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The author of the first Confederate memorials article was T2, who used the
controversial issue as an example of how to seek compromise in the classroom and
in democracy. Compromise is a foundation of democratic government. “The history
that we are often really losing is why the statue was erected” (T2). Here T2 made a
pointed argument to get the person viewing the statue to understand the context of
the time, people, and place when the statue was erected. He/she called for another
democratic idea from the Progressive Era—the referendum. “As America is a nation
founded on democratic ideals, I feel the answer is to let the people decide, through a
referendum” (T2). The people should be asked to decide on the issue to guide their
legislators. If the will of the people found a statue antidemocratic, so be it. “Statues
deemed inappropriate for public adulation should be removed” (T2). Although direct
democracy is awkward, it could provide a method for resolving difficult questions.
T2 followed with an opportunity to include minority positions. “Give the group of
people who are offended a voice and allow them an opportunity to post a historical
plaque next to the statue, stating their issues with the subject” (T2). This participant
was interested in hearing views dissenting from the mainstream. In this way, he/
she attempted to promote a variety of perspectives. “I would like to incorporate
this ‘middle ground’ approach in my teaching” (T2). This participant attempted to
establish context for construction, referendum to determine the future of the statue,
and an opportunity for alternative perspective on a statue. T2 desired to bring these
same tools into the classroom. While this classroom application was the subject
for another letter to the editor, it certainly sounded like a considered and reasoned
approach.
The discussion of removal of statues in the second article about Confederate
memorials was a foil for teaching about controversial issues. It documented why
controversial issues are important for students to consider in the social studies
classroom. “Part of this larger discussion has involved the appropriateness of some
statues and other symbols, especially those tied to the Confederacy and slavery”
(T4). Were these statues ever appropriate or have they simply outlived their
appropriateness? This article presented both sides. The students were asked to form
their own opinions. The participant also explained the teacher’s responsibilities:
My responsibility is to push them to a deeper understanding, to see issues
and the past from all sides, to have the tools for critical thinking, and to have
their opinions be rooted in fact, which will allow them to articulate their
position from a full perspective. (T4)
Students must use informed opinion to reach conclusions. According to T4, the role of
the teacher is to help the students learn to make their own opinions. “As an educator,
my role is to equip my students with all the information and tools necessary to form
and articulate their stance on this and all controversial topics” (T4). Controversial
issues are not always appreciated by legislators who are looking to promote social
harmony or to eliminate discord. However, the practice of considering issues and
rendering decisions is an important component of democratic education.
The participant author (T3) of the first article about Black Lives Matter seemed
to be looking for understanding. This understanding was a personal search for
explaining patriotism in the face of people who did not seem very loyal. “We as
Americans believe in the creed ‘One nation indivisible,’ but every day, it seems we
see a division in our country” (T3). To this participant author, disunionists were
hardly Americans. Others seemed to have such different perspectives that it hardly

52 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators