1. Welcome to Teaching Sensitive Issues in the Social Studies Classroom As you enter, walk around the room and view the controversial issues social studies teachers consider teaching. As you enter, walk around the room and view the controversial issues social studies teachers consider teaching. As you look think about: As you look think about: Did I teach this issue? Did I teach this issue? How did it go? How did it go? Did I not teach this issue? Did I not teach this issue? Why not? Why not? Did my students talk about this issue? Did my students talk about this issue? What did I say? What did I say?

2. Let’s Talk… Take the next five minutes to meet with a small group 3-4 people sitting near you. Talk about Take the next five minutes to meet with a small group 3-4 people sitting near you. Talk about Your experiences teaching controversial issues (good and bad!) Your experiences teaching controversial issues (good and bad!) What are the benefits for teaching issues? What are the benefits for teaching issues? What are the roadblocks? What are the roadblocks? Why do you teach these issues? Why do you teach these issues? Why do you avoid teaching these issues? Why do you avoid teaching these issues?

3. Back to Basics… Why do we even WANT to teach these issues? Better Democracy Better Democracy Better Citizens and Governance Better Citizens and Governance Better Reading and Thinking Better Reading and Thinking Better Civic Engagement Better Civic Engagement Any others? Any others?

4. Think about…. Quote #1 Think about…. Quote #1 “More recently, however, researchers are beginning to ask students and teachers how they would measure engagement…Answers to this refocused question have revealed a gap between what teachers consider engagement in learning and what students consider engagement in learning.” - Taylor and Parsons - Taylor and Parsons

5. Pitfalls and Protections In your small groups review the Controversial Issues Policies from Howard and Baltimore Counties. In your small groups review the Controversial Issues Policies from Howard and Baltimore Counties. As you read, think about: As you read, think about: Similarities and Differences Similarities and Differences What are the key points? What are the key points? What is the “Danger Zone” What is the “Danger Zone” What are the protections provided by the policies? What are the protections provided by the policies?

6. Best Practices Take a few minutes and scan/preview the practical guide.

7. Prerequisites First weeks of school. First weeks of school. Guidelines and Norms Guidelines and Norms #4 Teacher Reflection – You have to have done the personal excavation BEFORE you go into the classroom. #4 Teacher Reflection – You have to have done the personal excavation BEFORE you go into the classroom.

8. Problem Identification and Blind Conversations. What was/is the problem here? How do you talk about this without talking about race?

9. Perspectives Think/Pair/Group/Share Think/Pair/Group/Share Graphic Organizers Graphic Organizers

10. Challenges and Opportunities HIGHER ORDER THINKING HIGHER ORDER THINKING Connections with Historical Thinking Skills – Contextualization Connections with Historical Thinking Skills – Contextualization Emphasis on Positive Classroom Environment, empathy Emphasis on Positive Classroom Environment, empathy

11. Research C3 Framework C3 Framework Could be done as a class, individually, as a small group. Could be done as a class, individually, as a small group. Teacher provided resources, student gathered resources Teacher provided resources, student gathered resources This is a “danger zone” for bias. For ALL of us. This is a “danger zone” for bias. For ALL of us. Review the MCPS Broadside Review the MCPS Broadside

12. Strategies We know the problem, we’ve done the research, now what? We know the problem, we’ve done the research, now what? This is the step, the next question, we often don’t allow ourselves time to ask. This is the step, the next question, we often don’t allow ourselves time to ask. How should we address the situation? How should we address the situation? Think about Ferguson… What are some solutions that other people have suggested to address the situation. What if we asked our students to do that? Think about Ferguson… What are some solutions that other people have suggested to address the situation. What if we asked our students to do that?

13. Imagine What do we want to have happen? Again, a step we tend to skip… What message do we send when we skip this step?

14. Steps #7 and #8 Can students: Can students: Read Read Think Think Contextualize/Empathize Contextualize/Empathize Analyze Analyze Create New Ideas Create New Ideas Support Thinking with Evidence Support Thinking with Evidence

15. In the moment…modifications for emergency Dedicate the time early – be sure to have the prerequisites down early in case something does come up. Dedicate the time early – be sure to have the prerequisites down early in case something does come up. Think about time differently… Think about time differently… Provide students with resources and perspectives. Provide students with resources and perspectives. Allow for opting out. Allow for opting out. Think about different methods of assessment. Think about different methods of assessment.

16. Here’s an example… In Howard County this happened… In Howard County this happened…

17. So now what? Read the article Read the article As you read, consider the thoughts from the MCPS Broadside on comments from online sources. Can you imagine some of the comments on this article? Why might you want to shield students from that? As you read, consider the thoughts from the MCPS Broadside on comments from online sources. Can you imagine some of the comments on this article? Why might you want to shield students from that? Brainstorm with a group, partner, by yourself how you would’ve taught the next day. Brainstorm with a group, partner, by yourself how you would’ve taught the next day. Share with us your ideas. Share with us your ideas.

18. Work Session Our goal – Our goal – Feel empowered to engage students in inquiry and civic education through teaching controversial issues in the classroom Feel empowered to engage students in inquiry and civic education through teaching controversial issues in the classroom Consider a controversial issue you wish you had taught. Do you feel like you could teach it now? Consider a controversial issue you wish you had taught. Do you feel like you could teach it now? On chart paper - Create a plan for how you might go about teach that lesson based on today’s information. This can be done individuallly, with a partner, in small groups… On chart paper - Create a plan for how you might go about teach that lesson based on today’s information. This can be done individuallly, with a partner, in small groups…

19. Gallery Walk/Photo Session Walk around, review the lessons Walk around, review the lessons Take cell picture is you’d like Take cell picture is you’d like

20. Summary/Closure Roadblocks Roadblocks What steps would you take before teaching controversial issues in the classroom? What steps would you take before teaching controversial issues in the classroom? Do you feel more comfortable and empowered? Do you feel more comfortable and empowered? Do you feel you have the pedagogical and ideological support for tackling issues in the classroom? Do you feel you have the pedagogical and ideological support for tackling issues in the classroom? What hesitancies do you still have? What hesitancies do you still have?