Instructional Playbook

Guidance for Teaching Controversial Topics

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Classrooms should be a safe place for students to become more informed about controversial issues and to consider alternative perspectives including “the marketplace of ideas [that are] fostered in a learning environment” (USBE R277-328). An issue is controversial if “it is socially unresolved, generates highly divergent opinions, and may be considered an unsuitable curriculum topic by some members of the community.” Controversial issues introduced as part of teaching state standards should be thoughtfully designed and must adhere to regulations outlined in CSD Board policy. Before controversial issues may be introduced into the curriculum, a detailed outline of both the curriculum unit and proposed lesson must be prepared by the teacher and submitted to the principal for approval. Sometimes controversial issues arise spontaneously, or not in connection to a planned lesson, as a result of current events. The tips below are intended to support educators in discussing controversial issues in connection with teaching state standards or those that arise as a result of current events.

Use professional language and impartial/neutral vocabulary that is “people first” and does not negatively stigmatize others or create a psychologically unsafe environment. Maintain an impartial, unprejudiced role. Emphasize the academic aspect of the issue and refrain from advocating a position. Ensure learning intentions/objectives and learning activities are directly aligned to content standards and studied in an objective and scholarly manner that includes the presentation of differing viewpoints.. Notify parents of the proposed study unit. Stay current on CSD and USBE policies related to teaching controversial topics and equity. Establish ground rules for discussion that include what will and will not be permitted during discussion and consequences for violation of norms. Preplan redirection and corrective feedback strategies to keep discussion focused on learning intentions/objectives and to reinforce norms. Develop and provide questions ahead of time that will generate responses from multiple perspectives. Allow for time at the end of the discussion to synthesize or debrief the process. If a student ignites controversy with a question, statement, or accusation, restate the learning intention/objective, discussion norms, or follow through with discussion consequences (e.g., “That is not the discussion we have been preparing for so let’s refocus on our discussion topic.”). If a student asks your opinion, religion, or political affiliation, provide redirection. (e.g.,“Let’s stay focused on learning about…”) If a student asks you to define or explain a controversial term or issue that is socially unresolved or generates highly divergent opinions, redirect and restate the learning intention/objective (e.g., “That’s not critical information for today’s lesson on...”). If a student privately or publicly discloses a shared grief experience related to a current event, it may be appropriate to make a referral to the school counselor, school social worker, or school psychologist to check in with that student.

Be Proactive

Facilitate Discussions

Respond to Students Appropriately