Literacy is the foundation for all learning and must be accessible to all students. This fundamental truth is where Kimberly Parker begins to explore how culturally relevant teaching can help students work toward justice. Her goal is to make the literacy classroom a place where students can safely talk about key issues, move to dismantle…

Courses: Ethics, Organizational Communication, Political Communication. Objectives: After completing this unit activity, students should be able to (1) apply multiple ethical perspectives to real-world diversity issues in a debate format, and (2) explain the role of informational and social category diversity in current controversies.

In our science for non-science majors course "21st Century Physics," we investigate modern "Hubble plots" (plots of velocity versus distance for deep space objects) in order to discuss the Big Bang, dark matter, and dark energy. There are two potential challenges that our students face when encountering these topics for the…

Theodore Roosevelt said, "To educate a person in mind and not in morals is to educate a menace to society." With this quote in mind, this paper describes three ethical issues in the discipline area of accounting. The format of the paper is to first provide background information on the ethical question or scenario then to provide a…

From lesson-planning to instructional practice to classroom management, teachers must make choices constantly and consistently. Sometimes these decisions are easy, but there are some decisions that are very difficult. Such delicate decisions often arise in the world of education and may be detrimental to one's career. Thoughtful decision-making…

Teaching and studying the Holocaust is a complex and sensitive undertaking. The dynamics of dealing with a modern, technologically advanced state's attempt to annihilate all members of a given group of people for racial reasons involves tortuous twists and turns that challenge the most sophisticated of thinkers, leading to a situation in which…

Examines several generalizations concerning political terrorism that have been inferred from research and suggests methods and materials social studies teachers can use to teach a basic understanding of terrorism. (FL)

Discusses techniques and provides background information to help teachers use debate in U.S. history courses. By debating controversial issues, students learn to do in-depth research. The necessity for anticipating evidence and arguments generates great incentives for study. (RM)

Describes methods of approaching Toni Morrison's novel, "The Bluest Eye," for the secondary classroom. Suggests that it was the students' responses to the novel that showed to the teacher the importance of this controversial work. Provides numerous examples of students' written responses to the novel. (HB)

Notes a growing concern among scholars and teachers interested in bringing diversity into the classroom of recognizing and valuing differing perspectives when raising volatile issues. Offers suggestions and examples of how teachers can use the larger corpus of young-adult literature to bridge the gap between interpretation and understanding. (RS)

Explains the technique "editorial step-asides," which is designed to help students learn the difference between fact and opinion in a teacher's lecture. (FL)

Describes format and content for a seminar class about racism and psychological theories developed to explain its occurrence. Discusses the importance of having students evaluate theories and their supporting research, and the value of using multiple teaching methods to avert problems related to the sensitive nature of the subject. (DSK)

Examines the contribution that the teaching of controversial issues could make to student learning in the science classroom. Discusses the nature of controversial issues, some general guidelines for handling them, and various classroom techniques that might foster open-ended problem solving using small group discussion. (Author/MKR)

Presents a number of class activities and methods for the writing classroom that center on how students experience violence and what they think about it. Shows how the teacher can help students be heard, help them identify forms of violence, and personalize violence. Leads to asking students to design a plan of action to undercut violence. (HB)

Analyzes Albert French's novel "Billy" and its exploration of the United States' use of capital punishment for young criminals. Addresses the underlying causes of Billy's execution. Discusses specific themes and issues that teachers can use for classroom discussions of capital punishment. (RS)