Teachers often desire meaningful classroom discussions, but frequently shy away from introducing controversial topics. An instructional activity “Where Do You Stand?” was developed and used regularly with the goal of engaging students in discussion around politicized and divisive issues. Over 3 years of use in a secondary social studies classroom, benefits of fostering democratic citizenship and engaging a range of multiple intelligences were observed. Beyond social studies, there are viable adaptations for use across content areas, in multiple forms, and recommendations to maximize the observed benefits. “Where Do You Stand?” offers teachers an opportunity to invite learners into critically important conversations.
ArmstrongT. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
2.
AyersW. (2004). Teaching toward freedom: Moral commitment and ethical action in the classroom. Boston, MA: Beacon Press.
3.
BeaneJ. A. (2005). A reason to teach: Creating classrooms of dignity and hope. Portsmouth, NH: Heinemann.
4.
BeaneJ. A.AppleM. W. (2007). The case for democratic schools. In AppleM. W.BeaneJ. A. (Eds.), Democratic schools: Lessons in powerful education (2nd ed., pp. 1-29). Portsmouth, NH: Heinemann.
5.
ChristenburyL.LindbolmK. (2016). Making the journey: Being and becoming a teacher of English language arts. Portsmouth, NH: Heinemann.
6.
CityE. A. (2014). Talking to learn. Educational Leadership, 72(3), 10-16.
7.
DenigS. T. (2004). Multiple intelligences and learning styles: Two complementary dimensions. Teachers College Record, 106, 96-111.
8.
DeweyJ. (1916). Democracy and education. In BoydstonJ. A. (Ed.), John Dewey: The middle works, 1899-1924: The electronic edition (Vol. 9, pp. 1-370). Carbondale: Southern Illinois University Press.
9.
DeweyJ. (1954). The public and its problem. Athens, OH: Swallow Press. (Original work published 1927)
10.
DunnR.DenigS.LovelaceM. K. (2001). Multiple intelligences and learning styles: Two sides of the same coin or different strokes for different folks?Teacher Librarian, 28(3), 9-15.
11.
FemiaJ. (1975). Hegemony and consciousness in the thought of Antonio Gramsci. Political Studies, 23, 29-48.
12.
GardnerH. (2006). Multiple intelligences: New horizons. New York, NY: Basic Books.
13.
GardnerH. (2011). Frames of mind. New York, NY: Basic Books. (Original work published 1983)
14.
GardnerH.HatchT. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9.
15.
GramsciA. (1971). Selections from the prison notebooks (HoareQ.SmithG. N., Eds. & Trans.). New York, NY: International Press.
16.
GreeneM. (1993). Diversity and inclusion: Toward a curriculum for human beings. Teachers College Record, 95, 211-221.
17.
GutmannA. (1993). Democracy & democratic education. Studies in Philosophy and Education, 12(1), 1-9.
18.
GutmannA. (1999). Democratic education. Princeton, NJ: Princeton University Press.
19.
HessD. (2011). Discussions that drive democracy. Educational Leadership, 69(1), 69-73.
20.
HyttenK. (2017). Democracy and education in the United States. Oxford Research Encyclopedia of Education. doi:10.1093/acrefore/9780190264093.013.2
21.
JournellW. (2016). Introduction: Teaching social issues in the social studies classroom. In JournellW. (Ed.), Teaching social studies in an era of divisiveness: The challenges of discussing social issues in a non-partisan way (pp. 1-12). Lanham, MD: Rowman & Littlefield.
22.
McAvoyP. (2016). Preparing young adults for polarized America. In JournellW. (Ed.), Teaching social studies in an era of divisiveness: The challenges of discussing social issues in a non-partisan way (pp. 31-46). Lanham, MD: Rowman & Littlefield.
23.
McAvoyP.HessD. (2013). Classroom deliberation in an era of political polarization. Curriculum Inquiry, 43, 14-47.
24.
MeierD. (2003). So what does it take to build a school for democracy?Phi Delta Kappan, 85, 15-21.
25.
MerriamS. B.TisdellE. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). San Francisco, CA: Jossey-Bass.
26.
NolenJ. L. (2003). Multiple intelligences in the classroom. Educational Leadership, 124, 115-119.
ParkerW. C.HessD. (2000). Teaching with and for discussion. Teaching and Teacher Education, 17, 273-289.
29.
SilverH. F.StrongR. W.PeriniM. J. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandria, VA: Association for Supervision and Curriculum Development.
30.
StanfordP. (2003). Multiple intelligence for every classroom. Intervention in School and Clinic, 39, 80-85.
31.
StitzleinS. M. (2012). The right to dissent and its implications for schooling. Educational Theory, 62(1), 41-58.
32.
StitzleinS. M. (2014). Habits of democracy: A Deweyan approach to citizenship education in America today. Education and Culture, 30, 61-86.
33.
Thayer-BaconB. (2008). Beyond liberal democracy in schools: The power of pluralism. New York, NY: Teachers College Press.
