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A Contemporary Perspective DOCUMENT RESUME ED 106 214 SO 008 369 AUTHOR Mnessig, Raymond B., Ed. TITLE Controversial Issues in the Social Studies: A Contemporary Perspective. 45th Yearbook, 1975. INSTITUTION National Council for the Social Studies, Washington, D.C. PUB DATE 75 NOTE 305p. AVAILABLE FROM National Council for the Social Studies, 1201 Sixteenth Street, N.V., Washington, D.C. 20036 ($8.75) EDRS PRICE MF-S0.76 EC Not Available from EDRS. PLUS POSTAGE DESCRIPTORS Academic Freedom; Course Content; Critical Thinking; Cultural Pluralism; Death; Educational Improvement; Educational Resources; Elementary Secondary Education; Environmental Education; Sex Education; Social Attitudes; *Social Problems; *Social Studies; *Teaching Methods; *Values; Yearbooks IDENTIFIERS *Controversial Issues ABSTRACT This Yearbook is an expression of the National Council for the Social Studies' conviction that social studies teachers need to recognize their responsibility for introducing controversial issues into the classroom: Examination of social problems serve as a means to teach studdsts how to think, rather than what to think, so that students will be able to assume the responsibility of democratic citizenship,'" Critical thinking skills can be taught by examining the problems inherent in a democratic society. Background materials and sone teaching suggestions are presented to the teacher for dealing successfully with social problems in the classroom. Part one of the docnsent provides theoretical and practical aspects of handling controversial issues, including teacher preparation and models. Part two offers examples of specific areas of controversy. Chapter titles include "Should Traditional Sex Models and Values Be Changed"; "Should the Study of Death Be a Necessary Preparation for Living"; "Should the Majority Rule"; "Should Integration be a Societal Goal in a Pluralistic Nation"; "Should We Believe That Our Planet is in Peril"; and "Should the Nation-State Give Way to Some Form of World Organization?- (Author/JR) il'iretlieiSbola-).&pp AI., .At .igetiodetivvi A,. igrointtperipQA rY fr O u OEPARTMENT OF MEALTI. E PE vt',C) EDU ATION WELFARE 4. VA,Ela DV MICRO COPv P El, NATIONAL INSTITUTE OF F 'CUE ON6Y SCE% EDUCATION THIS DOCUMENT HAS SEEN REPRO YVI' DuCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATIND IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPR FD IlE SENT OFFICIAL NATIONAL INSTITUTE OF PEA; EDUCATION POSITION OR POLICY rlF QFC 1EQ '"F CA %e Q r II*1 411'1 ONDtIr . IItgtilt" 14111:4;i1tiL Ite 11;I it 1. tlithajl?tit t hTIONAd 4) t Controversial Issues in the Social Studies: A Contemporary Perspective AN ANc,. 7 Contributors James L. Aldrich James A. Banks Anne M. Blackburn Cnarles Bloomstein Sohn F. Cuber Martha Tyler John Raymond H. Muessig William A. Nesbitt James B. Parsons Anne R. Peterson David D. Stafford Jo A. Cutler Sweeney Kenrick S. Thompson Illustrations Courtesy The Hirshhorn Museum and Sculpture Garden Smithsonian Institution Controversial Issues in the Social Studies: A Contemporary Perspective Raymond H. Muessig, Editor 45th Yearbook1975 NATIONAL COUNCIL FOR THE SOCIAL STUDIES 1201 Sixteenth Street, N.W. Washington,D.C. 20036 NATIONAL COUNCIL FOR THE SOCIAL STUDIES Officersfor 1975 President Directors Jean Tilford Harris L. Dante Cincinnati (Ohio) Jean Fair Public Schools Paul Flaum President-Elect Gail R. Kirk James P. Shaver Pauline Kouris Utah State University W.. Jerry Larkin Logan, Utah Charles L Mitsakos Vice-President Jane Lowrie Mounts Howard D. Mehlinger Raymond H. Muessig Indiana University Anna S. Ochoa Bloomington, Indiana Helen F., Rogers Executive Director Seymour B. Stiss Bnan J. Larkin Stanley P. Wronski Washington, D. C., Carolyn Keith, Ex Officio Editor Publications Board Daniel Roselle Nancy Sprague, Chairperson Washington, D. C. James A. Banks Executive Secretary Emeritus R. Beery Merrill F. Hartshorn Barry K. Beyer Washington, D. C. Celeste P.. Woodley R. BZERY, Publications Board Coordinator for 1975 Yearbook THE NATIONAL COUNCIL FOR THE SOCIAL STUDIES iS the professional orga- nization of educators at all levelselementary, secondary, college and uni- versitywho are interested in the teaching of social studies. Membership in the NATIONAL COUNCIL FOR THE SOCIAL STUDIES includes a subscription to the Council's official journal, Social Ea, ration, a copy of the Yearbook, and a periodic newsletter. In addition, the Council publishes bulletins, curricu- lum studies, pamphlets, and other materials of practical use for teachers of the social studies. Membership dues are $15.00 a year.Applications for membership and orders for the purchase of publications should be sent to the Executive Director, 1201 Sixteenth Street, N.W., Washington, D. C. 20036. Copyright © 1975 by the NATIONAL COUNCIL FOR THE SOCIAL STUDIES Library of Congress Catalog Card Number:, 75-4156 OCC 0 Go TO RICHARD E. GROSS A distinguished NCSS President who has long supported dealing with controversial issues /4 .14,ri/A,'7 A Brief Expression of Appreciation This Yearbook is the product of many incisive heads, sensitive hearts, and capable hands. Steadfast officers, devoted directors, and loyal members-at-large gf the National Council for the Social Studies have provided advice and encouragement throughout the project. The Publications Board has played a role in developing and fostering this endeavor, and its special representative, Robert Beery, has been exceptionally courteous and willing to help. The confidential readers who reacted to this manuscript warrant recognition. Members of the NCSS editorial staff, Daniel Roselle, Willadene Price, and Mary Anne Ioda, have guided typewritten matter into concrete type. Professional writers and publishers have been generous in granting permission to use enriching quotations. Yet, the heroic figures in this undertaking are the Yearbook authors, for they have shouldered the burdens of their chapters on top of already staggering loads, met almost impossible deadlines with saintly dispositions, and suffered the slings and arrows of others' red pencils with noble forbearance. RAYMOND H. MUESSIG A A A /... 9 Foreword WITH the Watergate debacle etched on every mind, with disputes over school textbooks providing many pages of copy for newspapers, and with nations continuing to tear at each other's boundaries, teachers of social studies have been living closely with controversy. In fact, people everywhere seem to be holding strong views on a whole continuum of issues, and they express their commitments in a variety of ways. How one arrives at this point of commitment becomes increasinglyimportant in a democracy. Citizens in such a political environment must be able to think criti- cally mid rationally about issues of broad public concern. This posture is riot assumed overnight at the times when one votes. If it is to happen at all, these skills must be learned while still in school. In that setting, there is the time and the laboratory for those experiences which will develop the skills of critical thinking and problem-solving. During the school years, the student's belief in freedom of speech, sensitivity to humanitarian problems, and respect for variations in customs and opin- ions can be strengthened by encouraging the pursuit of solutions and viable alternatives within the framework of democratic action.The study of controversial issues is a valuable means to this end. The social studies teacher bears a great responsibility for seeing that the student l'as Cie right to hear, to read, to discuss and to reach judg- ments about a great variety of societal issues.This process protects freedom. Without the maintenance of a spirit of free inquiry and im- partiality in the classroom, the student's education must be judged delin'uent no matter how extensive the cornucopia of experiences. In teaching about controversial issues the social studies teacher needs to be prepared to assume certain obligations. The issues to be studied must be selected carefully, and, during the class study, the teacher must see that all viewpoints are enns:de.ted.Prior to this, however, it is im- perative that an adequate setting for such study be developed by social studies teachers, the school administration, and the school board repre- senting the community, All too often, such a setting does not exist. As a result, in spite of the dissent of the 1960s. Vietnam, and proliferating energy crises, some social studies classrooms have ignored all aspects of controversy, Per- haps in fear, or because of feelings of inadequacy about coping with volatile issues, they have ignored the critical examination of contempo- viii rary events. As one observer of the current sod I studies scene com- mented, "Better the artifacts than the actualities of tte present." The National Council for the Social Studies ison record in support of the study of controversial issues and presents this Yearbookas evidence of its convictions. It is concerned that social studies teachers faceup to controversy and that they assume special responsibilities to teach stu- dentshowto think, notwhatto think. Every student must be assured the right to confront and study controversial issues without penalty,To accomp!sh this, the teacher guards the openness to discuss different points of view at all times and assumes the obligation to approach such issues with critical inquiry, not advocacy. TheNCSS Statement on Academic Freedomhas this to say, "It is the prime responsibility of the schools to help students assume the responsi- bilities of democratic citizenship.
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