While teaching controversial issues in Social Science class, you should:

Concept: Effective teaching of controversial or sensitive issues in Social Science follows a core teaching-aptitude principle: such topics should never be silenced, but they must be facilitated deliberately — the teacher plans the discussion in advance (how the topic is introduced, what ground rules will keep the exchange respectful, and how differing viewpoints get space) so students can engage critically with real-world complexity without the classroom turning into an unmanaged confrontation.

Application: Applying this to the classroom scenario in the question, the teacher should take controversial issues up with proper planning to initiate a dignified discussion — deciding in advance how the topic will be introduced, what ground rules will keep the exchange respectful, and how differing viewpoints will be given space, so students develop critical thinking in a structured, safe setting.

Contrast — why the other approaches fall short:

• Completely avoiding confrontations means the teacher steers clear of any debate or disagreement over the topic, so students never get to engage with opposing viewpoints or grapple with the real complexity the issue carries.

• Taking issues up only occasionally with brief discussion gives too little time and preparation for a topic that needs structured facilitation, so the discussion stays superficial.

• Restricting discussion to only the non-hurtful aspects filters out the very complexity that makes the issue controversial, so students get a sanitized, incomplete picture rather than genuine critical engagement.

Result: a planned, dignified discussion is the approach that lets students engage critically with sensitive content while keeping the classroom respectful and safe.