ABSTRACT
For many educators, the heart of a social studies classroom is the discussion of controversial issues, both historical and contemporary. Topics such as immigration, foreign policy, and ethnicity stimulate thought and dialogue and can bring relevance to the curriculum for students. ELL students will learn about vital issues in their new home and the world at large. They will also benefit from the hands-on, engaged strategies that are used to explore controversial issues such as cooperative learning, kinesthetic activities, and role playing. It is uncommon to find a course called “Controversial Issues” or its equivalent. But there is potential to address controversial issues in any social studies course. Take the topic of ethnicity. This could readily be addressed from a present-day perspective in a Sociology course. It could just as well be addressed in a U.S. History course. In a unit on WWII, for instance, students could examine the concept of gangs and attacks on Mexican Americans in Los Angeles (Ramirez, 2012). This historical treatment offers the added benefit of providing context for understanding related issues in today's society. All issues involve disputes between two or more parties. Issues of a controversial nature are loosely defined as “unresolved questions of public policy that spark significant disagreement” (Hess & Posselt, 2002). They are often complicated matters on which people usually hold strong beliefs based on differing backgrounds, experiences, and values (Oxfam, 2006). Issues such as population, the environment, immigration, and race and ethnicity are in the news on a daily basis, generating debate and often discord. As noted, current issues nearly always have parallels in the past. Levstik and Barton (2001) point out, “historical perspective helps students develop a broader view of current controversies” (p. 126). Whether the issue is in the past or the present, discussion of such issues of public concern is at the very core of a democracy.
