ABSTRACT
The National Council for the Social Studies argues that social studies teachers should “face up to controversy and & assume the special responsibility to teach students how to think.” Recognizing and discussing controversies offer students a much more accurate picture of human societies and history. It also legitimizes student perceptions of the existence of class, ethnic, racial, gender, ideological, and generational conflicts. It makes students uncomfortable with pat answers and their own preconceptions, and it stimulates them to delve for deeper meaning, to reconsider their own ideas, and to buttress their conclusions with supporting evidence. A controversy-centered approach to social studies requires concern with student responses to sensitive topics and careful long-term planning. Important or controversial social studies issues cannot be addressed effectively in a single class period. Issues are too complicated. They are best addressed in thematic units or with long-term themes that are woven throughout the curriculum and interdisciplinary approaches. Key concepts include academic freedom, complexity, connections, controversy, inclusion, interdisciplinary teaching, and themes.
