I really liked that activity that we did today. Partly because I like debating what to do in real life situations, and partly because it gives a practical application for everything we have done so far. We have learned a lot of theory and this was a way to apply what we have learned. I wish we had time for more situations because I like this kind of thing.
I think the one I was most adamant about was the housing one. (And I know most people disagree with me about that one.) I guess my thought is that most kids aren't going to remember the majority of the facts that you teach them. That's just a fact. But I think kids will remember the messages you send them. And if a kid left high school and said, "Miss Milner canceled a community service trip we were supposed to take because it was a discriminatory organization, and instead we did a project that helped ANYONE in need," I think I will have sent the right message. An important part of this would be how you say it (I think Emily emphasized important point when we were talking about the Thanksgiving project). I wouldn't want the kid to leave to say "Miss Milner canceled our trip because she doesn't like Christian organizations." Cancelling this trip would require a lengthy discussion with the students (not a lecture) about what is wrong about this and arranging an alternative.
I want my future students to know that I will stand up for what is right; if that means challenging the administration, the community, the PTO, or cancelling a trip, I want them to know I will try to do what is right. And that is as important as any lesson about Napoleon or the Adams-Oneid treaty that I could be teaching.