Abstract
Statement of the Problem In K-12 educational institutions, educators are dedicated to teaching students how to be active citizens in this democracy. However, while educators do their best to teach to the standards and prepare students for the rigors of academia, they sometimes shy away from parts of curricular materials and subsequent instruction, or generally exclude them in teaching. Rather than merely lecturing to students in a banking model approach, this project suggests unconventional teaching styles focusing on lesson plans with problematized, generative, and unconventional themes. Teaching controversial subject matter can be made into teachable moments that will expand the teachers’ and students’ knowledge, perspectives, and skill sets. The project begins with an example of controversial subject matter introduced in a classroom improperly in that it was not used to maximize students’ educational experience. A discussion continues bridging the idea of constructive uses of teachable moments and instructional methodology. The project ends with a presentation on ImprovEd with quotes and feedback from graduate students about the inclusion of different approaches and ImprovEd in classroom instruction. Sources of Information The project was created using the book Teachers Act Up! by M. Cahnmann-Taylor and M. Souto-Manning (2010), which highlighted theories from Augusto Boal’s Theatre of the Oppressed and Paulo Friere’s Pedagogy of the Oppressed. Also, the American Library Association (ALA) and Banned books: Challenging our freedom to read by Doyle (2007) were referenced in the development of the project. The author created lesson plans and developed a matrix with detailed information about a selection of banned and challenged books as well as controversial material. Conversations about banned books and challenged materials are integrated into the text to connect the readers with techniques for increased problem solving, critical analysis, and impactful democratic citizenship. Conclusion Reached The author came across many articles supporting direct confrontation of controversial subject matter in the classroom with students. Disposable crutches such as using music as an instructional tool are discussed in relationship to student learning in the classroom. The suggestions in ImprovEd will assist teachers to better facilitate discussions and transform their classrooms into a safe space for controversial issues to be explored further. The project advocates for educators to become compelled to integrate controversial materials and banned books into the classroom. Underneath the facilitation of an informed and responsible adult with purposeful lesson planning, the author believes ImprovEd or modifications of the material found within the project will be impactful for teachers and students alike.