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• W277200425 abstract "Introduction Issues-centered lessons can present social questions and problems that are highly relevant students' present experiences and hopes for the future. Thus issues-centered lessons are inherently interesting. (1) We believe that, prepare citizens to participate in the democratic decision-making processes within a pluralistic society, controversial issues can and should be raised in the social studies classroom. (2) Teachers may shy away from doing so because of the strong emotions that can be evoked, as well as resistance from parents and administrators. But when it is carefully prepared and taught well, an issues-centered lesson teaches process (as well as the subject matter content). In such a lesson, students learn how engage in reasoned, civic discourse with one another. A well-prepared lesson on a current issue meets several criteria; (3) it * uses community resources and non-textbook materials; * emphasizes contemporary problems, but refers examples of controversy in history; * provides intrinsic motivation and interest; * calls upon reflective thinking, requiring the use of facts, academic skills, and social values; * encourages students form reasoned generalizations or conclusions; * provides students with practice in temperate, civil public speaking; and * may challenge students think about taking action as citizens. This article discusses the classroom use of an issues-centered instructional model that we refer as the Public Issues Model, which was designed by Paula Bourne and John Eisenberg at the Ontario Institute for Studies in Education (Figure 1) in 1978. (4) Figure 1. Outline of the Public Issues for Studying Current Events (see note 4). Step 1. Prepare a Public Issue Case Study Step 2. Prepare the Class Environment Step 3. Read and Develop a Case Study Step 4. Take a Stand on the Issue Step 5. Defend the Chosen Position Step 6. Argue Against Opposing Views Step 7. Modify Positions after Dialogue with Others Step 8. Propose a Course of Action and Carry It Out Step 9. Assess the Activity An Example from the Sixth Grade The teacher of a sixth grade social studies class in Provo, Utah, wanted students think about an issue that concerned them and their parents: the public debate over censorship of television viewing. She employed the Canadian Public Issues Model in the manner described below. The lesson took 12 days complete. The time needed complete each step (indicated in parentheses) can vary according the goals set by the teacher for the lesson and the needs of the students. Step 1. Prepare a Public Issues Case Study (half an hour of preparation) The teacher chose as the topic for the case study the question Should TV be censored at home by parents, or should kids be allowed watch whatever they want? The teacher did some background reading and copied, onto videotape, a TV commercial about a local cable company that offers a programming option allowing parents block access selected channels so their children can't view them. The commercial portrays parents leaving for an out-of-town trip. The son invites friends over watch TV programs and attempts see programs his parents would have prohibited. The topic proved be of great interest and highly motivating the students. They were personally interested in this issue because of ongoing congressional and media attention the topic and because of their pre-adolescent need for freedom make more of their own decisions. The question really centered on whether the students felt they were responsible enough make good decisions on their own or whether they needed some type of rules or guidelines that would be externally enforced. …" @default.
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• W277200425 modified "2023-09-24" @default.
• W277200425 title "Teaching with the Use of Current Issues: The Canadian Model" @default.
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