AbstractIn this final thesis, I examine controversial issues, topics, and subjects found in the literaturestudents use in upper middle school and high school. Its main objective is to determine whatproblems the literature leaves teachers to solve and what tactics, methods, and tools theycan use in the classroom.Overall, the literature is neutral in terms of language. As a result, it is difficult to distinguishcontroversial subjects, issues, and topics. It is important for teachers to complement theliterature with materials that fill in the gap between the time when the material was publishedand the time when students use it. There are times when material writers choose not toprovide perspective and nuance. To some degree, this is to meet some of the curriculum'srequirements, but at the expense of a broader perspective. Consequently, some of thematerial could lead students to view the world and the future in a negative light.As a result, teachers might not be able to maintain that much is being done to make theworld a better place, and some of it is succeeding.The Tactics, tools and methods the literature present is to not always give nuancedperspectives to make it easier for the students to accept the content. As a result of thedemand for equality among sexes, ethnicities, and sexual orientations, that has become areality. The point is that a nuanced perspective might expose the students to views thatoppose equality and human rights. The literature provides students with concrete ideas onhow they can impact income equality in the future as parents. By forming a family, thestudents will gain everyday political power. In general, the literature focuses more on thefuture of the student than on what can be done today.