Current Controversial Issues in History Classrooms: High School History Teachers' Practices and Views

• In Event: Poster Session 9
  In Poster Session: Research in Social Studies Education

Abstract

The teaching of current controversial issues is vital for creating students who are critical thinkers, tolerant of multiple viewpoints, and poised to be active citizens in today’s democracy. Yet, little is understood about what is done in a content-rich history class. The purpose of this case study is to understand if and to what extent high school United States history teachers integrate current controversial issues and what factors influence the teachers’ decision making. The research found examples of successful integration of current controversial issues into history classes, and observed that the decisions were often contingent upon teachers' views of curricular priorities. Additionally, several factors, including participants' experiences, student abilities and lesson time, played a role in these teachers' decisions.

Author

• Eytan Apter, Fordham Graduate School of Education