some ideas and encouragement to embrace controversial topics and face them head on. Who knows? Perhaps they'll be your new favorite thing to teach!

But, we all have questions. What questions do you have? What things about controversial topics make you nervous? Throw your questions or comments down below or in a contact form on my homepage and I'll respond directly.

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