Teaching Controversial Issues: How Sourcing and Evidence-Based Writing Impacts Students' Opinions
Major
History
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
CNS Atrium
Start Date
4-11-2026 8:30 AM
End Date
4-11-2026 9:45 AM
Abstract
In today's classrooms, history has become increasingly challenging for teachers to address. Many topics are now considered too controversial, and students are often reluctant to share their perspectives. However, becoming democratic citizens requires students to express their opinions and support them with evidence. The main driving question of the self-study is how implementing sourcing and evidence-based writing can affect how high school students express and view their opinions. The self-study uses the College, Career, and Civic Life (C3) Framework and its connections with the English Common Core Standards as the framework. The study was conducted in a junior-level United States History class with a diverse range of learners. All the students in the study were required to take this class. The collected data included students' assignments, writing, and tests. Over time, these assignments evolved from simple fact-finding tasks to opportunities for students to develop and defend their own viewpoints. Many lessons addressed controversial topics, allowing students to exercise choice and to express their opinions.
Teaching Controversial Issues: How Sourcing and Evidence-Based Writing Impacts Students' Opinions
CNS Atrium
In today's classrooms, history has become increasingly challenging for teachers to address. Many topics are now considered too controversial, and students are often reluctant to share their perspectives. However, becoming democratic citizens requires students to express their opinions and support them with evidence. The main driving question of the self-study is how implementing sourcing and evidence-based writing can affect how high school students express and view their opinions. The self-study uses the College, Career, and Civic Life (C3) Framework and its connections with the English Common Core Standards as the framework. The study was conducted in a junior-level United States History class with a diverse range of learners. All the students in the study were required to take this class. The collected data included students' assignments, writing, and tests. Over time, these assignments evolved from simple fact-finding tasks to opportunities for students to develop and defend their own viewpoints. Many lessons addressed controversial topics, allowing students to exercise choice and to express their opinions.