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to hear multiple perspectives. After teaching and studying issues, teachers have
opinions—even if they are not popular in the community. Teachers should work to
make their opinions acceptable to listeners and use autonomy and respect with their
students if they are presenting unpopular perspectives.

References
Adams, D. (2021, May 11). What we know about the critical race theory controversy,
impact on Indiana education. Indianapolis Star. https://www.indystar.com/story/
news/education/2021/05/11/what-critical-race-theory-heres-why-its-controversial-
indiana/5035542001/

Associated Press. (2021, May 6). Arizona bill banning ‘biased’ topics in schools advances.
https://abcnews.go.com/US/wireStory/arizona-bill-banning-biased-topics-schools-
advances-77543503
Beck, T. A. (2019). Managing an unpopular opinion in a controversial political issue discussion.
Theory and Research in Social Education, 47(2), 205–227.
Block, C. R. (2019). Educator affect: LGBTQ in social studies curriculum. Critical Questions in
Education, 10(1), 1–16.

Conrad, J. (2020). Navigating identity as a controversial issue: One teacher’s disclosure for critical
empathic reasoning. Theory and Research in Social Education, 48(2), 211–243.

Erlich, R. R., & Gindi, S. (2019). Are civics teachers different from teachers of other disciplines in
their handling of controversial issues? Education, Citizenship and Social Justice, 14(2),
118–130.
Hamblin, D., & Bartlett, M. J. (2013). Navigating social networks. Educational Leadership, 70(6),
44–47.
Indiana Department of Education. (2021). Core 40 general information. https://www.in.gov/doe
/students/indiana-academic-standards/core-40-general-information/

Kawashima-Ginsberg, K., & Junco, R. (2018). Teaching controversial issues in a time of
polarization. Social Education, 82(6), 323–329.

Khan, M. (2019). When does free speech become offensive speech? Teaching controversial issues
in classrooms. Curriculum and Teaching Dialogue, 21(1), 35–50.

King, L. J., Vickery, A. E., & Caffrey, G. (2018). A pathway to racial literacy: Using the LETS ACT
framework to teach controversial issues. Social Education, 82(6), 316, 318–320, 322.

Linowes, D., Ho, L.-C., Misco, T., & Stahlsmith, M. (2019). Exploring controversial issues in
elementary social studies. Journal of International Social Studies, 9(2), 35–55.

Lintner, T. (2018). The controversy over controversy in the social studies classroom. SRATE
Journal, 27(1), 14–21. https://files.eric.ed.gov/fulltext/EJ1166700.pdf
National Council for the Social Studies. (2013). College, career, and civic fife (C3) framework
for social studies state standards: Guidance for enhancing the rigor of K–12 civics,
economics, geography, and history. Author.

National Council for the Social Studies. (2010). National curriculum standards for social studies: A
framework for teaching, learning, and assessment. Author.

Reynolds, H. M., Silvernell, D., & Mercer, F. (2020). Teaching in an era of political divisiveness:
An exploration of strategies for discussing controversial issues. Clearing House: A Journal
of Educational Strategies, Issues and Ideas, 93(4), 205–212.

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