Engaging in meaningful and respectful discourse by listening actively, asking relevant questions, responding appropriately, and adjusting communication to audiences and purposes (source ELAR Vertical Alignment)

Communication with the intention to enhance understanding of topics of mutual importance or public concern. Civil discourse facilitate interaction with people who may have differing opinions or beliefs through active listening, relevant questioning, and responding appropriately.

Does this mean that the teacher allows controversial topics to be discussed? This depends upon the age of the students, the course, and the teacher's professional judgment. Make sure to refer to the attached document below about Texas laws concerning what information can be broached in discussions and how certain subject matter is handled in classrooms. The Teacher Education Agency (TEA) advises educators to discuss information framed within the TEKS rather than choosing random ideas. An example of this would be to talk about the different perspectives of people who lived in the colonies during the Revolutionary War and their counterparts in Great Britain.

Topics in the social studies TEKS

Current events (refer to this document about Texas laws)

Development of social studies connections

Topics that are relevant to individual students and their local, state, national, or world community (examples can range from making sure the school is safe and clean to how to rid the planet of pollution and toxins)

Differing viewpoints or interpretations that can be taken on an issue

Establish and teach expectations on using foundational language to establish civil discourse when speaking to a classmate about social studies topics. Either you as the teacher can create these or you can also enlist the students to help you to establish the expectations. Click here for more information on this topic.

It is paramount that you do not just refer to these expectations once and then never talk about them again. Discuss the expectations thoroughly with the students by providing specific examples and modeling the desired behaviors. Each time you cover this standard, read the expectations out loud, and clearly explain what you expect to hear and see in the classroom. Make sure to practice these behaviors with the students to reinforce understanding. Click here for more information on this topic.

One person speaks at a time.

Use a “Level 2” voice when talking to your partner.

Stay on topic.

Ask relevant (may need to discuss what this looks and sounds like with younger students) questions when you do not understand something.

Respect your partner by actively listening, holding eye contact, and responding in an appropriate manner. (may need to discuss what appropriate looks and sounds like with younger students)

Use your thinking skills to see multiple perspectives or each point of view of a particular situation.

Turn and talk to your partner about the the differences in how the Spanish and the Native Americans viewed the exploration of Texas. I am going to turn the timer on for 2 minutes. Be prepared to share your answer or your partner’s answer when called upon.

Turn on the timer. Walk around the classroom monitoring students and correct and ask questions as needed. Give students a warning at the 30 second mark so they can be prepared when the timer goes off.

Use a randomizer (digital or otherwise) to call on 2-3 students to share their answer or their partner’s answer with the group.

It is recommended that the teacher or another student record the information on chart paper or the board in order for students to visually experience the various answers.

Wrap up the discussion by asking volunteers or students chosen randomly to summarize what was said and any themes or overarching ideas that came about from the interaction.