ABSTRACT
Social studies students should be encouraged to thoughtfully investigate tobacco use. Sound judgment and behavior consistent with such judgment is the goal of social studies instruction. Yet on controversial issues such as cigarette smoking, teachers are often tempted to align their classroom positions with statistical health data, legal mandates, regional political pressure groups, and the social stigma that fuels antismoking crusades. Clearly, such predispositions generate propaganda, not education. The responsibility of a teacher is to present evidence, to demonstrate debatable positions, and to engage students in active exploratory roles. The American Cancer Society and the North Carolina Tobacco Growers Association are obviously at opposite poles as information sources. But arguments from both camps should be considered. Democratic citizenship without the tension of public policy debate is a misnomer. And the preparation of young people for citizenship remains a primary reason for sustaining the social studies curriculum in American public education.
