Teaching Contentious Topics

Engaging with controversial subjects allows students to improve argumentation and communication skills, both written and oral. Students can form and defend their positions, consider counterarguments, and refine their ability to present ideas persuasively. These experiences promote critical thinking, requiring students to evaluate evidence, recognize bias, and articulate complex ideas clearly. In turn, they build confidence in navigating disagreement and participating in informed, respectful dialogue—skills essential for academic, professional, and civic life. 

Contentious topics push students beyond simplistic “yes” or “no” positions. While students may hold strong views about a topic, they must be attentive to the muddy and often messy areas where things are not always clear. Exposure to scholarly literature, multiple perspectives, and opportunities to construct and articulate their positions can help them develop appreciation for the complexity of issues and encourage them to come to a more comprehensive understanding of the world beyond the classroom. 

When students engage with complex subjects, they have the opportunity to encounter a range of perspectives, experiences, and worldviews. This exposure can cultivate intellectual humility and appreciation for diversity of thought but also advances the academic mission. When framed critically, it can foster civil engagement and social responsibility, building a stronger sense of community in the classroom where students feel heard and respected, even when they disagree. 

Engagement with contentious topics can sometimes lose momentum when students feel uncertain about expressing their views, leading to awkward silences or disengagement. According to DeTemple and Sarrouf (2017), these situations often occur when students make assumptions about others’ intentions or perspectives rather than seeking to understand them. 

Without intentional structure and guidance, constructive dialogue can shift to full-on conflict where students engage in personal attacks rather than reasoned argumentation. This risk increases when there is a lack of classroom discussion guidelines or when the classroom climate does not feel psychologically safe. Approaches to lower this risk, including creating class guidelines and fostering a respectful and equitable learning environment are discussed on the Strategies tab. 

Some students may already have firmly entrenched views and refuse to consider alternative perspectives when engaging with particular topics. When students only engage with perspectives that align with their own, class discussions risk becoming echo chambers rather than spaces for genuine intellectual engagement.  

Some students may have personal experiences that make certain topics particularly sensitive, or triggering. Acknowledgement of systemic racism, gender-based and sexual violence, or geopolitical conflicts, for example, can evoke strong emotional responses, making it essential for educators to create a supportive learning environment and make students aware of supports available to them beyond the classroom. 

Certain topics may disproportionately affect students from equity-deserving and intersecting identity groups, making them feel singled out, burdened with representing their entire community, or silenced. This risk increases when course content does not reflect multiple identities, and when prior class interactions have not actively sought out a range of voices. 

Educators must also be mindful of how their own perspectives may influence the way they teach. If students perceive the educator as biased toward one side of an issue, they may feel hesitant to express dissenting views. This is particularly challenging when class topics have not been framed around multiple perspectives from the start.

To address these risks, educators can employ strategies such as co-creating clear guidelines for respectful dialogue with students, using evidence-based reasoning, providing content warnings, and creating a supportive classroom environment rooted in care that encourages a diversity of voices and ideas. More ideas are shared in the “Strategies” tab. 

The Human Rights Tribunal of Ontario (HRTO) recognizes the fundamental role of freedom of expression, particularly in academic settings. While freedom of expression does not override human rights protections, speech that is critical or offensive alone does not necessarily constitute discrimination or harassment under the Ontario Human Rights Code (Human Rights Code, 1990). 

In McKenzie v. Isla, 2012 HRTO 1908, the Tribunal emphasized that: 

“[E]xpression which is merely unpopular, distasteful or contrary to the mainstream, or merely offends, shocks or disturbs the State or any sector of the population, is protected by the guarantee of freedom of expression.” (para. 34, citing Irwin Toy Ltd. v. Quebec (Attorney General)). 

The HRTO has generally avoided restricting speech in public debates, warning that excessive limitations could have a chilling effect on dialogue (para. 39). However, speech that constitutes a pattern of vexatious conduct, harassment, or discrimination is not protected (para. 41). 

McMaster University upholds freedom of expression as essential to academic integrity and the pursuit of knowledge. The university encourages respectful and informed debate, recognizing the importance of diverse perspectives while ensuring that discussions are conducted with mutual respect and human dignity. McMaster also acknowledges existing power imbalances within the community and strives to create an environment where meaningful discourse can occur, ensuring that all voices have the opportunity to be heard.  

As part of Bill 166, McMaster has implemented policies to address racism, discrimination, and hate on campus. The university’s Statement on Bill 166 highlights key commitments, including: 

• Creating an Inclusive Learning Environment: Educators should facilitate respectful discussions while ensuring diverse voices are heard. 
• Reporting Mechanisms: Students can report discrimination or harassment, including anonymous complaints. 
• Timely Responses: Formal complaints receive an initial response within 30 days and aim to be resolved within 12 months. 
• Policy Awareness: Educators should familiarize themselves with McMaster’s Discrimination & Harassment Policy to handle situations effectively and complete all required trainings. 
• Community Definition: The definition of the University Community now includes guest speakers in addition to students, staff, faculty, administrators and other roles. 

McMaster distinguishes between academic freedom, which is a faculty-specific privilege, and freedom of expression, which applies to all community members. McMaster’s Statement on Academic Freedom outlines faculty members’ rights to explore ideas freely while maintaining professional and ethical responsibility. 

Inclusive Excellence & the Role of Educators

McMaster’s Inclusive Excellence Framework challenges traditional notions of meritocracy and acknowledges systemic barriers to equity. Educators play a critical role in fostering an inclusive academic environment by: 

• Employing inclusive teaching strategies that respect diverse perspectives. 
• Engaging in professional development on equity, diversity, and inclusion (EDI). 
• Ensuring all students feel valued and heard in academic discussions. 

Clarify your Department Chair’s expectations for how contentious topics are taught. Consider sharing your approach to managing student conflict in past teaching experiences and seek your Chair’s perspective on how you might approach new experiences similarly or differently. You can also ask how they have navigated similar situations. Additionally, you may wish to enquire whether instructors who have previously taught the course (or similar subjects) have passed on insights that you could learn from, including any challenges they encountered and their recommendations for preventing or responding to those challenges. 

Before you introduce a contentious topic in your course, ensure that you prepare all members of your instructional team, such as Teaching Assistants and Co-Instructors (if applicable). Informing them in advance about your plans to teach contentious topics allows you to reassure them of your preparedness, clarify their roles and responsibilities, address any questions or concerns, and foster a shared approach. You may also wish to consider welcoming their feedback afterwards to refine your approach moving forward. 

Connect with colleagues in your department and/or peers who also teach contentious topics. You may choose to ask for input on your planned class activities, your approach to facilitating discourse, or your strategies for managing conflict. Alternatively, you may ask them what strategies have been effective in their own teaching experiences. 

Be aware of protocols related to personal and classroom safety. While such situations are rare, it is possible that heightened emotions or conflict could escalate. For your own peace of mind, familiarize yourself with emergency procedures, know how to quickly access support if needed, and consider how you will communicate safety protocols to your students. Proactively preparing for a range of possibilities can help you feel more confident in managing unexpected moments and contribute to a sense of security for everyone in the learning environment. 

At McMaster University, information about emergency services can be found through Campus Safety Services. The McMaster Emergency Guidebook provides detailed protocols on how to respond in various situations and lists on- and off-campus emergency phone numbers. Educators are encouraged to review this information and ensure they know how to access emergency assistance while on campus. Additionally, McMaster’s Human Resources Services offers guidance on Psychological Health and Safety, providing resources and support to foster a safe and healthy workplace environment. 

Familiarize yourself with the range of health and wellness support resources available to you and your students, including those located on-campus as well as in your local community. Prepare how and when you will share these resources with students as part of your process of teaching a contentious topic. Knowing how and when to access or refer to these supports can make a meaningful difference to well-being. 

At McMaster University, on-campus support resources include the Equity and Inclusion Office, Student Wellness Centre, Student Case Management Office, University Health and Safety, and more. You can view comprehensive lists of available support resources as well as services for students and staff through the Student Affairs website.  

Align with Course Learning Outcomes

Before introducing a contentious topic in your course, reflect on your course learning outcomes and ask yourself:  

• What do I want students to learn from or about the contentious topic?  
• How will this learning fit with other learning in the course?  
• How will engaging with this topic help students develop specific skills or knowledge? 
• How will student learning related to this topic be assessed? 

Plan your approach to engaging students with the topic, keeping your answers to these questions in mind. Avoid planning activities that lead to binary or shallow arguments and instead prepare opportunities that invite students to analyze, evaluate, and develop evidence-based arguments. 

Assess Fit with Your Discipline

Make a habit of framing course topics through the lens of disciplinary inquiry. This may include raising critical questions such as: 

• What types of evidence are valued in this field? What is not valued, and why? 
• What professional standards, practices or assumptions shape this discipline? How might these standards include or exclude different ways of knowing or being? 
• Whose voices and perspectives are centred in this discipline? Whose are missing or silenced? 

This framing will help students understand—and question—the intellectual practices of the discipline, which can be utilized as a starting point for introducing class activities related to the contentious topic. It can also help with establishing the link between the contentious topic and the course learning outcomes.  

Foster a Respectful and Equitable Learning Environment

Strive to ensure all students feel respected and encouraged to participate thoughtfully, even with challenging viewpoints. This might look like fostering awareness that classroom dynamics are embedded within broader societal power structures and acknowledging how those structures influence comfort and whose perspectives gain prominence. You may also acknowledge that individuals from marginalized groups often face greater scrutiny or skepticism and discuss how you plan to take deliberate steps to ensure diverse perspectives are included, valued and truly heard (Sensoy & DiAngelo, 2014). 

Cultivate Skilled, Rigorous, and Equitable Discourse

Recognize that engaging in productive discourse, especially on contentious topics, is a skill requiring practice and development, grounded in an awareness of social realities. Encourage students to approach discussions with intellectual humility. This involves acknowledging that knowledge is shaped by lived experiences and social contexts, and also recognizing that the ability to engage in detached intellectualization can itself be a privilege, potentially less accessible or safe for those directly impacted (Leonardo & Porter, 2010).  

Model Open-Mindedness and Critical Evaluation

Demonstrate a commitment to ongoing learning by encouraging students to question where arguments come from and whose interests they serve. Help students understand that institutions like academia, science, and media have historically given more power to dominant groups to shape and spread ideas—sometimes even spreading false or harmful claims, such as the pseudo-scientific beliefs once used to justify racial hierarchies. By modeling this approach, you can teach students to evaluate arguments not only based on how well they are presented, but also by looking at their sources, historical context, funding, and whether they challenge or reinforce existing power structures (Teaching Perspective—Ncheteach.org, 2020). 

Promote Self-Reflection

Incorporate independent reflective exercises into class—such as short writing assignments, voice notes, or optional think-pair-shares —that prompt students to reflect on their positionalities, values, biases, and perspectives (Center for New Designs in Learning and Scholarship [CNDLS], n.d.). Model deep reflection by sharing your own, where appropriate. To support accessibility and varied learning needs, offer multiple ways for students to engage in reflection (e.g., written, oral, visual, or alternative formats). Use these exercises to reinforce that individuals approach learning and topics from different lived experiences, which shape how they interpret and engage with issues. 

Encourage Perspective-Taking

Cultivate a classroom culture that values critical inquiry, engagement with complexity, and a willingness to examine different perspectives. Expose students to a range of diverse viewpoints through scholarly works, media, guest speakers, and structured activities such as engaging with counterarguments or analyzing real-world case studies. When inviting guest speakers, be mindful of their alignment with the university’s values and the learning environment being cultivated, as guest speakers are now covered under Bill 166. 

Support Constructive Engagement with Emotions

Acknowledge that contentious topics can evoke strong emotions but emphasize that discomfort is not inherently harmful and can be an essential part of learning (CNDLS, n.d.). Encourage students to engage with difficult topics in a way that balances self-awareness with accountability, recognizing when emotional responses help deepen understanding versus when they are used to shut down discussion and maintain existing power structures. Distinguish genuine harm from discomfort that arises from confronting difficult truths and be attentive to how defensiveness—especially from people in privileged positions—can recentre power. 

Create Class Guidelines

Co-develop classroom guidelines with students before a contentious topic is introduced. You, or your entire class, may wish to consult resources such as the University of Michigan’s Center for Research on Teaching and Learning Guidelines for Classroom Interactions or Dr. Kathy Obear’s resource Using a DEI Lens as We Develop Recommendations for How to “Come Back to Work” as you collaborate to identify appropriate guidelines for your context. 

One way to begin this exercise is by asking students to reflect on what has or hasn’t made past discussions helpful for their learning (Brookfield & Preskill, 2005). If students suggest a “safe” learning environment as the ideal, probe their thinking about what this means. You may wish to reframe this as a “brave” or “accountable” space (York University Teaching Commons, n.d.) or taking a “controversy with civility” approach rather than an “agree to disagree” one (University of New Brunswick [UNB], n.d.). These frameworks can support the class in developing or revising guidelines that encourage the expression of multiple perspectives, taking responsibility for impact, embracing discomfort, and welcoming critical inquiry as part of the learning process. 

Consider the Timing

Gauge the current climate within the course and beyond before introducing a contentious topic. Consider how current events and students’ unique lived experience may shape their engagement. As noted previously, some students may engage with contentious topics as more of an intellectual exercise, whereas other students may be deeply emotionally connected with them (York University Teaching Commons, n.d.). If you suspect that tensions could be high, consider facilitating activities that provide multiple means of engagement for your students, such as allowing individual written responses instead of verbal participation, or opting out entirely (University of Minnesota Center for Educational Innovation [CEI], n.d.). 

Evaluate Content and Communication Competency

Ensure students have the required background knowledge and understand various perspectives necessary to engage meaningfully with a contentious topic. You can help them prepare through assigned readings, reflective questions, and providing discussion prompts in advance. You may also ask students to submit preparatory notes or arguments, bring evidence to class supporting different viewpoints, or complete a short reflection gauging their content understanding and openness to critique. 

Outline Participation Expectations

Clarify whether and how student participation with a contentious topic will be assessed. Consult sample rubrics and evaluation surveys such as Northwestern University’s Searle Centre Rubric for Classroom Discussion or the University of Central Florida‘s Teaching Online Pedagogical Repository Create Discussion Rubrics as you draft your evaluation scheme. Incorporate flexibility via multiple participation formats (e.g. verbal, written, polling). 

If you are planning to facilitate synchronous or in-class engagement with a contentious topic, you may wish to communicate the general structure of the activity in advance: What will students be asked to do? What aspects of a contentious topic will they be prompted to discuss? Will each student be expected (and able) to respond to each prompt, or will their participation be considered for the activity as a whole? 

Help Students Self-Assess Their Preparedness

Consider implementing a pre-assessment (e.g., an ungraded quiz, written reflection, or anonymous survey) that students can use to gauge their own preparedness for engaging with a contentious topic. Provide a content warning that outlines what ideas students will prompted to engage with. Ask students to evaluate their understanding of the content and class communication guidelines and encourage reflection on their own positionality and biases. These prompts can help students identify content areas where they may need further clarity, while also fostering greater self-awareness and readiness to participate constructively with their peers. 

Self-Assess Your Preparedness

It is also critical that you take time to reflect on your own readiness for teaching a contentious topic. Consider your views in relation to the issue and be mindful of your biases as you plan to engage with students. Plan out how you will respond if you become upset or offended. This may include counting to ten before speaking (simple but effective!) or adjusting your perception in the moment from one of judgement to one of curiosity about the student’s meaning (University of Waterloo Centre for Teaching Excellence [CTE], n.d.). 

If you are planning to lead a class discussion in particular, consider your experience facilitating discussions and approaches to conflict. You can use time during the term to facilitate discussions on other topics to practice asking effective questions, incorporating multiple perspectives, creating opportunities for all students to contribute, and intuiting when students need a thinking break or the conversation has come to an end. You can also draft phrases you can say during a discussion to open the conversation, redirect, solicit a different opinion, and wrap it up (CEI, n.d.).  

If you instead wish to facilitate some sort of asynchronous student engagement, consider activities such as journalling or the use of moderated digital platforms to solicit students’ reflections (York University Teaching Commons, n.d.). 

Ultimately, if you decide that you aren’t currently prepared to teach a contentious topic, plan how you will be transparent about that with your students. Acknowledge the importance of the issue and state that you don’t feel prepared, at that time, to facilitate meaningful engagement (York University Teaching Commons, n.d.).  

Start with Common Ground

When introducing a contentious topic, begin by reminding students of relevant content in the course materials to give students a common starting point (CEI, n.d.). You may also wish to remind students of the co-developed class guidelines. 

Use Effective Prompts

Ask focused, open-ended questions that foster exploration and multiple perspectives rather than agreement. Avoid posing leading questions with a hidden “right” answer or binary answers. You will want to refrain from jumping in immediately if students are silent on a topic and instead give them the opportunity to process information and think about what they want to say (Brookfield & Preskill, 2005). However, have backup engagement options prepared (e.g., a quick write, small group reflection, or pause to regroup) so that you have a plan B in place in case the discussion truly stalls (CEI, n.d.). 

Have Students Write Out Their First Response

Consider using a strategy that eases students into engaging with the topic. One way to achieve this is by giving students time to write down their responses to a discussion prompt before participating verbally. This can help students be more intentional about what they want to say (and how) before they say it. Furthermore, giving all students dedicated time to quietly formulate their thoughts benefits students who need more time to process. This approach may be effective in soliciting a greater diversity of perspectives being shared on the topic. 

Have Students Take an Opposing Viewpoint

Encourage students’ appreciation of different perspectives by prompting students to consider how peers with opposing viewpoints might respond to their arguments (by sharing verbally, writing down, or simply taking a minute to think). This reflection encourages students to think critically about their own assumptions and their perspectives, as well as the assumptions and perspectives of others. 

Use Small Groups or Paired Sharing

Consider whether arranging students in small groups would enrich students’ engagement and learning. This may help students feel more at ease in sharing their views as they get to formulate and communicate their thoughts in front of just a few peers first, before contributing to larger group conversations. 

Thoughtfully Structure Debates

If planning to facilitate a debate, be aware that traditional debates risk oversimplifying contentious issues into binary choices, which may increase the risk of conflict. Instead, use formats that foster nuanced understanding. 

To organize a debate, you might: 

• Utilize Perspective-Based Roles: Representing roles based on specific groups (e.g., community, industry, government) instead of just two opposing sides highlights the multi-faceted nature of complex problems. 
• Assign Viewpoints: Delegating specific perspectives encourages students to conduct deep research into a viewpoint—potentially one they do not personally hold (as is the case in reverse debates)—and ensures a diversity of perspectives is covered. However, care should be taken when assigning roles that could cause harm or re-traumatization, particularly if a student is asked to argue against their identity, values, or lived experiences. Offering an opt-out option or allowing private conversations about role assignments can help mitigate this risk. 
• Approve Viewpoints: Allowing students to choose their roles can increase engagement. However, this method requires careful oversight to avoid reinforcing biases. You can manage this by integrating perspective-taking exercises and holding a thorough debrief after the debate to explore different viewpoints and challenge assumptions. 
• Emphasize Learning Objectives and Boundaries: Reinforce that the purpose of the debate is not about “winning” but about demonstrating an understanding of issues through well-researched, credible evidence and logical reasoning. Remind students of boundaries established through class guidelines and make clear your plans to step in when needed to ensure that the focus remains on constructive learning. 

Offer Flexible Participation Options

No matter the type of activity or teaching approach you choose to use, provide students with a few options for participation. This allows students to select the mode of participation that works best for them—whether that’s verbal discussion, written responses, or interactive tools like polls or shared documents. Furthermore, when this approach is paired with a self-assessment of their readiness to engage with a contentious topic, this may help students select the option that is most appropriate to their level of preparedness and will most effectively enable them to succeed in their learning. 

Check Your Understanding

As needed, share back your understanding of students’ statements to avoid misinterpretation. This not only gives students the opportunity to clarify their positions and reflect on their meaning and intent, but also helps ensure that the impact of their words is acknowledged and addressed. If doing so in a synchronous learning environment, taking this approach also supports a shared understanding within the class and helps to create a more respectful and inclusive learning environment (CTE, n.d.). 

Honour Lived Experience

While focusing on arguments rather than individuals may help prevent conflict, it is also important to recognize that some arguments are inseparable from personal identity and lived experience. Focusing on ideas can promote rational discourse, reduce personal attacks, and foster open-mindedness; however, in discussions on topics such as race, gender, or social justice, asking people to detach from their perspectives can invalidate lived experiences. Emotional responses, particularly from those affected by systemic oppression, are not merely reactions but integral to understanding the impact of an issue. At the same time, the same topic can evoke different emotional responses among students: while some may experience grief or anger, other students may feel defensiveness or anxiety if the conversation challenges deeply held beliefs or aspects of their identity. 

Be Prepared to Manage Conflict

Expect some tension or discomfort amongst students. When facilitating a synchronous activity, be ready to swiftly and calmly pause if tension is escalating, or if a boundary has been crossed. To feel ready for these possibilities, it can be helpful to have some key phrases prepared: 

• “Let’s pause for a moment. This topic is bringing up strong reactions.” 
• “We can circle back to that point if time permits, but for now let’s come back to the [question at hand/course materials].” 
• “Let’s revisit our guidelines and return to respectful dialogue.” 
• “Let’s take a moment to examine some of the assumptions that may be underlying that statement.” 
• You may even need to interrupt speech that is harmful or targeting others: “I’m going to stop you here as I’m concerned about the impact of that comment.” (CEI, n.d.) 

Resources like the ACTION Framework for Responding to Harm can assist with generating additional phrases (Souza, 2018). Additionally, allocating extra time in your teaching plan can provide flexibility in case conflict resolution, extended discussion, or debriefing requires more time than originally planned. 

Have Safety Resources at the Ready

As recommended previously, ensure you are familiar with safety protocols and know how to quickly reach out for assistance. 

At McMaster University, you can contact Campus Safety Services in the unlikely event a situation arises that seems alarming or threatening. Review the McMaster Emergency Guidebook for detailed protocols on how to respond in various situations and to make note of both on- and off-campus emergency phone numbers. for detailed protocols on how to respond in various situations and to make note of both on- and off-campus emergency phone numbers. 

Summarize and Connect to Learning Outcomes

Wrap up the activity by summarizing key points and connecting back to course materials and learning goals. You may also wish to comment on the activity’s process, reflecting on the class guidelines and identifying communication competencies that were practiced. 

Create Opportunity for Student Reflection

Invite students to consider multiple sides of an issue in a post-activity critical reflection, which you can collect as a “ticket out the door” at the conclusion of the activity or at the start of the following lesson. Use prompts to help students reflect on both the content and the process, such as “What did you learn from hearing other perspectives?”, and “How did the activity affect your views?” Given that this exercise could be emotionally fatiguing for some students, offer an opt-out option or a choice in how students reflect, or on which question they reflect upon. 

Solicit Feedback

Invite anonymous feedback from students about how the activity went. This is especially important if tensions seemed high: 

• What supported your learning?  
• Did you feel able to engage and contribute?  
• What felt challenging?  
• What suggestions do you have for future class activities? (York University Teaching Commons, n.d.). 

Make sure to summarize and report back on student feedback at the next class. 

Follow Up on Potential Harms

Be mindful that some students may react in an immediate and visible way during the activity, while others may experience invisible or delayed reactions. To honour the variety of student reactions to the contentious topic, set aside some time at the beginning of the next class to acknowledge potential impacts of the activity on student well-being and learning, and invite students to contact you if they wish to discuss their experiences. If you notice signs of distress during or after the session, you may wish to reach out to the student(s) directly to acknowledge their response, to offer to chat, and/or to connect them with supports (Centre for Excellence in Learning and Teaching Toronto Metropolitan University, 2023).  

Debrief with a Colleague

It can be helpful to debrief the class activity with a trusted colleague, especially if you had an emotional response to it. Processing out loud can help you clarify what you wish to share back with the class at the next session, as well as what you might do differently next time. 

Describe your discussion, including a brief overview of the topic and at least one learning goal that outlines your aims for what students will achieve by discussing this contentious topic. Connect this goal back to your course learning outcomes to ensure the learning goal aligns with the purpose of the course. 

• Discussion topic:  
• Learning goal for participating in the discussion: 
  • By the end of this discussion, my students should be able to… [some actionable goal related to student learning]. 
• Relevant course learning outcome(s): 

List at least three things you will do to set the stage throughout the term leading up to the contentious discussion. Be specific so that these intentions become successfully incorporated into your course schedule. What exactly will you do, and when? 

Reflect on your preparedness to teach the contentious topic in your course. Consider the current climate within the course, and beyond, along with your values and biases, and your knowledge of the topic. Also, consider your experience facilitating discussions and responding to conflict. What knowledge and skills are you prepared with to teach the contentious topic? What knowledge and skills still need to be developed before doing so? How and when will you address these learning needs in order to feel prepared? 

• Note one or two things that you will do to ensure students are prepared for before engaging with the contentious topic: 

• Draft some talking points or a full script for how you plan to introduce the contentious topic to the class: 
• Write out the key questions or prompts you intend to pose to the class. You may also wish to identify some phrases you can use to redirect, question, introduce a pause, or conclude the discussion: 
• Describe the facilitation strategies you will use to engage students with the topic (e.g. have them write out their first response before speaking, using small groups): 

• Note at least two strategies you may take to respond to challenges or moments of conflict should they arise during the discussion: 
• Draft two or more sentences you can say to address tensions that arise:  

• Describe your approach to wrapping up the discussion. What strategies will you use for closure… 
  • During class?
  • After class? 
• If any student(s) seem particularly upset from the discussion, what is your plan for following up? 
• How will you process and reflect on the contentious discussion?