Running head: CONTROVERSIAL TOPICS IN SENIOR YEARS GEOGRAPHY 1
Controversial Topics in Grade 10 Geography
EDUB 4130 Teaching Geography
Charlette Cunanan 7745407
James Stein
University of Manitoba
23 October 2020
CONTROVERSIAL TOPICS IN SENIOR YEARS GEOGRAPHY 2
Controversial Topics in Grade 10 Geography
There are times where teachers have the opportunity to teach about controversial topics.
This may be intimidating especially when a teacher does not have many years of experience. It
may also feel uncomfortable due to the teacher’s lack of knowledge and how well informed they
feel they are with the subject matter. Nevertheless, it is important to understand what a
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controversial topic is. Controversial topics are issues “which result in dispute and disagreement
due to a difference in opinion” (Manitoba Education and Training, n.d.). In other words,
controversial topics can be problems, subjects or questions that often have no easy answer (The
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Royal Geographical Society, n.d.).
Educators may also be faced with their students being uncomfortable since controversial
issues involve values, beliefs, and ethical principles (Manitoba Education and Training, n.d.).
Accordingly, it is the teacher’s responsibility to foster a safe environment where students are
encouraged to think critically and form their own views and thoughts on difficult issues. This is a
chance for students to think independently and to clarify their own opinions about important
political, social, moral, and ethical issues. It is also important to acknowledge that complex
issues may take a longer time to cover which in turn may neglect other topics in the curriculum
(The Alberta Teachers’ Association, 2007). There are many factors to consider when introducing
a controversial topic to a Grade 10 Geography Class. Moreover, it is particularly important to
recognize that the integration of controversial topics will further promote citizenship in local and
global communities. This essay will analyze and examine questions that educators and teachers
should be able to answer when it comes to controversial topics.
How should a teacher choose a controversial topic?
The decision of whether to cover or omit a controversial topic is dependent on the
teacher. A teacher can choose to not go in depth on a topic and briefly mention it, or choose to
plan a lesson around it. The greatest factor of choosing to teach a controversial topic is that it is
compulsory and part of the curriculum (The Alberta Teachers’ Association, 2007). For instance,
the topic of extracting resources in less-developed countries and its implications to sustainability
or the topic of food supply and its effects on people and the environment.
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Choosing topics can be based off current events happening locally and/or globally. This
will provide students with meaningful connections to the curriculum content and real-life
situations. Undoubtedly, the events of the year 2020 are a prime example of connecting social
CONTROVERSIAL TOPICS IN SENIOR YEARS GEOGRAPHY 3
injustice and human geography; the impacts of COVID-19, and the Black Lives Matter
movement. By acknowledging the reality of the world around us we are able to see different 9
perspectives and it may also motivate students to become more aware of current events. Not only
does discussing controversial topics relate to our lives, but it can also deepen our understanding
of complicated issues that explore diverse perspectives. By doing so this will allow students to
analyze and investigate a range of confusing and alarming messages the media shares that
students might have encountered outside of school.
On the other hand, there are reasons as to why teachers choose to omit and avoid a
controversial issue. The teacher may not see the benefit of introducing the topic because of the
specific demographics seen in the students; the teacher is sensitive to the community. At the
same time, keeping in mind the views of parents and administration. That is to say, the teachers’
views on what parents and administration expect, influences pedagogical choices (Loomis,
2019). In other words, teachers may fear parental and administration reprisal.
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In the case of Acadia Junior High, located in the South End of Winnipeg, there is a
diverse community with many newcomer families, and it ranges with low- to high- income
families. This paper will explore the controversial topic of making consumer choices in the
Grade 10 Geography Manitoba Curriculum. Considering the school’s diverse demographics and
experiences, this topic is chosen because students will have the opportunity to analyze different
industries with perspectives and implications related to the economy, human rights, trade,
globalization, society, and the environment. This topic becomes controversial when introducing
various questions that mention where resources come from and under what conditions they are
produced in, and why an individual chooses to shop at one location rather than the other.
Preparation and teaching a controversial topic
When preparing to teach controversial issues, teachers must consider how to provide
balanced views on the problem, in order to avoid bias. It is important to have reliable and
accurate knowledge and resources when delivering content. Above all, it is necessary to foster a
classroom environment where students feel comfortable expressing their opinions. Even more,
teachers should consider setting and enforcing guidelines to maintain a respectful, safe, and open
classroom. The role of the teacher is to become a facilitator to manage and use communication as
a tool to be mindful when a student or students become negatively impacted by what is going on
in the classroom (University of Michigan, n.d.). With this in mind, teachers should be aware of
CONTROVERSIAL TOPICS IN SENIOR YEARS GEOGRAPHY 4
not having one-sided arguments and facilitate effectively to allow other students to be heard.
Whichever view the teacher takes, it will involve prep work and figuring out which strategies
work best.
Strategies to teaching a controversial topic
For the controversial topic example of making consumer choices, the teacher may
approach this topic by being aware of the different opinions students may have and know how to
manage different reactions. Before starting discussions, it is best to set guidelines on how the
class should respect others in the classroom. This includes ensuring one student speaks at a time,
reminding students that personal attacks will not be tolerated, students should not feel pressured
to share their opinions if they choose not to, and using the appropriate language (Royal
Geographical Society, n.d.).
With this topic, students may feel various emotions like anger, guilt, and helplessness.
Teachers do not want to have their students feel this way, instead they can empower their
students to have a positive impact on the environment and others. There are also times where
students are not bothered by the issues that come with consumer choices. This is where strategies
like case studies and discussions can be utilized. The case study approach can be used as an
activating activity when addressing issues of child labour, posing questions about how it does or
does not violate human rights. The sharing of different perspectives should be balanced to allow
students to make up their own opinions. For a middle year school like Acadia Junior High,
teachers need to be mindful of how information is presented at an age appropriate level. Debates
surrounding difficult issues may not be the best strategy, rather information gathering strategies
for this age may be more beneficial.
Manitoba Education and Training (n.d.) suggests strategies like showing different forms
of media covering the controversial topic such as videos, news clips, or websites that represent
different perspectives; a brainstorming list of what students may already know, and creating
charts of pros and cons, and many more strategies. Altogether, teachers know their classrooms
the best and should proceed with keeping individual students in mind as well as how it can
benefit their students to becoming global citizens. After the introduction and lesson of the 9
controversial topic, there should be a moment set aside for debriefing. Debriefing allows the
class to reflect on all the information provided and gathered, as well as accept that this specific
controversial issue is difficult to answer and has no correct answer.
CONTROVERSIAL TOPICS IN SENIOR YEARS GEOGRAPHY 5
Assessment
Once information is gathered, the teacher can choose from a variety of projects to assess
the students’ learning. For instance, creative projects such news articles, mind maps and public
service announcement posters/videos. The teacher may give students the choice on how they
would like to show their learning or have them do the same project. With the consumer choice
example, a public service announcement could have students planning out a video or poster. The
criteria can be based on whether the student has enough information to support their view and if
they made the poster compelling for the audience.
It is important for the teacher not to place their own biases when marking and grading
students’ work. Rubrics can used to mark objectively and can create a conversation when
providing feedback.
Conclusion
Controversial topics and issues are not to easy to answer - these topics encourage and
empower students be active citizens. For this reason, it can be difficult for both the teacher and
the students. Teachers must be aware that controversial topics can have negative effects on
students, and teachers need to be sensitive to this, especially when considering age appropriate
content. Additionally, it is best practice to allow students to gather their own information and
make their own conclusions. The teacher must also show evidence- based information, and
perspectives without placing any biases on the topic. Above all, the role of the teacher is to foster 9
respectful spaces while facilitating and including everyone at the same time respecting students
when they wish to not participate.
This is a very well thought out and well written paper. You covered the main points in a
concise and effective way. Excellent work.
19.5/20
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References 9
Loomis, S.M. (2019). Selecting methods to teach controversial topics: A grounded theory study.
University of Florida, Electronic Theses and Dissertations,6524.
Manitoba Education and Training. (n.d.). Dealing with controversial issues. Retrieved from
https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-34.pdf
Royal Geographical Society. (n.d.). RGS-IBG KS3 CPD Tutorial – Teaching controversial
issues. Retrieved from https://www.rgs.org/CMSPages/GetFile.aspx?
nodeguid=c15453ae-ad6f-40bb-9406-5db19f125bf8&lang=en-GB
The Alberta Teachers’ Association. (2017). Teaching controversial issues in the classroom.
Retrieved from https://www.teachers.ab.ca/News%20Room/ata%20magazine/Volume
%2087/Number%204/Articles/Pages/Teaching%20Controversial%20Issues%20in%20the
%20Classroom.aspx
University of Michigan. (n.d.). Guidelines for discussing difficult or high stakes topics. Retrieved
from https://crlt.umich.edu/publinks/generalguidelines
