West Clermont Local School District |
Administrative Guidelines |
2240 - CONTROVERSIAL ISSUES IN THE CLASSROOM
The following guidelines are designed to assist teachers in the instruction of controversial issues in the classroom, as defined in Policy 2240.
A. |
When a controversial issue is not part of an approved course of study, its use 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: |
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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? |
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: |
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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? |
© Neola 2002