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In The Ten Point Model for Teaching Controversial Issues, the writer emphasizes the importance of having children form initial questions and collecting information, and self reflection as well as group discussion are encouraged in order to summarize children’s thoughts about a question (Kiefer et al., 2019). In the video featuring author David Alexander Robertson, the teacher discusses helping students to find connections between themselves and the characters in the story on residential schools. This is related to the Ten Point Model as students actively take part in reflecting about themselves in relation to the characters in the story, and they’re given a space in the classroom to ask teachers questions, as the teacher had put it, some were very personal questions which relate to the kids in the book. By asking questions, students demonstrate that they are actively thinking about the lived experiences of the characters and putting themselves in their shoes. Both the video and the book emphasizes asking question and collective information as a means to build connections to character who may have lived difficult experiences compared to us.

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The videos of Robertson (2017) and Swartz (2020) both address the notion of empathy and building connections when it comes to teaching tough topics. The Robertson video suggests that students can come to learn about tough topics through empathizing with the characters in the stories they read — something that can happen at a very simple level and continue to grow as the students progress through school. Similarly, Swartz suggests that addressing tough topics, for whatever reason the teacher may feel the need to do so, can build empathy and guide our students toward caring and compassionate futures. I would suggest that this connects particularly with Points #7 and 8 in Kiefer & Tyson (2014). These points suggest that students should have the opportunity to individually reflect and write about their responses to difficult topics. In doing so, they can begin to articulate their ideas and forge their own connections to the characters and stories. Following this, it is recommended that students build on these responses in individual or groups. By sharing their ideas with others, students are developing perspective-taking skills and learning different means of approaching difficult topics which can ultimately also contribute to their development of empathy.

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All of the videos this week showed how powerful books an be in teaching children about difficult topics. It is through stories that children are able to experience all types of situations in life and get a practice run in how to deal with them. In this week’s video about the story, “When We Were Alone”, By: David Alexander Robertson, he describes his idea of allowing the children to share their personal interpretations of the challenging topic and using various scaffolding questions to help them critically think, helping themselves discover the answers. The example used in the video has to do with explaining what happened to the Indigenous children if they misbehaved at the residential school. An effective way that the author describes is that he has explained it to the children by asking them to think about what happens to them when they misbehave. In this way he forced the students to make a personal connection to the story and the question. The children had to use what they already know to help them critically reflect in order to deduce an appropriate answer.

This relates closely with point 1 and 6 in Kiefer & Tyson’s (2019,) The Ten Point Model for Teaching Controversial Issues.

In point 1 it says that, “Raise the initial question and have the children brainstorm their initial response” (Kiefer et. al., 2019). Students need to brainstorm ideas as this is the stage where they produce all of their thoughts and are able to visually represent what they already know.  As well as their original responses to the concept or issue being studied.

Point 6 of the model states that “If a concept emerges that sparks interest or confusions, pose it as a new question about which information to seek information” (Kiefer et. al, 2019). It is through posing new questions to get more or new  information from students that a teacher is able to work thought the difficult topics in class as this process helps the teacher to gauge at what level the students are and up until what point the students are ready to learn about these difficult topics. Changing the way they look at a challenging topic helps children make their own connections and interpret the issue to their own levels

Personally, in my teaching practice, I would like to use The Ten Point Model for Teaching Controversial Issues with the insights from the videos in order to be able to address difficult topics in class in an appropriate  and effective way. I believe that children are capable of grasping concepts and understanding a lot more than what we give them credit for and knowing how to evaluate just how much they can is crucial to be able to teach challenging themes and topics. By allowing children themselves to demonstrate how much they know and how much they are able to handle helps me as a teacher with respect to how to go about teaching these topics. Through active class discussions and guided discovery led by the teacher, students are thinking critically and being autonomous in their learning as well.

References

Kiefer, B., Tyson, C., et al. (2019). Chapter one: Knowing children’s literature, pp. 2-27. In Charlotte Huck’s Children’s Literature: A Brief Guide (3rd Edition). New York: McGraw-Hill Education

Video #1: Teaching Difficult Subjects with When We Were Alone

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The video featuring David Alexander Robertson tackled strategies on how to approach challenging topics such as residential schools from an earlier age. Including this book in the lesson introduces the topic and provides a space for students to discuss and ask questions pertaining to the issues presented in the text which in the case of the video was residential schools. The hope is that they take what they learn as a foundation and add on to this knowledge as they go into other grades. This practice reflects step number five which is continuing the process of gathering information. Students once the book was completed gathered around and asked questions that piqued their interest and were encouraged to ask questions. The different information gathered from each question helped add to each student’s knowledge on the topic. As a future education, I would love to use the ten step model in order to properly teach controversial issues in a matter that is allows the student to think more critically.

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The Ten-Point model as described in Kiefer & Tyson (2014) illustrates a collaborative approach inclusive of students and the teacher. Asking open-ended but specific questions about a topic can provide opportunities for students to ask about and think out loud their wonderings. Incorporating student voice in this way is critical to keep students engaged with a topic that may be challenging. Importantly, within this model, the teacher is that of a facilitator - moving the discussion along and asking clarifying/guiding questions, allowing students to reflect and listen to what each other are saying with greater meaning and understanding.

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In a preschool classroom, like David  in the first video, I feel that it is often difficult to introduce controversial subjects because there is always a sense of wondering if it is appropriate and how to best go about incorporating it into the curriculum. I usually discuss topics that revolve around differences within the group to promote acceptance amongst classmates such as race. To do so, I implement the first point in Kiefer & Tyson's (2014) Ten-Point Model which encourages students to brainstorm ideas based on the initial question raised by the teacher. This is similar to how Swartz (2020) described teachers addressing tough topics and how using picture books on the subject and having the students respond is a good starting point to deliberately incorporating those topics into the curriculum.

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The Ten-Point Model uses a respectful process of children's current knowledge about controversial topics and encourages a collaborative approach in discovering what children know, what they think they know and what they want to know about a topic.  The two videos address children's literature as a developmentally appropriate approach to teaching difficult subjects.   Each resource highlights the need for children to learn through connecting to the topic appropriately.  Stories are an excellent introduction to challenging issues that allow students to think critically and question the topic, stimulating students' engagement in learning more from different perspectives.   I introduce topics through storybooks and use that as a springboard to start a conversation about the topic.

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In the video of David Robertson, he meets with a classroom teacher who utilizes his book, When We Were Alone, to teach children about residential schools. This teacher incorporates the Ten Point Model when she asks her students if they have any further questions and inquiries about residential schools and notes that they are curious if students in residential schools were allowed to bring their teddies, and communicate with their parents. This method is similar to number 2 of the model which is “List of things to find out more about” (Kiefer, Tyson et al., 2019). Not only as a future education but also as a future parent, I definitely want to introduce literature that tackles tough subjects and controversial issues.

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Both videos suggested that teachers/educators should bring up difficult matters within the classroom through literature to help children develop deeper and more meaningful thoughts and ideas. I think the Ten Point Model is a great tool to help with these situations. The Ten Point Model allows for both collaboration with peers, teachers and parents, as well as individual researching. The model allows for students to have a great number of different opinions that allow them to form a better understanding of difficult topics while reading through the literature. The model is great because some literatures are easier to understand for some students, whereas different literature can be difficult for others.

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What struck me in the videos and the reading was the importance of meeting children at their own level and providing space for inquiry that will help them expand their knowledge in an age-appropriate way. I loved the methods for answering tough questions posed by the students in the first video and the 10 point method read to me as providing the same type of space for students to explore as far as they feel comfortable with. In the climate change example, the websites proposed were all children-friendly and I think that’s important as the internet is such a huge place with all types of information. The emphasis on talking to people rather than looking for reliable sources concerned me a bit and I hope that this method would be tough alongside digital literacy.

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As the educators in both videos mention, children’s literature, like picture books, provides an excellent and appropriate opportunity to broach difficult but necessary topics, with students. As the teacher suggests in the first video, picture books allows for these topics to be introduced in a safe way that children can relate to and understand, while limiting some of the more sensitive details, to build a foundational knowledge on these topics. Through children’s literature, students’ knowledge of these subjects can continue to grow, allowing for a more thorough understanding to begin or enhance the analysis experience suggested by the Ten-Point Model (Kiefer et al., 2019).

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Both videos discuss how educators should approach difficult conversations and subject matter in the classroom. As such, one way that educators can start a conversation on a heavy topic is through literature. From my own personal experience, using historical fiction helped me begin conversations about residential schools with my grade 6 class because they were able to gain the perspective of a Indigenous child, and were able to ask questions about the event. However, prior to discussing these heavy conversation, the teacher has to establish a safe place to have these conversations. As mentioned in the 10-point model, it is the first step to establish a safe environment so that children are not scared to share their thoughts, questions and concerns with one another and add onto the conversation. In essence, the 10-point model is something every educator should use and the usage of literature whenever possible. I know lots of people that avoid uncomfortable conversations. However, these conversations are important as it will help our students become more aware of the world.

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Teaching difficult and sensitive subjects can be intimidating but literature can be a great tool to start a conversation. Swartz (2020) mentions that the curriculum won’t always directly tell teachers to teach a certain difficult subject, but teachers need to make the deliberate decision to add it to their program because they believe it’s important. The Ten-Point Model for Teaching Controversial Issues by Susan Jones helps teachers navigate this challenging part of education. The book When We Were Alone was well introduced by the teacher in the video and aligns with the first steps of the Ten-Point Model because the teacher introduces the subject and children are allowed to ask questions. I really like this Ten-Point Model because I feel it can be adapted to different age groups and used in most classrooms. I will definitely be referring to it in the future!

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Both videos highlighted the power books have in helping students to develop empathy and learn about difficult topics. I especially appreciated how the teacher in Video 1 compared the foundational numeracy and literacy work that sets students up for future learning to introducing topics that can be extended and developed further in future grades. Picture books provide many rich opportunities for beginning conversations and shedding light on issues, injustices and the need for change.

All of the points on the ten-point model for teaching controversial topics are helpful—but two that I see used often and effectively at my school are 2 (creating a list of “Things to find out more about”) and 5 (continue the process of finding information). One of our classes participated this year in the Global Read Aloud, reading Planet Omar: Accidental Trouble Magnet by Zanib Mian, which explores bullying and Islamophobia. Our students had so many questions about the Muslim faith, racism and vocabulary that was new to them. Recording their questions and looking for answers enriched the reading process and led to rich conversations, new understandings and their ability to make connections in new ways.

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When approaching a difficult topic in the classroom, it is often effective to do so through literature.  When introducing a new piece of literature to a class, it is often best to preface the book with questioning the class about what they know about the subject area.  This “free flow of ideas” in this discussion period allows for students to “question their assumptions and listen to others’ ideas” (Kiefer, Tyson et al., 2019, p. 22). It also allows for the educator to assess what students already know about the subject, the misconceptions they have, and what still needs to be learned and addressed.

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Rather than choosing a book about a difficult topic and just discussing it, using literature to navigate controversial topics is an intentional, and mindful practice. Activating students’ prior knowledge and inviting them to share current beliefs and feelings without fear of judgment opens to the door to learning about new vocabulary, terms, and sensitive topics. Children can empathize, grow, and understand social justice on a deeper level when they are given the opportunity to repeatedly reflect on their learning as new information continuously adjusts the lens through which they see a controversial topic.

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The 10-point model for teaching controversial issues emphasizes student curiosity, participation, and resourcefulness. After assessing what they already know, students are encouraged to investigate further, to share information with their peers, to reflect on their learning at a level that respects their development, and to initiate change through community projects (Kiefer, 2018, p. 20). Pamela Dirkson adheres to the model’s spirit by facilitating group discussions which capitalize on students’ experiences while respecting their developmental level (Portage & Main Press, 2017, 1:31). Larry Swartz notes that teachers need to teach difficult topics in the classroom despite curriculum omissions and personal apprehensions (Swartz, 2020, 3:23). As a teacher, I plan on scheduling independent reading times and providing students with my own collection of books that valourize diversity, accompanied by journals for reflecting and asking questions such as: What challenges did the characters face? How did the book make you feel about the characters, the challenges, etc.? Write a question you have about the book that was not answered. Students would also be given weekly opportunities to discuss what they've read recently. I think it would be a good way to encourage kids to read, to share their thoughts with their peers, and to discuss and then investigate a topic in more detail with the goal of enacting change.

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When teaching controversial issues, giving students the chance to ask questions about the topic is imperative to initiate conversation and get students thinking about what they already know (and don’t know) about the topic. The first step in the Ten-Point Model for Teaching Controversial Issues involves raising initial questions that children have on the topic, which was demonstrated in this week’s video that explored the picturebook When We Were Alone by David Alexander Robertson. To teach young students about residential schools, the teacher in the video had them ask questions (students asked things such as “Did they get to bring their stuffies? Did they get to call their parents?”). When students think about these questions, they are fundamentally trying to connect their understanding and their own lives to others.  As mentioned by Schwartz (2020), using picturebooks to teach difficult subjects can help students develop empathy, understanding, and compassion. In my own practice as a student teacher, I’ve taught students the difficult topic of slavery. I integrated this into our language block and as a first step, had students ask questions about the topic. By listening to their responses, I was able to grasp where to begin when teaching this difficult topic and use appropriate resources, such as picture books like Before She was Harriett (Cline-Ransome, 2017) to help gather information and continue the questioning process.

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David Alexander Robertson's When We Were Alone is shown as a great example of teaching difficult topics in the video. I really enjoyed the teacher in the video and her take on teaching. She mentions that you can teach these difficult topics but in small bits as to not overwhelm younger students. I very much agree with this. Introducing the topic of residential schools through the book and connecting it with their lives; what would it be like to have your life controlled, to be away from your families, to not have your things? This teaches empathy that will be helpful to build upon in later grades as the topic is taught more in depth. This is something I will consider in my career going forward.

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I believe that picture books are a great way to introduce important concepts and topics to students that might spark conversations that could be sensitive or challenging to discuss. As an educator, I think I am careful as to what types of books I read to my students when I am teaching specific concepts. I tend to use the book as a way to introduce topics. I have used a variety of books in my teaching practice, one example that I have used is Four Feet, Two Sandals. This book opened up a conversation for students and many of them are able to make connections. Today, as educators we are faced with many different challenging topics of discussion in the classroom, however there are now many different resources that have been created that share personal experiences so that students can make personal connections.

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The video that explored the book When We Were Alone by David Alexander Robertson and it’s wonderful applications in an early primary level classroom was very inspiring. The teacher highlighted in the video discussed her role as an early child educator laying the foundational work for many of the these sensitive subjects, including Canada’s history with residential schools. Similar to teaching the foundation in topics such as literacy and math, educators can do the same with Canadian history at a very young age by scaffolding the layers of knowledge. Specific details are not appropriate for young leaners, but as they go through school these topics will be revisited and can reflect and learn about such details as a mature learner. Like the teacher in the video, the Ten Point Model suggest the teacher takes on the roles of a facilitator who prompts reflective dialogue, building on their empathy.

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As mentioned in the videos this week, as well as the readings last week, picture books can be really important in helping students develop empathy topics and scenarios. It is important that students can gain perspective on difficult topics and picturebooks can allow for this to happen in an age appropriate way where students can gain insight in a way that they understand. Both the videos this week and the Ten- Point Model discuss the importance of having discussions where students are able to ask questions that they might have and picture books allow a great start for a discussion to happen.

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When we choose some difficult topics through children's literature, we should consider whether children are ready to meet these topics. Therefore, teachers should gradually recommend reading materials to students from simple (happy ending) to difficult (thought-provoking ending) and follow the ten-point model for teaching controversial issues. Especially in the in-class discussion, teachers set aside enough discussion topics to help children better understand controversial topics. The purpose of young students attending school is not just to learn vocabulary or sentence structures, but also to know more about what actually happens in the real world. Therefore, the topics of these difficult topics are very necessary to help children make the transition in thought.

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These resources demonstrated how we can teach children both controversial and difficult topics/issues. I really resonated with the readings/videos this week, as it reminded me of an experience I had during my practicum last year. During this time, I was working in a Grade ⅚ classroom and my associate teacher asked me to take on the role of teaching social studies, specifically First Nations and Europeans in New France and Early Canada. When I was told this, I froze, as this was a topic that I was not familiar with and did not feel confident teaching. I think this uncertainty stemmed from the lack of resources and the lack of knowledge I had in regard to teaching more controversial and sensitive subjects. However, the resources this week emphasized the importance of exposing children to these difficult topics, in order to help them form a deeper understanding and make those connections. To help me teach this topic, I used children’s literature, which was highlighted in the videos, as a great way to reach students at their level and help start these conversations. Using children’s literature to teach these subjects is also a great way to lay the foundation for future learning, as it provides students with the opportunity to ask questions, conduct their own research and share their findings on these topics (Kiefer et al., 2019). Overall, the videos and reading this week helped me to see just how important it is to have these conversations with my students, no matter how difficult it may be, as this can be the start of a more authentic and meaningful learning experience for everyone.

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I think a good picture book is a great way to start a conversation about a tough or uncomfortable, sensitive topic in the classroom. This is definitely something I have incorporated in my practice because it opens up the students being empathetic and using books like When We Were Alone fits one of the steps of the Ten Point Model. I know it was different for me when I went to school and so now as an educator there are so many new things and conversations I am faced with that I am continuously educating myself on. I agree with the point Larry Swartz made about, how we need to take small steps and have in depth effective conversations where students can express their feelings about a specific topic. In the Chapter reading, it outlines the importance of addressing these everyday life issues and allowing children to grasp an understanding of what is happening around them at a critical understanding level. Another point I agree with is step 9 of the Ten Point Model because I think communication with parents is also key to demonstrate to them the conversations being had in the classroom so they can have those follow up conversations at home either before or after as well.

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It is important to know your students, be intentional and follow a structure when using children’s literature as a tool to teach difficult topics. The video that discusses the book When We Were Alone provided examples of the personal questions asked by young students. The realization that young children will likely ask questions that are at their developmental level makes me less hesitant to use the Ten Point Model in my classroom. The Ten Point Model's inquiry methodology aligns with my Social Studies curriculum and could be used to teach the difficult topic of equality of all human beings in my grade three classroom (Alberta, 2005).

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A well written and intentional children's book is an ideal place to start difficult or sensitive conversations in the classroom (and with your own children). Using a book like When We Were Alone is in line with Step 1 of The Ten-Point Model for Teaching Controversial Issues. The book raises the initial topic and then allows space for a discourse with the children. As the teacher (Pamela) in the first video indicated, the book was the starting point for a conversation. The children responded with personal questions, trying to envision themselves in the same situation.

Although I am not a classroom teacher, I would imagine that if I wanted to approach a sensitive subject with a group of students, I would also start with a book. Be it fiction, non-fiction, poetry, etc. beginning with a book is a way for students to imagine and engage with the subject. This is also a common practice for parenting - as many will turn to books to explain transitions in their child's life (potty training, welcoming a new sibling, death of a grandparent or pet, etc.).

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Teachers find it challenging to teach controversial issues to students (Kiefer, Tyson et al., 2019). Susan Jones created The Ten-Point Model for teaching controversial issues (Kiefer, Tyson et al., 2019). In step 3, students are asked to gather information about the topic (Kiefer, Tyson et al., 2019). Step 3 is an important step for teachers to be prepared for because teachers need to be aware of literature that deals with controversial issues. I appreciated learning about the book called, When We Were Alone by David Alexander Robertson because this book is about residential schools and the audience is geared to elementary children. It can be difficult for teachers to know what reference materials they should refer their students to when discussing controversial issues.

As a special education teacher, I am asked frequently about books that discuss diversity. For example, last month I was approached by a teacher that said she had a child that was diagnosed with autism in her class. This child frequently showed behaviors in class such as screaming and throwing things. This teacher wanted to read a book to the class that might explain these behaviors and help the students show empathy and understanding when students have extreme behaviors in class. For my final paper, I am exploring books that discuss students with disabilities. Does anyone know of a good book they use that discusses disabilities to students?

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The Ten-Point Model is similar to the project-based learning I used for environmental education that is typically consisted of 3 steps: (1) Identification of a problem (2) Exploration & Discussion (3) Solution &/Conclusion; all done in a safe, open and flexible learning environment.

Larry Swartz talked about teachers’ need for an entrance point of introducing a sensitive topic, and the video of When we were alone addressed the importance of “simplicity to relate” between personal and societal stories for students. I appreciate the implicit art that children’s literature allows educators to adopt a structurally simple yet pragmatic approach to teach sensitive topics.

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In the middle school years, the age group of my classroom, we do not know how, or if at all, they were taught about certain issues. We cannot assume they all read appropriate, foundation setting, children’s books on difficult topics. Posing discussion questions and brainstorming on the issue can help start the conversation. Children’s books can be used in almost every classroom, as outlined in both videos, the books can be used as “building blocks” and “springboards” to discuss hard topics. From here, teachers can purposefully address any misconceptions, define vocabulary and list unanswered questions to return to - all strategies outlined in the Ten-point Model.

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Reading stories about sensitive topics allows the students to connect with these issues and how they might surround them, by emphasizing with the characters in the book and understanding situations the characters might go through. I believe that, learning “sensitive topics” from a young age creates an important base, that is when these topics come up later on as students’ progress in their learning journey. By being exposed to these topics children start to develop a certain understanding which will later help them get oriented when acquiring further knowledge about a certain topic. As mentioned in the Ten-point model, by adding discussions to the reading students are able to continue gathering of information by identify certain points from different perspectives!

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The two videos and the ten-point model both discuss how educators should approach heavy topics through children's literature and guide the discussion. For instance, I believe that the first step of the ten-point model is vital  ("Raise the initial question and have the children brainstorm all their initial responses") because it allows every student in the class to share their lived experiences (and there is no right/wrong answer to one's experience). Allowing students to freely draw from their experiences really opens up a class dialogue to introduce any literature/topic and provides an opportunity for the class to question and add onto each other's thoughts. But also, the key is to "write them down," which I often record on chart paper (i.e. mind maps/graphic organizers) where students can visualize their contributions to compare and dissect further in relation to the texts.

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The video highlighting “When We Were Alone”, discusses the importance of reading a book that has issues children can relate to at their age. In my classroom, I have noticed if the students can’t relate the situation to an experience in their own lives it is difficult for them to empathize with the characters in the story and to understand the extent of the problem. In relation to the ten point model, I have found this subsequently makes it difficult for the students to brainstorm questions because they don’t fully understand the initial problem or scenario. As the teacher explains it is about the initial exposure, not necessarily the whole story, that sparks the brainstorming of the ten point model. This propels my future teaching by understanding that my initial focus needs to be on finding a book with appropriate age level issues that my students can relate to at their stage of development.

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I think that a well written book about a difficult or sensitive subject can be a good way to help the educator correctly introduce a topic to their students. It can be a way to spark conversation and a way that students can engage with material for the first time or continue their learning about a topic. The first video that discusses the book When We Were Alone also touches on this by allowing students to begin to understand in their own way based on their own lived experiences what children in residential schools went through. As a new teacher, when talking about difficult topic, I often use a book to help explain it, not only does it allow them to understand the material at their own reading level but also allows them to listen, empathize, understand, develop questions etc. while continuing to learn. This goes with the Ten-Point Model for Teaching Controversial Issues, because students have opportunities to brainstorm what they know, what they want to explore further, develop questions and investigate their thinking through reading, writing and discussions.