Home | How It Works | Stats Login | Register         Case: Why Should I Listen? As part of my 7th grade Social Studies curriculum, I have to talk about slavery, the civil rights movement, etc. The topic ultimately leads to a discussion of how Whites oppressed Blacks. I try to present these topics in a way that does not suggest any guilt. This year, one of my students had a very bad reaction. When we were talking about the civil rights, John, one of my well-behaved but opinionated students, got up and said that he did not want to listen to this lesson anymore, because all we did was to demonize the White people. Three other students openly agreed with him saying that these topics made them angry. I have to cover these topics because they are a part of my curriculum. Also, I believe in the importance teaching children about these inequalities. However, it seems like the way I teach, which is mainly based on lectures and small group work, is making my White students uncomfortable. What should I do to make sure that my White students do not feel offended by these topics? Solution: (Rates are posted for this solution!) Sometimes for middle school students, it is very difficult to separate what happened in the past from where we are today. It would be essential to discuss that the lessons that you will be teaching will be evolking big feelings in some students, on both sides of the topic. I have had experience with students empathizing with the oppressed to the point of tears, which is not a bad thing, but preparing them ahead of time for emotions to be engaged has helped. Also, the way that the information is presented may be more influential than realized. One possible way to present these lessons would be to discuss the problem of oppression, slavery, and then brainstorm possible solutions before discussing the facts of what happened historically. Then, a discussion could be pursued where a comparison of the ideas that the class brainstormed and what actually happened could follow. This presents the facts as less personal, and more historically factual, and at the same time gives the students the chance to think about other possible solutions.