The following guidelines are designed to assist teachers in the instruction of controversial issues, defined in Policy 2240, in the classroom:
| | A. | When a controversial issue is not part of a course of study, its use in the classroom must be approved by the principal.
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| | B. | Before introducing a controversial issue, teachers should consider:
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| | | 1. | the chronological and emotional maturity of the students;
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| | | 2. | the appropriateness and timeliness of the issue as it relates to the course and the students;
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| | | 3. | the extent to which they can successfully handle the issue from a personal standpoint;
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| | | 4. | the amount of time needed and available to examine the issue fairly.
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| | C. | When discussing a controversial issue, the teacher may express his/her own personal position, as long as s/he makes it clear that it is only his/her opinion. The teacher must not, however, bring about a single conclusion to which all students must subscribe.
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| | D. | The teacher should encourage student views on issues as long as the expression of those views is not derogatory, malicious, or abusive toward other student views or toward a particular group.
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| | E. | Teachers should help students use a critical thinking process such as the following to examine different sides of an issue:
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For each stated position:
| | | 1. | What is the person (group) saying?
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| | | 2. | What evidence is there that what is being said is true?
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| | | 3. | What is said that would lead you to think the position is valid?
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| | | 4. | What are the strengths and weaknesses of this position?
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| | | 5. | What do you think would happen if this point of view was accepted and was put into practice?
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For reaching conclusions:
| | | 1. | On balance, what do you think is the most reasoned statement? the most valid position?
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| | | 2. | What is there in the statements that supports your conclusion? What other things, beside what is being said, leads you to your conclusion?
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