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seemed they had the same history at all: “It appears to many to be the rewriting of
American history” (T3). The events in the news did not correspond to his/her view
of what America is. To interpret what was occurring in the media, T3 referenced
conspiracy theories but ironically ended with a call for better sourcing of information.
The author (T6) of the second Black Lives Matter article illustrated both sides
of the debate and then resolved that this was not a debatable issue. T6 determined
that there is no ethical or legitimate way to argue that a life is not important. “I
could never imagine living in fear every day of my life” (T6). As Franklin Roosevelt
explained in his World War II four freedoms address, Americans expect the freedom
from fear. As a classroom issue, it was T6’s position that everyone is entitled to
civil rights: “No matter where they end up in life, whether it be inside their current
community or elsewhere, everyone needs to know and understand they have to
treat ANYONE they run into with respect, no matter your race, views, habits, . . .”
(T6). Civil rights are guaranteed to everyone. As a civil rights issue, freedom from
fear cannot be debated. “This issue should not have two sides” (T6). Although civil
rights cannot be debated, however, the methods used to attain civil rights, timing,
or leadership are debatable. Helping students to exercise moral judgement is also an
important skill for teachers.

Other Topics
The three last editorials covered a variety of issues. One teacher wrote about
transgendered students, another about gun control, and the third about college tuition.
Over the last few decades, the perception of who is in the classroom has
changed to include a wide spectrum of
identities. For example, teachers no longer
automatically presume that all their students
are heterosexual (Block, 2019). The author Students bring controversial issues
of the editorial on transgendered students into the classroom every day,
(T9) was obviously very conflicted. He/
she was trying to be open minded but did and teachers need to prepare for
not recognize the bias in his/her writing.
Although conservative in perspective, teaching controversial issues as
T9 reflected a very student-focused they emerge.
message to rise above his/her own limited
understanding. The teacher did indicate that
the student needed to be “accepted” and
“respected” (T9). These are the basic elements of civil rights. T9 further made the
case for equality based on equal access to education, observing that the student has
a “right to an education” and “any needed services” (T9). The teacher also tried
to rise above his/her background to be open to working with the student—to “not
pass judgement” (T9). The teacher was connected enough to the community to be
a lukewarm student advocate but also a professional educator who recognized a
student in need.
On the issue of gun control, it was hard to say something new. The participant
author of the editorial put forward a good argument based on real experience. T8
contended that an attempt by students to protest gun violence resulted in threats of
violence against the protesting students, and their freedom of assembly “right was
taken away” (T8). The author endeavored to teach students to take civic action.
Moreover, the teacher tried to avoid indoctrination. The teacher aspired to encourage

Educators’ Choice 53