Last updated on: 4/16/2019 | Author:

Teachers’ Comments about

  1. “We use it in our government class for our Judicial Unit on Culture War. Procon gives students a perspective into both Secular Progressive and Orthodox Traditionalist views. So we will initially define these two perspectives and then align topics to have students research. Your page/site offers insights that are current, far left, far right and options that are more center of the aisle.”
    Kevin Muff, Social Sciences Teacher at Topeka Washburn Rural High School (Topeka, KS), Mar. 25, 2019 
  2. “I have been teaching fifth graders to evaluate websites for their usefulness when looking for information. One topic we spend time on is bias in reporting. I use to illustrate to students that there are sites that give both sides of an issue.”
    Rebecca Wyant, Media Coordinator at Blackburn Elementary School (Newton, NC), Mar. 11, 2019 
  3. “I used ProCon to teach my students how to delineate an argument and identify claims, evidence and reasoning. Students read, mapped both sides of the argument and engaged in a debate. They learned to look at evidence and remove strong emotion from debate in order to strengthen arguments.”
    Amy Hosinski, 8th Grade English Language Arts Teacher at Selma Middle School (Selma, NC), Feb. 23, 2019 
  4. “I use to generate topics and text for students to discuss. Students read the multiple perspectives presented, develop an open ended discussion based question, and practice their discussion in larger groups. It is quite the process, often very challenging to facilitate, but extremely rewarding to see their growth. It is challenging to find text that presents topics of high interest, but also with two different sides. Therefore, I appreciate the topics that provides! Thank you!”
    Kaitlyn Macdonald, Teacher at American Elementary School (Bakersfield, CA), Feb. 20, 2019 
  5. “I used extensively when teaching the Current Issues Challenge Based Learning course in our high school. It was a fantastic tool for teaching students how to understand both sides of an argument/debate/discussion. It was also used as a platform to start pertinent discussions. As a current Health teacher, I use it to help my sophomores start to hone their skills in debate/discussion preparation and understanding how to use purposeful research and how to cite that research.”
    Mark Yader, Social Studies / P.E. Teacher / Health Dept. Chair at Bremen High School (Bremen, IN), Feb. 3, 2019 
  6. “I have used articles in my opinion/persuasive writing units for many years. Sometimes I provide the topics and print off the related articles so that my students can find facts from them. Other times, I have allowed students to choose their topic and use as a reliable source for them to begin their own research.”
    Jennifer Robinson, Teacher at Long Meadow Elementary School (Rochester Hills, MI), Jan. 26, 2019 
  7. “I used the lesson plan ideas in class and found them incredibly useful. This is my first time teaching speech and debate and I was thrown into it after never having even participated in it at school. This website was very useful to me in being a better teacher to my students. My students were also able to find tips and tricks to help them create better talking points for their debates.””
    Dani LaDue, Choir and Speech/Debate Teacher at Neosho Junior High School (Neosho, MO), Jan. 14, 2019 
  8. “I teach an undergraduate Marriage Equality course and use the site to provide historical information in an accessible, clean format. The students then map the timeline to the social and political shifts. From here, they construct narratives that they can use with family and friends to accurately talk about the issue’s history and their point of view.”
    Kristen Shrewsbury, Assistant Professor at James Madison University, Jan. 9, 2019 
  9. “Absolutely love the effort to teach critical thinking. Masterful raising to students’ attention the fact that the *way* information is presented may disclose bias–and even the intention to sway opinion. Extremely needed in this age. Thanks for modeling *how* good and noble people can agree to disagree–agreeably!”
    Randall Long, Dynamic Training Services, Teaching English as a Second Language (Delhi, India), Dec. 11, 2018 
  10. “This website is the first place I tell them to go when conducting research for their Persuasive Essays. I use the topics from this website to drive what I assign the students. I also make use of the Works Cited page for each entry to show students how to ‘follow the bread crumbs’ in the researching process.”
    Christie Kerr, English Teacher at Red Bluff High School (Red Bluff, CA), Dec. 3 2018
  11. “I have used as a resource in workshops for teachers representing kindergarten through grade twelve. Teachers across the board were amazed that there were so many more points of view than they had considered! Teachers felt empowered using this valuable resource, and were extremely enthusiastic! As we practiced listening and speaking skills with current events, and conflicts in literature, we were able to successfully practice effective ways of communicating different points of view through civil discourse~encouraging opinion, paraphrasing, disagreeing, agreeing, adding links, and more! Thank you for adding depth to this important work in civic education, and for these terrific, thought provoking, and time-saving materials!”
    Fran Chadwick, EdD, Professor at California State University San Marcos, Division of Community Engagement (San Marcos, CA), Oct. 26, 2018 
  12. “After being referred to by a teacher friend from another school, I showed my students it. Especially the students involved in the prefectural debate contest loved the website’s resources. They’re so wonderfully organized and cited!”
    Stephen Croft, English teacher at Hanamaki Kita High School (Hanamaki, Japan), Oct. 23, 2018 
  13. “I LOVE how each topic has its own page full of helpful information. It is kind of like a rabbit hole in the sense that you can keep clicking links forever and ever, but it is a rabbit hole in the best possible way. Students are writing position paper essays in which they have to write an essay with much of the information this website offers. It is a one-stop-shop for them!”
    Jess Koors, Teacher at Unity Junior High School – East Campus (Cicero, IL), Oct. 18, 2018


  14. “ProCon is very helpful in that it provides my students an objective, factual source for their arguments and allows them to consider information and views they would never have known to consider otherwise. THANK YOU!!!”
    Bettsie Norton, Contemporary World Issues teacher at Daphne High School (Daphne, AL), Oct. 4, 2018 
  15. “ has been used to teach argumentative strategies and techniques in various ways:(1) Students have learned the value of effective written argumentation through the writing of Argumentative Essays, (2) Students have learned the value of argument as transactional in a Democratic Society, (3) Students have learned effective debate methodology, which has prepared them for Collegiate Debate, (4) Students have learned effective Critical Reflection and have developed genuine Metacognitive Skills.”
    Beth Byers, English teacher at Brooklyn-Guernsey-Malcom Junior-Senior High School (Brooklyn, IA), Apr. 6, 2018
  16. “Socratic seminars are used weekly in my classroom and helps to prep students. I encourage them to look at both sides of an issue and often play devil’s advocate when doing their research. One of the classes is a ninth grade Contemporary Issues class so your site is a wonderful way to introduce BOTH sides of current topics to students.”
    Robin Manning, Contemporary Issues teacher at McKeesport Area High School (McKeesports, PA), Mar. 16, 2018
  17. “I teach Civics and many issues that are relevant to students’ lives can be found on This is a building block to civil discussions and debates on this controversial issues. Students use to build an argument and this stimulates further research to dig deeper into an issue. Whether they agree with opposing views or not, they are learning (and teaching) tolerance in their respectful, guided civil discussions.”
    Sharon Baxley, Social Studies teacher at South Brunswick High School (Southport, NC), Feb. 9, 2018 
  18. “I am in the process of developing a Debate Team at our school. This site helped students view relevant topics with information regarding opposing perspectives/view points, and also helped to strengthen their analytical and evidence finding skills. These gained skills are also some of the initiatives in our School Improvement Plan.”
    Emmanuel C. Fisher, Speech/Debate teacher at Col. E. Brooke Lee Middle School (Silver Spring, MD), Feb. 2, 2018
  19. “I use to teach argumentative writing. Because all of the information they need is in one place, it allows students to focus on the structure of their writing, rather than finding evidence to support their arguments. I allow students to choose a topic, then we print out the ProCon articles and work through writing an argument essay with them.”
    Courtney Irelan, English teacher at St. Maries High School (St. Maries, ID), Dec. 5, 2017
  20. “The article are great because they explain what the issue is, how the controversy began, and gives the other side of the argument. It has give my students opportunities to think critically by giving them a voice in the argument. The is especially important for my shy students because they can learn how to voice their opinion by using the article.”
    Tammy Capela, Language Arts teacher at Standard Middle School (Bakersfield, CA), Dec. 4, 2017
  21. “ is the first place I refer student and staff to for information on issues topics etc. We do “issues/opinion” research in multiple grades and is our first stop for information. While we also subscribe to a couple paid “controversial issues” databases, is our go to resource.”
    Allison Novotarski, School Librarian at Watervliet Junior-Senior High School (Watervliet, NY), Dec. 2, 2017 
  22. “I use as a resource in Opinion/Argumentative writing pieces. Students have a place to read about multiple sides of an issue. The layout helps students easily see and compare pros and cons in order to formulate their own opinion on the subject.”
    Kanoelani Rosenberg, 6th grade teacher at Waiau Elementary School (Pearl City, HI), Sep. 5, 2017 
  23. “I teach reading, writing, and social studies. Students access the website in our non-fiction reading unit to compare author’s purpose. Also, during our argument writing unit students get their first taste of having to defend their position. Students enjoy using this website as a source that the opposition has a difficult time claiming is ‘biased.’ Finally, as current event issues arise in my social studies classes I direct students to review this website to help formulate their opinions as I truly believe this is the most non-partisan source I have found.”
    Scott Wisner, Middle School Social Studies Teacher at Hartland Farms Intermediate School (Brighton, MI), Aug. 17, 2017 
  24. “I teach AP Language, a course in argument. Our goal each year is to bring back civil dialogue, so your resources are great not only because students can look at both sides of a topic and so can better address counterargument and concessions in their writing, but also because they can watch the videos modelling civil discourse.”
    Megan Koon, English Teacher at St. Joseph’s Catholic School (Greenville, SC), Aug. 7, 2017 
  25. “It’s interesting to watch students who ‘think’ they know where they stand on an issue, come to, do research and come to a better understanding than what they had prior.”
    Keith Maletta, English Teacher at Central Cabarrus High School (Concord, NC), June 11, 2017
  26. “I teach gifted and talented students and they have to select debatable issues and then research multiple viewpoints. ProCon is an excellent site for students who are unsure of which issues interest them. I always suggest students start with ProCon.”
    Laura Swenson, Gifted and Talented Teacher at King Phillip Middle School (Hartford, CT), June 26, 2017
  27. “I teach the Language Learning Disabled population in Grade 8 at Middle School South. I use in both Science and Social Studies. We are currently using the arguments for Climate Change and Alternative Energy Sources in our Science classes. It has been an interesting link to Social Studies, where we are discussing the US exit of the Paris Accord. The website explains the arguments succinctly and thoroughly so my students can understand fully.”
    Cari Kennedy, Special Education Teacher at Howell Middle School South (Howell, NJ), June 5, 2017
  28. “We use it as a place to first research on topics, it provides a great deal of information that helps student narrow and focus their informational needs. It helps them think clearer about the topic at hand and what position to take, as well as, how to compare and contrast. also helps students with their references by listing the citations.”
    Rhonda Carter, English and Social Studies Teacher at James H. Groves High School (Wilmington, DE), May 12, 2017
  29. “I use as a baseline source for students to begin their research for controversial issues. This is a great resource for my little ones (7th graders) who are just learning about research and provides them with quality source material without having them lost in Google. For my older students (12th grade), they use to begin their baseline research and establish background on a topic before venturing off into other source material via the Internet.”
    Toni Harr, English Language Arts and Social Studies Teacher at Blacklick Valley Junior-Senior High School, (Nanty Glo, PA), May 10, 2017
  30. “This resource is invaluable! I use it consistently as a classroom resource to enrich students’ knowledge base so they can debate and write about issues coherently, factually, and comprehensively. This website helps them formulate an argument and determine logical reasons and sufficient evidence. Thank you!”
    Kathy Glass, English Teacher and national education consultant, May 4, 2017 
  31. “I used as a way for kids to practice outlining argument essays by choosing a pro or con side of the issue. It was INCREDIBLY effective.”
    Katherine Roberts, Language Arts Teacher at Washington Middle School (Seattle, WA), Apr. 28, 2017 
  32. “The background material and many of the pairings of arguments help develop the question and critical thinking better than I could have on my own. Then too, there is nothing like visually aggressive video to get the attention and participation of teens. Some students changed their opinion 180 degrees based upon material on”
    Paul Samer, History Teacher at Cordova High School (Cordova, TN), Apr. 25, 2017 
  33. “The layout of the arguments is very user friendly. helps students evaluate two sides of an issue and make their own judgements.”
    Stephanie Gaddi, English Teacher at Saint Patrick Catholic School (Carlsbad, CA), Apr. 25, 2017
  34. “I heard about you through another teacher and found your videos on the internet. It has helped my junior high students with writing persuasive papers, and speech students debate. I think you offer an excellent resource to students and teachers. I teach at a small, rural school in Indiana, so the free resource is a huge benefit for my corporation and for me.”
    Sonya Paul, Senior English/Speech Instructor at Blue River Valley Jr. & Sr. High School (Mt. Summit, IN), Apr. 21, 2017 
  35. “I use for inspiration for my students on presentations as a source of information, a starting place to begin research, and a trusted source for fact checking.”
    Nic Behrens, ESL Teacher at Wheat Ridge High School (Wheat Ridge, CO), Apr. 18, 2017 
  36. “ helped students to identify points of contention before writing persuasive research papers.”
    Maria Morgan, English Teacher at East Rutherford High School (Bostic, NC), Mar. 28, 2017 
  37. “ gives students a variety of perspectives to consider as they construct persuasive arguments.”
    Tracie Hackney, Speech Instructor at University of Arkansas, (Fort Smith, AR), Mar. 15, 2017
  38. “ gave an initial set of facts and perspectives and was a springboard into further exploration of the topic.”
    Luisa Latham, ESL Teacher at Valley Torah High School (Valley Village, CA), Mar. 13, 2017 
  39. “ has helped them see both sides of many issues and has been a valuable resource in teaching them to find credible sources.”
    Denise Harbin, English Teacher at Douglas Anderson School of the Arts (Jacksonville, FL), Mar. 9, 2017 
  40. “ is a great resource to use for persuasive writing where students can get a comprehensive view without the dangers of a “blind” internet search.”
    Caralyn Bingham, Extending Learning Program Teacher at Wasatch Elementary School (Salt Lake City, UT), Feb. 16, 2017 
  41. “I chose because the information is research-based and non-biased.”
    Jennifer Peters, English Teacher at Kenney Middle School (Hannibal, NY), Feb. 9, 2017
  42. “ provided viewpoints they may have not been considered.”
    Rachel Makle, Science Teacher at Patch Middle School (DODEA) (Stuttgart, Germany), Feb. 8, 2017
  43. “There are many societal issues that students need to understand both the pros and cons of in order to make educated decisions about their world and what they believe in. I think that makes it easier to access that type of information.”
    Kendra Manon, Spanish Teacher at Gainesville High School (Gainesville, TX), Feb. 3, 2017 
  44. “I love how takes real issues and organizes the information in chunks that my students can understand a little at a time.”
    Megan Cooper, Language Arts Teacher at North Pontotoc Middle School (Ecru, MS), Jan. 26, 2017 
  45. “The students find useful in that it not only gives them pros and cons, but reasoning behind it. They also find the background history helpful during assignments.”
    Leticia Lopez, English Teacher at Clint High School (Clint, TX), Jan. 24, 2017 
  46. “ opened their ideas to more than what they could personally brainstorm for topics or what they could find with a general search.”
    Karrie Wiarda, English Teacher at Aurora High School (Aurora, NE), Jan. 12, 2017 
  47. “ helps us learn the process using easy to access materials that are age and reading level appropriate.”
    Sara Idle, Language Arts Teacher at H. B. Lee Middle School (Gresham, OR), Jan. 10, 2017
  48. “Students were able to access not just opinions, but facts and statistics to back up their argument. provides many good arguments for both sides of a position immediately available.”
    Catherine Lynch, Library Media Specialist at Miller Place High School (Miller Place, NY), Jan. 9, 2017 
  49. “My students were very engaged with the articles on and they are written in student-friendly language without watering down the content. Thank you!”
    Alison Kessler, Language Arts Teacher at Helena Middle School (Helena, AL), Jan. 8, 2017 
  50. “ was incredibly well organized, and helped students to look at both sides of the issues thoroughly. It provides a way for them to see strong evidence of both sides of an argument, and then to really question their own opinions and arguments for validity.”
    Julie Cassel, Civics and Government Teacher at West Marin School (Point Reyes Station, CA), Jan. 8, 2017 
  51. “ is a great tool for choosing evidence in reading materials.”
    Jenny Miller, Librarian at Briarwood School (Camden, TN) Dec. 21, 2016 
  52. “All other sites had a definite agenda and not all were of equal quality to, so it would have been difficult to provide reading from the opposing sites because the sum total did not seem to present the issue equally from both sides.”
    Leah Cappellucci, Math Teacher at School for Exceptional Studies (Lawrence, MA), Dec. 15, 2016
  53. “I run a debate club and organizes so much for them! It gave them an ability to critically think with each other.”
    Ian Joyce, Speech and Debate Teacher at Eastway Middle School (Charlotte, NC), Dec. 7, 2016 
  54. “ fosters curiosity and provides intrinsic motivation.”
    Allison Stits, English Language Arts Teacher at Somerset Continuation High School (Bellflower, CA), Dec. 3, 2016 
  55. “I love when it’s time to teach the students about controversial issues. It is a great starting point for them when they have no idea where to begin.”
    Tammy, Dec. 16, 2016 
  56. “I love educating myself on political issues, and you guys have great background information, helpful videos, and excellent arguments for any side of a major policy stance. I’m also an English teacher, and your site is helpful to my students.”
    Rob, Dec. 16, 2016 
  57. “I am a Language Arts teacher at a high school just outside of Boulder, Colorado and I use with my students to do research on many different topics. The site is amazing! I so appreciate having access to academically appropriate material that I know I, and my students, can count on to be accurate, reliable, and timely. Please continue to do what you do!”
    Elaine, Dec. 12, 2016 
  58. “ is a resource for Information on both sides of an issue without spin.”
    Doug Hershey, History Teacher at Pagosa Springs High School (Pagosa Springs, CO), Nov. 21, 2016
  59. “ provides very timely and useable information promoting thinking.”
    Mark Cox, Communication Art Teacher at Shikellamy High School (Sunbury, PA), Nov. 13th, 2016 
  60. “ is very deep and in depth with facts that students have a great opportunity to read and learn.”
    Joseph Romero, History Teacher at Saratoga Springs High School (Saratoga Springs, NY), Nov. 10, 2016 
  61. “ helps students form an opinion on controversial topics and provides good information on both sides of an issue.”
    Christine Versele, History Teacher at Henry Ford II High School (Sterling Heights, MI), Nov. 4, 2016 
  62. “My students are non-native English speakers, so this was a fabulous opportunity to work with vocabulary, talk about ideas, policies, and history and talk over details for analysis.”
    Lucretia Dovi, English ESOL Teacher at Brewster Technical College (Tampa, FL), Nov. 2, 2016
  63. “Thank you for always demonstrating that there are two sides to every topic. Having issues clearly stated without bias helps students make informed stands on relevant issues.”
    Carol Zocchi, English Language Arts Teacher at Azalea Middle School (Brookings, OR), Oct. 26, 2016 
  64. “Your website has been absolutely invaluable for my students, whether they are doing heavy research on a topic or trying to find a quick synopsis of an issue. Thank you for taking the time to research and present both sides of these important issues so that our citizens can be properly informed.”
    Jason Goslin, Political Science Teacher at Clear Creek Amana High School (Tiffin, IA) Oct. 18, 2016 
  65. “I think allows students to see a non-biased platform for our candidates to educate them on larger issues which can, down the line, help them develop ideas and opinions for themselves.”
    Teri Mills, Social Studies Teacher at China Grove Middle School (China Grove, NC), Oct. 14, 2016
  66. “ helped my students have a discussion about key issues facing our nation and what impact those issues have on them even as teenagers.”
    Laura Teachout, Social Studies Teacher at R.M. Marrs Middle School (Omaha, NE), Oct. 12, 2016
  67. “ points out evidence that most students overlook. It makes them think deeper. It is easy to use and informative.”
    Elizabeth Helm, English Teacher at Hancock County High School (Lewisport, KY), Oct. 7th, 2016 
  68. “With so much information out there for students to process, gave them a reliable source of information that was concise enough for them to be able to apply what they learned and read.”
    Siobhan O’Connell, History Teacher at McDevitt Middle School (Waltham, MA), Oct. 7th, 2016 
  69. “In Social Studies, I am co-teaching a course on Election 2016 and we have found resources on various issues very useful on a nicely designed interface.”
    Alpha DeLap, Librarian at St. Thomas School (Medina, WA), Oct. 7th, 2016
  70. “ helped a lot of my older students who can vote, decide or learn more about a candidate. They were forced to see both sides of the argument and the issues happening today in the world.”
    Kate Coules, Special Education Teacher at Buchanan High School (Buchanan, MI), Oct. 4, 2016
  71. “The reading levels are appropriate and is easy to navigate. The amount of information is awesome.”
    Rich McNeil, Social Studies Teacher at Massapequa High School (Massapequa, NY), Sep. 30, 2016
  72. “ allows the students to evaluate issues in a non-biased way. ProCon provides good explanation of the candidates’ position on the issues.”
    Brian Christianson, Social Studies Teacher at Kern Valley School (Lake Isabella, CA), Sep. 26, 2016 
  73. “Because they were able to look at support and evidence from both sides, they were able to formulate intelligent, more fact-based opinions & claims. We were easily able to break the text on into manageable sections.”
    Ellen Spencer, Special Education Specialist at North County Academy (Carlsbad, CA) Sep. 22, 2016
  74. “Thank you for your work and I appreciate that is available for our students who are emerging in the critical thinking stages of their development.”
    Judy Jenkins, English Teacher at St. John the Baptist (Silver Spring, MD), Sep. 11, 2016 
  75. “The topics and questions are used to provoke a higher level of English and grammar knowledge. Many of the topics are also concerns in Brazil and are adapted to the Brazilian cultural. Many sites offered to ESL or foreign language teaching are too basic and only require yes/no answers. provides deep insight and critical thinking skills to adult conversation classes. It allows for better and interesting discussions.”
    Pamela de Queiroz, English Teacher at Prospectus English Center (Campo Grande, Brazil), Sep. 5, 2016
  76. “ provides an easy format to compare and contrast candidates point of views. Reading about controversial issues seems to motivate my students to engage in class discussion and participate in independent research. It was amazing to see their faces as they learned to evaluate a candidate based on topics of interest to them, rather than popularity or party affiliation. This has been an amazing learning experience for them and myself.”
    Barbara Almaguer, History Teacher at IMater Preparatory Academy (Hialeah, FL), Aug. 28, 2016
  77. “ is a rich source for both sides of an issue to craft an argument. It deepens discussion and helps students form their own opinions.”
    Pearl Butler, Math and ELA Teacher at Stratton Middle School (Stratton, ME), Aug. 26, 2016 
  78. “ introduced students to facets of the issues they hadn’t considered before. Developing the ability to see multiple sides of an issue is a critical skill for college and career readiness.”
    Brandy Zdenek, Language Arts Teacher at Crystal Lake Middle School (Pompano Beach, FL), Aug. 23, 2016 
  79. “As an enhancement to understanding the issues and associating the issues with a candidate, is a wonderful resource.”
    Crista Vogt, Grade School Teacher at Bee Meadow School (Whippany, NJ), Aug. 17, 2016 
  80. “ is useful because it provides clear summaries of candidates’ views and the side-by-side structure helped direct comparisons.”
    Meredith Gavrin, Civics and Government Teacher at New Haven Academy (New Haven, CT), Aug. 16, 2016 
  81. “ helped with research and writing argumentatively. It allowed choice in topics and students had to decide which information best supported their opinion. There is an abundance of information and resources for them to use.”
    Lisa Wireman, Language Arts Teacher at Johnson County Middle School (Paintsville, KY), Aug. 3, 2016
  82. “The pros and cons help my government classes view opinions from different perspectives. teaches young adults to keep open minds and to form their own opinions on important issues. My students come away with a better understanding of issues and possible solutions to problems and conflicts.”
    Amber Tytenicz, Government Teacher at Luther High School (Luther, OK), July 31, 2016 
  83. “This website has been the perfect teaching tool. gives the facts to students and lets them form their own opinion.”
    Frank Lehman, Social Studies Teacher at New Outlook Academy (Pittsburgh, PA), July 12, 2016 
  84. “ is great way to learn about opposing viewpoints on key issues. ProCon Exposed my students to opposing viewpoints on key issues.”
    Bill MacDonald, Social Studies Teacher at Mountain View Youth Development Center (Charleston, ME), July 11, 2016
  85. “ minimized the students’ struggle with research and put the focus on writing skills such as finding evidence, citing quotations, and arguing a counterpoint.”
    Carrie Quinn, English Teacher at Abridge Area High School (Abridge, PA), July 5, 2016
  86. “As a former teacher I think the ProCon website is one of the best online resources for the classroom. It is so easy to navigate, reliable and up to date. It is really the stuff that teachers dream of. Currently in my role as a professional developer, I refer teachers to the site all the time and regularly hear how much they appreciate it and depend on it. It really is a tremendous asset to teachers to have a place to send students to gather reliable information for use in research, debates and controversial conversations. We hear over and over how much teachers love the site. Thank you for the good work!”
    Jill Bass, Director of the Center for Action Civics, July 5, 2016
  87. “ provides a concise overview of arguments/angles on various issues. ProCon is a source of inspiration for topics for classes, debates and essays. It offers lists of pro/con arguments that students and I refer to for a more comprehensive view on an issue after having collected our own ideas.”
    Janka Blanckertz, English Teacher at Sophie School Hannover (Hannover, Germany), June 18, 2016
  88. “All of the vetted research on is so helpful to my learners. It decreases the time they need for research, and the website is organized by topic in a very useful format.”
    Tamara Twiggs, ABE Instructor and Language Arts Teacher at Ronald M. Hubbs Center for Lifelong Learning Adult School (St. Paul, MN), June 14, 2016
  89. “ is an easy website to navigate; reliable information, and balanced. ProCon has excellent topics and such a clean, easy-to-understand layout!”
    Lori Lipkind, English Teacher at Parkway Southwest Middle School (St. Louis, MO), June 9, 2016 
  90. “We haven’t had a library budget in six years, so we don’t always have books on hot topics. I always refer my students to”
    Alaina Crowder, Library Media Specialist at Southampton High School (Courtyard, VA), May 19, 2016
  91. “ gives students a lot of information in a small packet and gets them thinking about broader issues. ProCon is an excellent source for information and a start for curious minds to begin searching for more information.”
    Kathleen Ritzman, English Teacher at Siletz Valley Schools (Newport, OR), May 6, 2016
  92. “Students see great summaries with links to actual sources! Sometimes the media only pushes one side of a debate. helps clarify that it is not ever as settled as many claim.”
    Jeremy Blatchford, Biology & Physical Science Teacher at Redwood Christian High School (San Lorenzo, CA), May 5, 2016
  93. “ Allowed students to see the depth of both sides of the debate, formulate counter arguments and rebuttals, and develop more substantial positions based on evidence.”
    Casey Rummel, English Teacher at Leadership Public Schools Richmond (Richmond, CA), Apr. 28, 2016 
  94. “As students are researching social issues, I want them to realize that every social issue comes from a two-sided argument, and that neither side is completely right or wrong. presents a fairly unbiased look at these issues allowing the students to see the sides and make their own decisions.”
    Bobby Lynch, English Teacher at Middle College High School (Houston, TX), Apr. 21, 2016 
  95. “I use as a tool to analyze debates, informational articles, and critical thinking lessons. It is helping the students learn about controversial topics and how to argue their beliefs.”
    Kobie Griggs, English Teacher at Ceres High School (Turlock, CA), Apr. 12, 2016
  96. “I especially enjoy the videos on, they are very clear and straightforward. The catalog of issues gives kids something out of the ordinary to think about. I teach seniors so critical thinking about controversial issues is important.”
    Carol Mazur, English Teacher at Marana High School (Tucson, AZ), Apr. 11, 2016
  97. “The information on was a resource to compare how the media introduces the news, uses sound bites, spins the story based on liberal or conservative views, and what is relevant news versus sensational news.”
    Andrea Panlilio, Social Studies Teacher at Saint Mary’s College High School (Berkeley, CA), Apr. 6, 2016
  98. “For the past four years, I have taught university level classes in Academic Writing and Business Writing. When they need to write a persuasive essay on current topics, I tell my students to go to ProCon first to get a good understanding of both sides of the issue. From there, I encourage them to use ProCon’s data point resources to find evidence to support their stance and provide proof for their reasons. I love the clean and unbiased way ProCon portrays the background, support, and both sides of the debate. ProCon’s content leads my students to curiosity for a topic, engendering self-learning and self-efficacy. In the end, when students use ProCon as a resource, they produce a better essay that clearly shows critical thinking and well-researched evidence.”
    Jackie Norgord, Lecturer in the Department of Linguistics & Language Development at San José State University (San José, CA), Apr. 28, 2016
  99. “When learning about and analyzing rhetoric, I had students select their own Pro-Con issue from, use the resources available to find one Pro source and one Con source, then examine which source presents its arguments better.”
    Joshua Marx, English Teacher at Glen Burnie High School (Glen Burnie, MD), Mar. 29, 2016
  100. “I am using with my students with IEPs that are in a Class Within a Class English setting. They are doing research and writing an argument paper on a topic of their choice. The students and I both like the variety of topics on and the fact that they are recent and relevant. My students are using this website instead of searching through databases like SIRS.”
    Jennifer Shreve, Special Education Teacher at Summit Lakes Middle School (Lee’s Summit, MO), Mar. 16, 2016
  101. “ provides sources for lessons, a reference material, and opposing views on subject matters in ways to teach empathy and understanding.”
    William Niccum, History Teacher at Simpson Middle School (Marietta, GA), Mar. 14, 2016 
  102. “We have a Social Issues paper which requires an issue that can be argued on two sides. Students must detail both sides of the issue and then state their own opinion. helps immediately see both sides.”
    Alan Siegel, Civics and Government Teacher at Carle Continuation High School (Lower Lake, CA), Mar. 5, 2016 
  103. “We used as a Super Tuesday activity where I had the students pick 10 topics of interest and fill out a table of the candidates views on those issues. Then they took the quiz (LOVE this feature) with the bar graph hidden, then took it again with bar graph registering each answer so that they could see how the candidates aligned with certain issues. The ‘exit tickets’ for the students was a ‘ballot’ in which they picked their choice for each partner, and a ‘winner.'”
    Susan Looger, Social Studies Teacher at Winston Churchill High School (San Antonio, TX), Mar. 1, 2016
  104. “I use to hold mini debates and give students 15 minutes to research a side and then they debate with a partner. It is a great way to learn about issues! After debate prep the room buzzes with excitement as students debate the issue. The best part is all students participate and become invested in the issue!!! It would not be uncommon for the debates continue beyond the classroom and into the hallways!”
    Cory Goetsch, Social Studies Teacher at Aplington-Parkersburg High School (Parkersburg, IA), Feb. 24, 2016
  105. “I used so students could look at the candidates’ stances and arguments on issues. This allowed them to formulate their own positions and consider whom would be their best-matched candidate.”
    Jason Lake, English Teacher at Grays Harbor College (Aberdeen, WA), Feb. 18, 2016 
  106. “In order to help students write impassioned arguments, choice is critical. Teaching students to read multiple perspectives to fully understand a topic and then articulate their opinion based on evidence is a skill that will serve them well now and for years to come. is a well-executed resource that supports curiosity, choice and the value of informing one’s self. Thank you!”
    Angeline Stierch, English Teacher at Randolph Middle School (Randolph, NJ), Feb. 17, 2016
  107. “For an argumentative paper, students had to choose a topic from the top political questions of the year. I taught a unit on argumentation vs. persuasion and made my students find their own resources. I directed them to to get a quick, balanced view of a topic that seemed overwhelming to them.”
    Elizabeth Oosterheert, English Teacher at Pella Christian Grade School (Pella, IA), Feb. 11, 2016 
  108. “I am about to use by pulling information for each candidate and removing the names of the candidates so that the students can analyze the candidates without knowing exactly who believes in what, then have them pick the candidate that they like the most. We will dive into those candidates of choice a little deeper allowing them to compare candidates. is a one-stop shop! How awesome! The side-by-side view was especially helpful!”
    Ashley Hall, Civics Teacher at Holley-Navarre Middle School (Navarre, FL), Feb. 9, 2016 
  109. “ gave my students the information needed to make an informed decision on a variety of topics. The information is available in a format that is very straightforward. I collaborated with one of our Cambridge English teachers to assist his students with viable options for them to find supportive facts for the topics they’ve chosen for their controversial issues essays.”
    Andrea Parisi, Librarian at Colonial High School (Orlando, FL), Feb. 7, 2016
  110. “My students researched topics when studying political parties and ideologies. helped in their critical thinking and understanding of the arguments on both sides of controversial issues. Many of my students refer to it outside of class.”
    Zach Dodson, Social Studies Teacher at Warsaw Community High School (Warsaw, IN), Jan. 28, 2016
  111. “Teaching science, there are MANY controversial topics floating around about an array of topics. It is really nice that shows both sides of the argument, providing the facts that each side uses in their debate. This helps students evaluate the strength of an argument and contributes to a well-informed discussion in the classroom.”
    Matt Lagerstrom, Science Teacher at Grant-Deuel School (Revillo, SD) Jan. 15, 2016 
  112. “In addition to the good analysis on this site, refers to very many other good sites for topics. As a librarian, I encourage students to examine both sides of the issue through, as it helps them to better focus their writings. This is a great “free” alternative to similar paid-for databases. In smaller rural districts that can’t afford those sites, this one is a must-know! Thanks!”
    Rebecca McKee, Librarian at Mabank High School (Mabank, TX) Jan. 14, 2016
  113. “I use to stimulate debate and discussion in our weekly Topic Tuesday Lesson. We discuss current events and gives the students background knowledge to put together their argument when they weren’t familiar with both sides of an issue before.”
    Ian Solstad, Economics Teacher at Princeton High School (Princeton, TX), Jan. 12, 2016 
  114. “ is our primary source of reliable information.”
    Meagan Klinger, English Teacher at One Bright Ray Community High School (Philadelphia, PA), Jan. 11, 2016
  115. “I have referred my students to for research purposes in their college courses. They are required to provide counterarguments in their English, Psychology, and Sociology research papers. Many of them have been grateful for the clear layout, which made it easy to read, analyze, and cite.”
    Bonnie McMurray, Language Arts Teacher at Anson County Early College (Polkton, NC), Jan. 7, 2016 
  116. “I used to demonstrate to the students what good argumentative articles look like. I used the articles to show students that good argumentative essays should have two sides (pro/con).”
    Doug Wampler, English Teacher at Perry Meridian High School (Indianapolis, IN), Jan. 6, 2016 
  117. “I used this site when my students were writing editorials for the school newspaper. I assigned a topic to two students, with one taking a pro stance and the other the con. They didn’t like to be told a viewpoint to use, but I showed the poster on Aristotle’s thought about entertaining thoughts other than our own, and I didn’t have any more complaints. With the next assignment, I let them choose their topic and their stance. When the two writing assignments were finished, we compared the work, effort, intensity, etc. of them.”
    Nancy Gabriel, Communications teacher at St. Edmond Catholic High School (Fort Dodge, IA), Dec. 5, 2015
  118. “I use ProCon to improve the discourse in my classes. It allows students to discover that issues often have many different sides and that no side should be judged better or worse than another without considering the facts used to form the opinions.”
    Ed Craig, History teacher at Lucille M. Brown Middle School (Richmond, VA), Dec. 2, 2015 
  119. “I discovered this wonderful site and led my students to it. I asked them to spend some time touring the site before focusing on their chosen persuasive topics. I also asked them to research both sides of their issue and use the information as sources cited in their bibliographies. It made the students think deeper about their subject, compare and contract views, and critically understand their issue. It also helped to understand the issue by understanding the opposing views as well.”
    Jennifer Aimonetti, Language Arts teacher at Poynter Middle School (Hillsboro, OR), Dec. 2, 2015
  120. “I like to use as a springboard to argumentative essay writing. We look at certain controversial topics, students “take a stand” on one side of the room (or in the middle), and engage in conversation with those standing elsewhere to talk about theirositions. This helps prepare them for the frame of mind necessary in argumentative writing. ProCon opened up the discussion so they could begin to see the validity of their classmates’ opposing opinions. Some were even willing to open their minds and ended up switching sides partly based upon arguments made by their peers. helped them to see the legitimacy of both sides of controversial topics.”
    Sabrina Albright, English teacher at Alvarado Middle School (Union City, CA), Dec. 2, 2015 
  121. “It’s helpful for some of our students to see some plausible sides to arguments rather than just assuming they are right. This provides a starting point for their thinking and from here they can evolve their skills in seeing all sides of a picture.”
    Samuel Kingsbury, Drama teacher at Rift Valley Academy (Kijabe, Kenya), Nov. 11, 2015 
  122. “It definitely has helped improve their critical thinking skills. The resources gathered on helps my students get started on research projects, fuel sources for our in-class debates, and helps them learn to dig into the details around a topic to learn what they truly believe.”
    Timothy Rodman, Social Studies teacher at Walter Johnson High School (Bethesda, MD), Nov. 8, 2015 
  123. “Students were assigned an editorial on a human migration issue. Many students chose undocumented immigration. The pro/con immigration topic provided a resource for students to find evidence as well as examples of articulate, educational and mindful counterclaims.”
    Ryan Jones, Social Studies teacher at Watsonville High School (Watsonville, CA), Oct. 17, 2015 
  124. “ProCon is an awesome source of citable material for the students to use in their essays. It is teaching them how to cite sources, how to identify the material that will best support their point of view, and read critically.”
    Nancy Feldman, English teacher at West Broward High School (Pembroke Pines, FL), Oct. 11, 2015
  125. “Teaching students how it is important to use text based facts to win arguments and setting up in-class debates. In particular, the pro-con argument section provides a good resource for students to see how two sides of an argument can be formulated. It serves as a great basis for teaching students how to debate each other using facts.”
    Barbara Grau, Social Studies teacher at Martha Brown Middle School (Fairport, NY), Sep. 4, 2015
  126. “My class is deeply tied to research and we use often for stimulating discussion and to help with the inquiry process.”
    Scott Harmon, Social Studies teacher at Shadle Park High School (Spokane, WA), Sep. 14, 2015 
  127. “It’s helpful for some of our students to see some plausible sides to arguments rather than just assuming they are right. This provides a starting point for their thinking and from here they can evolve their skills in seeing all sides of a picture.”
    Samuel Kingsbury, Educator at Rift Valley Academy (Kijabe, Kenya), Sep. 18, 2015
  128. “It definitely has helped improve their critical thinking skills. The resources gathered on helps my students get started on research projects, fuel sources for our in-class debates, and helps them learn to dig into the details around a topic to learn what they truly believe.”
    Timothy Rodman, Social Studies teacher at Walter Johnson High School (Bethesda , MD), Sep. 30, 2015
  129. “Have used ProCon w/ my classes and students for years and think it’s a terrific site.”
    Kate Brown, MS, MEd, Sep. 28, 2015
  130. “ is intuitive to navigate and centered on issues which are critically important to Middle School students.”
    Kristen Guile, Winfield Middle School (Winfield, MO), Aug. 17, 2015 
  131. “I use in my classroom all the time for the purpose of a warm up activity, writing activity and discussions. My students love it. provides students with insightful information and research to help them form a persuasive argument.”
    Kristina Clements, English teacher at R.W. Traip Academy (Kittery, ME), June 3, 2015 
  132. “When students do not know where to begin, I suggest”
    David Long, Librarian at West Perry Senior High School (Elliottsburg, PA), Jan. 30, 2015
  133. “I found your website when a student asked a question about euthanasia while we were discussing a related topic. Your incredibly comprehensive research about it allowed all class members to think about the topic in a very concise manner. I have also researched medicinal marijuana information to share. Would love if you would post information concerning marijuana legalization/decriminalization; enforcement, impaired driving etc. My students would benefit greatly. It always comes up when drug unit is taught.”
    Suzanne Foster, Health Education teacher at Wootton High School (Rockville, MD), Jan. 28, 2015 
  134. “This site gave my students a great place to start when searching for a an argumentative research paper topic. They were able to choose a topic that they were interested in and passionate about which leads to better papers.”
    Diane Berry, Language Arts Teacher at Wapato High School (Wapato, WA), Jan. 24, 2015 
  135. “I, personally, liked how facts were presented. It gave me plenty of opportunities to ask my students to THINK and EXPLAIN what those facts truly meant and what their effects are. This is something they really hadn’t done before. They typically had just repeated the facts but never thought critically about their meaning or impact. But because they were being asked to present and support an argument, they had to truly understand exactly what they were reading.”
    Laura Chandler, 6th grade teacher at Glenbrook Elementary School (Streamwood, IL), Jan. 24, 2015 
  136. “ is a rich resource of information on a variety of controversial issues, and it’s all in one place! This makes it easier for students to learn the pros and cons of an issue in preparation for writing argumentative essays.”
    Denise Fantozzi, English teacher at Gustine Middle School (Gustine, CA), Jan. 23, 2015
  137. “We completed a persuasive essay unit where students needed to pick a topic and argue for or against it. They used to see both sides of the argument so they could adequately argue their position and respond to counterarguments.”
    Brittany Sharp, Writing teacher at Atlas Preparatory School (Colorado Springs, CO), Jan. 13, 2015
  138. “I use it for Contemporary Issues class several times a quarter. It has been great for American Government class too! I often cut up the various points for each side and students have to present the point being made–helps the shy students participate too.”
    Joyce Thoresen, Social Studies teacher at Yaakoosge Daakahidi High School (Juneau, AK), Jan. 7, 2015
  139. “I have the students write a fake bill that they present in front of the class. The class debates the bill and then votes (to simulate how a bill becomes a law). ProCon is the first place I send the students in order to generate ideas and spark critical thinking.”
    Adam Zoeller, Social Studies teacher at Hamilton Southeastern Junior High School (Fishers, IN), Jan. 5, 2015
  140. “I continue to use as a source for conversation starters in the classroom on issues that then turn to critical compositions, thought papers, or other activities. I also use the information to get students to begin building persuasive campaigns to convince others to take their side on an important issue. This helps lead students through concepts such as initiatives, petitions, and campaigns The tool is exceptionally useful for students who are college-bound.”
    Cory Colby, Government Instructor at Willis High School (Willis, TX), Dec. 17, 2014
  141. “I’m using ProCon to provide students with informational texts to use in the classroom as a means to practice analytic, comprehension, reading, and writing skills in alignment with our College and Career Readiness Standards. The topics are current, relevant, and of high interest. Students are already interested in these topics so exploring them through informational texts is a “no-brainer.”
    Ms. Ann Browning, History teacher at Campbell County High School (Jacksboro, TN), Nov. 12, 2014 
  142. “In my Medical Law & Ethics class, I use on a regular basis. When learning about controversial topics related to the world of medicine, I believe it is a well-balanced, unbiased website which enables students to view issues from multiple perspectives.”
    Ms. Anita Walther, High School Health and Science teacher at Carl Wunsche Senior High School (Spring, TX), Nov. 7, 2014
  143. “I used statements from the pro and con sides of Social Networking and had students investigate the statements by finding evidence that could support the different views.”
    Ms. Audrey Green, 8th grade teacher at Silver Trail Middle School (Pembroke Pines, FL) Nov. 2, 2014 
  144. “We begin teaching argumentative writing in 6th grade, so in all three grade levels (6, 7, and 8), we used classroom-appropriate materials from your site as resources for students to pull support and evidence in their essays. We also use this site as a place for students to build background knowledge and find support for their viewpoints when they are debating an issue in discussions. THANKS!!”
    Linda Brock, Language Arts teacher at Delta Woods Middle School (Lee’s Summit, MO), Oct. 9, 2014
  145. “When writing an ‘argument’ style essay, I have students use this site as a starting point both for finding a legitimate topic upon which to write as well as finding relevant information for a topic, and it shows the pros and cons in an organized, accessible way.”
    Mike Wright, English Language Arts teacher at Unity Point School (Carbondale, IL), Oct. 8, 2014 
  146. “I use it as a reference for students who need more information to form an argument. I also use it to gather information to share with students to help them become more informed.”
    Laura Lewis, Social Studies Teacher at Schuylerville High School (Clifton Park, NY), Oct. 6, 2014 
  147. “We use when working on our argumentative/research standards. Students must differentiate between credible and non-credible websites for information.”
    Lauren Rabich, English teacher at Claxton High School (Glaxton, GA), Oct. 2, 2014
  148. “I utilize procon to help during rhetorical appeals analysis-where students are asked to debate one another using evidence primarily gathered from the procon websites. This compilation of evidence on the given topic helps speed up the process since the leg work is done for them.I also use procon heavily during our research unit on social issues.”
    Jennifer Johnson, English teacher at Waunakee High School (Waunakee, WI), Sep. 14, 2014
  149. “I have used it in my classes to help students understand how to think critically. It is also a great way for my students to practice writing an essay outline (about whatever topic I choose from the website) because all the research is in front of them. We do not have to research the information first.I also use it in my support classes for special education students. The website has a great deal of information that provides many learning opportunities for my special needs high school students and helps them understand the world around them.”
    Stacy Gibbs, Teacher at Preble Shawnee High School (Camden, OH) Sep. 9, 2014
  150. “We use it for our Socratic seminars during AVID classes and for supplemental materials during our persuasive writing activities. The kids have to choose a side, then research and see if they stayed the same because of their research.”
    Kristy Koch, English teacher at Reardan Middle School (Reardan, WA) Sep. 8, 2014
  151. “I took the information and modified the information/style to fit my instruction. The students were able to participate in close reading, critical thinking, and civil discourse using topics provided by”
    Temoca Dixon, Teacher at Clayton Pre-AP Academy (Reno, NV), Sep. 1, 2014
  152. “In light of the e-mails and phone calls I’ve received from students, I can say that is indeed effective as an introduction to critical thinking on controversial public issues.”
    J. Patrick Mullins, PhD, Associate Professor of History at Marymount University (Arlington, VA), Aug. 18, 2014 
  153. “We present the library resources for the students to use for their controversial topics, persuasive papers and debates. is one of the resources we recommend, along with our online databases and Opposing Viewpoints book series.”
    Rebecca Issac, Librarian at Fauquier High School (Warrenton, VA), Aug. 6, 2014 
  154. “The NY Common Core Regents requires an argumentative essay from 5 texts with support and citation. ProCon.Org is perfect for my students to practice this type of writing. I also use it with my AP Language & Composition course.”
    Gloria Ackman, English teacher at West Canada Valley High School (Newport, NY), Aug. 4, 2014
  155. “Students are asked to read through a link I provide whenever a related issue is scheduled to be discussed in class. ProCon provides a good, thorough, starting point to help my students develop educated opinions on controversial issues and general critical thinking skills.”
    Rebeca Rodriguez, Teacher at East Rockaway Junior Senior High School (East Rockaway, NY), July 30, 2014
  156. “The sites on medical marijuana, prostitution, immigration, gay marriage and Ronald Reagan are among the top used helping to set up wonderfully well-argued debates (class long, formal 45 minute partnered ones). Kids also use readings for research when they are team-teaching (immigration) and for class discussions (WTC Muslim Center and ACA/Obamacare) that enable my AP Gov and Honors elective class the chance to go beyond merely “current events” to examine issues in depth and with nuance.”
    Pete DiNardo, History teacher at Mount Lebanon High School (Pittsburgh, PA), July 23, 2014
  157. “Many classes are required to write an argumentative paper or give a speech on a controversial topic. Your website is a perfect addition to their research tools.”
    Joanne Cameron, Reference and Instructional Librarian at Palm Beach State College (Palm Beach Gardens, FL), July 21, 2014
  158. “When teaching argumentative writing, was an invaluable tool not only for students to find thought provoking topics, but to illustrate the concept of counter arguments.”
    L. Carson, Educator at Panther Academy (Paterson, NJ), July 19, 2014
  159. “I used ProCon as the main reference site for our lower level students in their research projects in collaboration with the classroom teacher. It is also used as an example of a credible source when teaching website evaluation.”
    Carol Papuga, Media Specialist at Fleming Island High School (Fleming Island, FL), July 18, 2014
  160. “Great resource for students researching various debate and extemporaneous speaking topics. My student use PC’s, laptops, and tablets during class, in order to grasp the prevalent positions on TFA and UIL debate resolutions. They must prepare Affirmative AND Negative (Pro & Con) cases for each TFA and UIL topic released; “” is an invaluable resource and timesaving tool for debate students.”
    Gayla Wood, Forensics Director at James Bowie High School (Arlington, TX), July 6, 2014
  161. “We have an issues focused curriculum, so ProCon allows me to put issues in front of my students that are contemporary in nature and that have solid research on various perspectives related to the issues. Students use that information to inform themselves, construct arguments, debate, defend positions, etc. using valid, research based information, rather than resorting to the top three google search results.”
    Wade Westworth, Social Studies teacher at Highwook High School (High River, Canada), July 2, 2014
  162. “The students are amazed that such a high quality site exists and as they explore the sources available at ProCon they often comment on the ability to see both sides of the issue. The overviews are very helpful in their ‘getting the big picture’ and understanding the topic enough to use the materials. We subscribe to the EBSCO Issues database and I always introduce the two databases together, pointing out that EBSCO is the subscription service and ProCon is a free database. I get comments such as, ‘The free database was more useful for my topic than the subscription database.’ I feel it’s important that students explore more than one database in order to really get a feel for the materials available on their given topic.I feel students are pushed into the research process too fast; they need time to read about and explore the topic in general before choosing a side to argue, or before they can actually begin to narrow their research focus.”
    Alda Moore, M.Ed, Head Librarian at Matoaca High School (Chesterfield, VA), Aug. 6, 2014


  163. “As a middle school teacher and debate coach I have used and recommended your site as a reliable, organized way for students and teachers to find information on controversial topics. Your format is great- very user friendly – sources easily accessible – questions stated and answered and additional links are always provided for further research. I know that when I come to, I may just find everything I need about the topic we are debating! Keep up the fine work!”
    Deborah Hersh, M.Ed, Gifted Education teacher at Moore County Schools (Moore County, NC), July 18, 2014
  164. “Your site is terrific in promoting critical thinking. I admire the non-emotional rational approach and the diversity of topics.”
    David B. Allison, Professor in the Department of Biostatistics at the University of Alabama at Birmingham, June 22, 2014
  165. “I use it to teach English and create discussion lessons. Students read the pros and cons of a topic, and then we talk about language they don’t understand, and have a discussion about their own views on the topic.”
    Evan Sarver, English teacher at International House Language Center (Kharkiv, Ukraine), May 2, 2014
  166. “I have my students use as a starting place for problem/solution essays. Many students chose larger state or national issues, and offers reliable, academic information that helps students begin to understand their topic and take an informed approach in writing their persuasive essays.”
    Pat Houlton, English teacher at Spring Valley High School (Spring Valley, WI), Apr. 21, 2014
  167. “The web-based resource… is also an excellent tool for research. This site provides plenty of text- and visual-based questions that students can use to research a given topic and develop a written argument. Not only are the students developing research skills; they are using their skills in argumentation writing to express what they know and understand.”
    Katherine S. McKnight, Common Core Literacy for ELA, History/Social Studies, and the Humanities, Apr. 18, 2014
  168. “A very useful website that you will want to consider when helping your students discover topics and think about good mentor texts for arguments.”
    Jeremy Hyler and Troy Hicks, Create, Compose, Connect!: Reading, Writing, and Learning with Digital Tools, Apr. 16, 2014
  169. “An incredible resource to help my sixth grade students find information for their argumentative essays. I appreciate the easy to follow format and nonpartisan stance.”
    Melanie Park, 2012 Indiana Teacher of the Year, Riverview Middle School, Apr. 14, 2014
  170. “I use in my classroom. My school is always looking for great sites like yours to contribute to the daily conversations that go on in our classes on a regular basis.”
    Timothy M. Dove, 2010-2011 & 2011-2012 Ohio Teacher of the Year, Phoenix Middle School, Apr. 14, 2014
  171. “I find your site a useful resource for the Argumentation and Persuasion course I teach at Stanford.”
    David Voelker, Adjunct Professor at Stanford University, Apr. 4, 2014 
  172. “Whether students are interested in video games and violence, standardized testing in school, or vegetarianism, they are likely to find an interesting debate on that models civil discourse and the correct use of evidence.”
    Erik Palmer, Teaching the Core Skills of Listening and Speaking, Apr. 1, 2014
  173. “Lots of controversial issues come down to more than just facts. For these, you need to seek out multiple points of view. A good place to start is, which will give you different perspectives on controversial issues.”
    Dr. Alec Patton, Humanities teacher at High Tech High North County School (San Diego, CA), Mar. 23, 2014
  174. “As you are working to support students’ argumentative writing skills, be sure to check out the abundant resources found on Operated as a not-for-profit organization, is rich with unbiased, transparent information on a wide range of controversial issues.”
    Kristina Smekens, Founder and Lead Consultant at Smekens Education (Warren, IN), Mar. 10, 2014
  175. “[T]hank you for your website and providing current, relevant information… I have referenced it often when working with other health care providers and students.”
    Laura M. Borgelt, Associate Professor at the University of Colorado at Aurora, Feb. 18, 2014 
  176. “We use it to research controversial topics before writing our positions on them. It helps with close reading, critical thinking, Socratic Discussions, and argumentative writing.”
    Ms. Shelly Burton, English Language Arts teacher at E.F. DuVall Junior High (Deer Lodge, MT), Jan. 29, 2014 
  177. “I used it to show students how to develop an argument, how to evaluate sources, and how to read evidence critically and analytically. I also used it for content materials for particular arguments. I think is an excellent resource!”
    Jacquie Werner-Garvin, Language Arts Teacher at Red Cedar School (Bristol, VT), Jan. 20, 2014
  178. “I use it every single year because every single year there are multiple point-of-view papers or Pro-Con projects or persuasive essays. As the librarian, it is part of my PPT [PowerPoint] for how to use databases and/or trustworthy websites.”
    Ms. Susie Dunbar, Librarian at Desert Ridge High School (Gilbert, AZ), Jan. 6, 2014
  179. “I used in my classroom to help teach law students oral advocacy skills. My students carefully review ProCon’s excellent topical pages and make three minute oral presentations on one side of a current event. This helps prime students for success in the oral advocacy portion of my Legal Skills course.”
    Jason Potter, Lecturer at the University of Massachusetts School of Law (Dartmouth, MA), Jan. 5, 2014
  180. “Students used this as a basis for research on topics assigned. Students compared your information to news and articles to find the bias in stories. Being able to look at your materials allow them to point out various types of fallacies in their research. Ultimately, we hope this makes scholars more critical thinkers and better writers.”
    Pollyanna Sidell, Teacher at Christa McAuliffe Regional Charter Public School (Framingham, MA), Nov. 10, 2013
  181. “My students use in preparing for debates and in writing argument essays. This site is an incredibly valuable resource!”
    Robyn Reese, Teacher at Desert Shadows Middle School (Scottsdale, AZ) Nov. 8, 2013
  182. “I used it in a Critical Thinking class in several ways. I used statistics from surveys and experiments as examples for students to evaluate. (They have been learning how to evaluate sources, surveys, and experiments). I also had the students use statistics from to build their own arguments. As part of the assignment, they were to provide evidence regarding the credibility of those sources, and students from other teams were encouraged to challenge them and identify potential weaknesses.”
    Dr. Crystal Allen Gunasekera, Professor at Principia College (Elsah, IL) Nov. 4, 2013
  183. “I used this as a cross-curriculum assignment. We used this for History, Language Arts, technology, and Statistics. This allowed my students to understand that learning is comprised globally, not compartmentally. Using also allowed me to demonstrate to parents the importance of their student to be knowledgeable about the world around them, so that their child would be successful in the real world – regardless of the path they chose.”
    Patti Eberle Wirtz, Education Specialist at South Sutter Charter School (Arbuckle, CA), Oct. 16, 2013
  184. “I teach a digital media class. The students are learning to use technology, but need content to make their projects more engaging. The format and resources of your site is an excellent resource! Thank you.”
    Dawn Fischer, Digital Media & Design Teacher at Taylor High School (Taylor, TX), Oct. 10, 2013
  185. “Analysis is a difficult skill to master; models it beautifully.”
    Karen Rosnick, Educator at Community Middle School (Plainsboro, NJ), Oct. 9, 2013
  186. “ often gives different sides of the same argument. This really helps me get across the point to my students that every issue has at least 2 sides and you can use the same data to help support both sides of an argument. It helps them to think critically about which argument is strongest.”
    Candace Bolles, History Teacher at Menlo-Atherton High School (San Jose, CA), Oct. 7, 2013
  187. “Often, it is difficult for students to step back and take a look at both sides of an issue before drawing a conclusion. is useful because it gives a good snapshot of both sides, using valid and reliable information. This, in turn, helps students to both direct and narrow their research.”
    Ms. Barbara Mellody, English Teacher at West Town Academy (Chicago, IL), Sep. 29, 2013
  188. “Most of my American history and current event lessons are topic based, where I try to give them 4 or 5 different points of view on a subject. saves me so much time in researching sources.”
    Mr. Michael George, Senior Lecturer at Masaryk University (Brno, Czech Republic), Sep. 14, 2013
  189. “Students use the site for obtaining information on issues for government class and for the Junior State of America debates. During election campaigns, they also use the site for information on the candidates and political parties.”
    Ms. Gwen Hanna, History Teacher at San Marcos Academy (San Marcos, TX), Sep. 9, 2013
  190. “Students had to write an argument or multimedia presentation I use this website all the time in the library as well as in my teaching-thank you so much for all your work!! Great for English,ESL and research investigations THANK YOU.”
    Mrs. Maria Kvopka, English Teacher at Marden Senior College (Adelaide, Australia), Sept. 4, 2013
  191. “As a high school English teacher, students are required to write research papers and present both sides of the topic argument. This is the BEST resource for students to expedite research time and effort in one place with factual support evidence. is the only resource I use for research papers and I highly recommended this to all English teachers.”
    Tonya Feller, English Teacher at Foothill High School (Henderson, NV), Aug. 1, 2013
  192. “I used to challenge students’ thinking about how they see current policies being debated about in their world. engaged them in viewing both sides than taking a stand and making a claim for their arguments.”
    Ms. Sabrina Alexander, English Teacher at Hyde Park Academy High School (Chicago, IL), June 19, 2013
  193. “Encouraging students to discuss controversial, current issues is an essential component of social studies education, but it’s hard to make classroom discussions balanced and informed. is a fantastic resource for teachers to facilitate meaningful classroom discussions and stimulate unbiased civic learning.”
    Peter Levin, the Linc Filene Professor of Citizenship & Public Affairs at Tufts University and Director of CIRCLE: the Center for Information & Research on Civic Learning & Engagement, June 17, 2013 
  194. “My critical thinking class is mandatory of all incoming first year students. Some have trouble approaching topics from a critical perspective. ProCon lays out the issues clearly and promotes conversation.”
    Virginia Fisher, Professor at Plymouth State University (Plymouth, NH), June 14, 2013
  195. “We have researched classroom debates on several relevant topics throughout the school year. provides great research and helps kids see both sides of an issue. It also gives words to opinions they may hold but may not understand why they hold them. It helps them first form and then articulate their beliefs about important, relevant topics.”
    Ms. Michelle Tripp, Falcon Ridge Public Charter School (Kuna, ID), June 14, 2013
  196. “As someone who uses personally, I see the great value it can bring to California’s students, teachers, and librarians. This free educational resource helps students develop vital 21st century skills such as critical thinking and civics education. It also helps them learn about important issues, and is consistent with Common Core and the findings of my Education Technology Task Force.”
    Tom Torlakson, California State Superintendent of Public Instruction, June 11, 2013 
  197. “Terrific site for helping students learn about argumentation:”
    Carol Jago, former President of the National Council of Teachers of English, June 5, 2013 
  198. “I teach APA style writing in Composition II, for which students must write four persuasive/argumentative papers. provides a wonderful resource, so I actually require students to at least start with your website for their research. Many of my students are adults returning to school after long years in the workplace and their study skills are rusty or, sometimes, nonexistent. Along with me, your website provides a good guidepost to getting them on their way to using research before they form an opinion. Thank you!”
    Gale Cady Williams, Adjunct Instructor of English & Communications, Central Ohio Technical College (Newark, OH), May 9, 2013
  199. “When my students write persuasive essays and speeches, I have them select a topic from The information is balanced and complete, allowing students to focus on the skills required for organizing and writing a good essay, without having to take time researching. They love because the topics are relevant and intelligent. They learn and their writing is much better than it was before I discovered your website.”
    Nancy Johnson, Teacher at Academy of Creative Education (San Antonio, TX), Apr. 20, 2013
  200. “We debate in South Korea on a variety of topics, some of which can be found listed on the website. Having fair-minded expert opinions readily available helps us to focus on what is happening (according to the expert being cited) and also encourages us (I prompt students to do this) to consider ‘how’ and/or ‘why’ this is happening, sometimes requiring even more research to make our arguments more allows us to quickly find meaningful starting points, which helps us to stay focused on the literature of the topic and not to stray into arguments, which are not supported by expert data. After creating ‘facts’ about the topic, we organize those facts into evidence, which includes the source, the fact (what & why) and we combine that with a consequence (why we should care or why this is important to the debate). We also appreciate the additional source citations provided, which allows us to find the original source and to do typically one of two things; add more detail and refer to the source instead of constantly referring to “pro-con-dot-org,” which has the possibility of making it sound like all of our evidence is coming from just one source. To avoid plagiarism, we verify the information from the original source, so that we have the option referring to the source directly or referring to the source and mentioning

    In using as a source in academic debate competitions, we found that the listener who is unfamiliar with, will often equate it to a debate website written by debaters and for debaters and they assume it is an “open source” website similar to or

    Overcoming this bias has been difficult for us as WE KNOW that is extremely reliable and we have verified each fact/evidence we created from ProCon, Educating some of the judges about the value of as a reliable source of information can at times seem self-serving in that we are selling them on it so that they will vote for our evidence in the future.

    Finally, I have encountered some prejudice against, whereby the coach/teacher claims that it makes students ‘lazy’ in that it provides too much information and it is too convenient such that students will try to use it exclusively and thereby not do enough independent research. In other words, they seem to believe that has done too much of the students’ thinking and as such has a dulling effect on thinking rather than stimulating creative / independent thought. I do NOT hold to these opinions, yet I hope I have done them justice by trying to accurately relate what was being criticized. In my experience there is truth to what they’re saying, but I think a quality teacher can overcome those situations by using the evidence in the manner in which it was intended and critical thinking can be stimulated.

    Thank you, very much for this incredible service you are providing, which definitely seems to be improving education and encouraging critical thinking in our students. You are very much appreciated.”
    Billy Eddy, Educator and Director at Magnet Debate Academy (Bundng, South Korea), Apr. 19, 2013

  201. “I love and have been suggesting it as a resource for the teachers with whom I work. I can’t tell you what a wonderful resource you have made accessible to students and teachers. Finding really interesting and motivational informational text which is also public domain is very difficult. Your materials are perfect to connect students with important social issues.”
    Brenda Matthews, District Literacy Specialist for Duval County (Florida), Apr. 18, 2013 
  202. “I always refer to when students are in the library doing research on a controversial subject. It gives them a tremendous amount of good reliable information all in one place versus doing a Google search.”
    Gail Terranova, Library Media Specialist at Northampton High School (Northamptom, MA), Apr. 8, 2013 
  203. “It caused them to see that controversial / ethical topics require balanced research to evaluate all streams of consciousness. It allowed ‘narrow’ views to be broadened in a way that is often hard to achieve in a simple google search. It also promoted pupils understanding of ‘why people may not hold the same view’ and the fact this is often backed by research allows pupils to research the stance offered further…

    Pupils were assigned a question regarding the use of performance enhancing drugs in sport and whether making them legal would promote a level playing field. Students were given some guidance in where to research materials that might help them formulate their argument. was the perfect vechile for this.”
    James Muir, PDHPE Teacher, The Hills Grammar School (Sydney, Australia), Mar. 29, 2013

  204. “I use it when teching the essay portion of the exam and it really helps show the students that there are multiple points of view on each topic. Also, it is extremely helpful when modeling what a sound argument looks like. We usuallly use a slightly modified version of your question and then take a position. For some students, coming up with arguments to back up their thesis is too difficult at first, and I use as their training wheels until they can brainstorm on their own… Thank you for providing this wonderful service.”
    Thomas Dougherty, SAT Preparation Instructor, Temple University (Philadelphia, PA), Mar. 23, 2013


  205. “This is a great place to find articles and opposing sides. Students have a difficult time searching the internet because it is so big…like the ocean. simplifies the search; more like fishing in a pond.”
    Jamie Smith, English Teacher, Homestead High School (Fort Wayne, IN), Mar. 19, 2013
  206. “We are working on increasing our students’ ability to critical think and make arguments and assertions based on text they have read. Some issues are very complex and the simplicity with how the arguments are laid out allows our students to better understand the key points. We love how the background information provided allows our students to look more deeply into a topic.”
    Julie Hirst, Principal, Theodore Vick K-8 School (Adelanto, CA), Mar. 13, 2013
  207. “[We used] the site several times while teaching the Local State and National Government course. For example, I use the site as a resource for students writing position papers, researching for in-class debates, drafting model legislation, mock trial activities and creating public opinion polls… thank you!”
    Chris Irwin, Social Studies Department Chair, Green Valley Academy (Suitland, MD), Mar. 11, 2013


  208. “We used the website to teach the argumentative process to ourselves in a research paper unit. Students were able to use data from the website to understand the idea of argument using counter-arguments and the development of a rebuttal. It helped IMMENSELY in getting my low-level learners to buy into the argumentative process.”
    Christy Smith, English Teacher, Northwestern High School (Rock Hill, SC), Mar. 6, 2013
  209. “While introducing my sixth graders to writing argumentative essays, I provided them with printouts of the pro side and con side of the two topics they could choose from. The short, information-dense form of the numbered points from was perfect for these students who are just beginning to think in terms of facts to support their opinion. Thank you!”
    Bailey Gram, Student Teacher, Monroe Intermediate School (Green River, WY), Mar. 5, 2013


  210. “I am a social studies teacher who uses your site to help students formulate arguments for student-led classroom debates on important public policy issues. Thanks for this site!”
    Eileen Sheehy, 2013 Montana Teacher of the Year, Billings West High School (Billings, MT), Mar. 4, 2013


  211. “Students using can’t help but see the opposing argument and they realize that they have to really think about why they have the opinion they do. Basically, the layout of the info makes it hard for them to ignore the other side of an issue.I have a link to on my library’s website. I tell students to refer to it before other websites as tends to have all the info they need in one place. Information is accurate so I often tell students to refer to the site even for assignments that do not include debate.”

    Julie Boyer, Librarian, John F. Kennedy High School (Fremont, CA), Feb. 27, 2013 

  212. “Your website is great for teaching people to critically think.”
    Katherine Orendorff, Business Technology Teacher, Locust Grove Middle School (Locust Grove, GA), Feb. 26, 2013 
  213. “Students study the PRO and the CON of a selected topic, choose a stance and learn to argue their point. Great preparation for college level writing, and it develops their ability to think critically.Under the new CCCSI standards adopted in my state, Career and Technical Ed students must write a research paper. My students are in the Business Cluster. Since they do a paper in English and another in Social Studies, I like to give a list of topics that are business related. Example: Should employer benefits be mandated? Why or why not? It is hard to find good articles without spending hours on the internet: It would be nice to have more articles for a business course.”

    Liat Bearden, Career and Technical Education Teacher, Hilo High School (Hilo, HI), Feb. 21, 2013 

  214. “When students write argumentative essays, they need initial background to formulate an opinion. By going to and seeing all the pros and cons in one place, they have an easier time developing that opinion. Once students decide on their position, becomes a resource for finding research that supports their opinion. One of the foundations of Common Core is finding text-based evidence to support opinions. makes that text more feasible… Thank you for offering a wonderful resource for our teachers and students!”
    Melanie Park, Reading Remediation Teacher, Riverview Middle School (Huntington, IN), Feb. 21, 2013
  215. “Your website has been enormously helpful in teaching my sixth grade students the art of argumentative writing. Once they view your videos, it is as if an enormous light bulb turns on in their brains, and the writing becomes a doable goal.”
    Linda Cokley, Teacher at Pikeville Elementary School (Pikeville, KY), Feb. 18, 2013 
  216. “The site is an excellent source of current and relevant debatable topics and a great primer for research topics… I enjoyed using the website to help enrich my students’ education and understanding of critical issues within our society.”
    Jose de la Cruz, English Teacher, R & T Martin High School (Laredo, TX), Feb. 4, 2013 
  217. “It is well thought out, if one does not have time to read the site, it reads the article to you. Thanks, you have an excellent resource. I will use it more now and in the future. Thanks again for sharing.”
    Sharon Brooks, Adjunct Professor of English and Writing, Tarrant County Community College District (Arlington, TX), Feb. 2, 2013 
  218. “Second semester for my sophomore students is all about moral/ethical issues, so your website comes in VERY handy in our discussions and presentations… Love your website and information!”
    Vicki Bauer, Theology Teacher, Sacred Heart Griffin High School (Springfield, IL), Jan. 27, 2013
  219. “ is one of the first sites I check when we begin to research motions. Your analysis often provides a wonderful jumping-off point we can use to kick-start our research.”
    John Taylor, Teacher at Compton High School (Compton, CA), Jan. 20, 2013
  220. “I have taught the AP English Language Synthesis for years, and have always used a wide range of topics but finding current info on some of the topics was difficult for students. I was looking for a way to give them exposure to a broad list of current topics other than just the New York Times online which I currently use. Your site was mentioned on the APE teacher discussion site and I think it will work well with the Synthesis Research project I assign to both my APE Lang and English Honors 4 classes. I am currently rewriting the instructions for this project to include Thank you so much for such a wonderful site for students and teachers. I look forward to going through the other teacher components you offer.”
    Debra S. Couch, AP Literature Teacher, Flagler Palm Coast High School (Palm Coast, FL), Jan. 20, 2013
  221. “The more informed students are on an issue, the better they can form their own opinions. I used this website to find information on controversial topics for persuasive essay writing. Students needed to find facts, examples, and expert opinion to back up their claim. This is the perfect balance of information presented without bias.”
    Maggie Schultz, English Teacher, West High School (Bakersfield, CA), Jan. 7, 2013
  222. “We used the candidate summary on political platforms and what their views were regarding specific issues. It was an awesome tool and super helpful to have students use in class.”
    Betsy Walsh, History teacher, New England Academy (Boston, MA), Aug. 30, 2012
  223. “Keep up the great work. My husband is a librarian, and I showed him the site and he enthusiastically bookmarked it for future use when students are looking for Senior Research Project ideas. I also will mention this site to all my colleagues! Thank You for existing!”
    B. Beaudreau, Social Studies Teacher, Central High School (Providence, RI), Aug. 19, 2012 
  224. “Excellent non-biased resource…THANK YOU!!!!”
    Shari Blevins, English Teacher, Bowie High School (Austin, TX), Aug. 15, 2012
  225. “ProCon does a good job of presenting both sides for consideration without any social commentary to dissuade reading the talking points presented on the issues you cover… Thanks for the work you put into researching and presenting these topics in the oppositional format that you do. In our conservative state of Utah, it is very hard to find fact that isn’t tainted with an agenda or opinion. [] provides opposing viewpoints without turning the reader away with rhetoric.”
    Matt Beaudry, Adjunct Instructor – Community Health Department, Utah Valley University (Orem, UT), July 26, 2012
  226. “I use it constantly in my writing classes. Because the ‘sides’ are written so professionally, with no tone of bias, it is much easier for my students who are emotionally ‘settled’ in their thoughts to see beyond their views… this is ALWAYS my goal as an educator… they don’t have to change their minds, but they must, if they are going to call themselves educated, be able to reason and understand each side to each issue…”
    Nancy Watson-Weir, English and Language Arts Teacher, Fort Zumwalt West High School (O’Fallon, MO), July 24, 2012
  227. “I love this site for stimulating discussion groups prior to a writing exercise. It is also particularly helpful with providing students with a starting point for research papers.”
    Karen Yanovitch, Education Specialist, Mary Campbell Center (Wilmington, DE), July 17, 2012
  228. “ provides succinctly worded, easily accessed points [that students] can use in preparing their persuasive paragraphs and essays… Even though the ‘talking points’ are supplied, they still have to think critically to fit these ideas into their own framework.”
    Linda S. Brown, English Instructor, Church of Philippi Summer School (Hanover, MD), July 10, 2012
  229. “The facts of each topic are so clearly presented, that students can access the unbiased background of any issue quickly… We will be holding a state-wide mock election, so the information from will be invaluable, as students educate themselves on the issues, so they can formulate their own opinions and take a stand.”
    Martia Weber, Social Studies Teacher at Chaparral High School (Las Vegas, NV), July 3, 2012
  230. “Your site is great! Thank you for keeping it free.”
    Cindy Dietz, Librarian, Foothill High School (Santa Ana, CA), July 3, 2012
  231. “I wouldn’t be able to teach my weekly conversation course if it wasn’t for ProCon. I look for specific topics that might be a little extra controversial to make sure everybody will have a say during my class.”
    Bryan, English Teacher, May 23, 2012
  232. “I thoroughly enjoy your site as one of the most informed sources available for scholarly involvement of students in high school; your professionalism is sorely needed in this day and age.”
    Professor Dennis Maugere, member AHA; Leadership Council Member, SPLC; Marquis Who’s Who in America 2011-2012, May 22, 2012
  233. “ProCon is an amazing resource for English teachers! I am happy that my daughter told me about the site.”
    Christine Kesling, English Teacher, W. Charles Akins High School (Austin, TX), Apr. 24, 2012
  234. “Thank you so much for keeping this wonderful resource updated for us teachers who use your site!”
    Kim Dang, English Teacher, Foothill High School (Santa Ana, CA), Mar. 19, 2012

  235. “In teaching to our state standard, I am expected to expose students to persuasive texts. I find having students write persuasively first, sets the stage to critique texts with scrutiny. I chose a couple grade appropriate topics (cell phones & social networking) and provided the pro/con arguments and research I found at Using a fairly formulaic approach, I was able to model how to build a solid argument with support for their claim. The research from your site allowed the focus to remain on the writing and prevented my students (who are still relatively new to effective research techniques) from getting ‘lost’ in the research process. Now that I have found, I will revisit the site with students in the spring when we do individualized research projects.”
    Marshella Maricle, Teacher Reading Specialist, Alexander Middle School (Pearland, TX), Feb. 26, 2012
  236. “I love this site! For teachers, it’s a great resource. For students, it’s a great way to see both sides of the [issues].”
    Tom Kenny, Associate Professor of Linguistics, Nagoya University of Foreign Studies (Nagoya, Japan), Feb. 21, 2012
  237. “My students are researching their arguments on gay marriage for a debate in class. They were more than excited to come upon your website, and they found it incredibly helpful. I’ll definitely be using your site more in the future.”
    Susanna Belanger, 8th Grade Language Arts Teacher, Santa Maria Middle School (Phoenix, AZ), Feb. 17, 2012
  238. “My students were able to collect different views with ease. They had a wide variety of issues to select from and they had a large number of resources to look at all in one place.”
    Nicholas Kawalec, National Certified Board Teacher, Scott Carpenter Middle School (Denver, CO), Feb. 15, 2012
  239. “I use ProCon to help stimulate discussion and to encourage students to become aware of the main aspects of being a good citizen.”
    Emery Lindgren, Teacher, Kulm High School (Kulm, ND), Feb. 10, 2012
  240. “This is a fabulous resource for teachers! I can’t wait to get the laptops in class to begin more serious work! Thanks!”
    Diane Isaac, Social Studies Teacher, Curtis High School (Staten Island, NY), Feb. 8, 2012 
  241. “Recently I asked the students all of the questions that you put together as part of the 2012 presidential election. I then asked them to look at the summary sheet [on 2012 Election] to identify the candidate that most closely was in line with their belief system. Many students were very surprised at the results. It helped them look past all of the subjective journalism comments given by the media. Then I had them research the candidate and give a speech of support for the candidate. It was an excellent exercise.”
    Paul Cryder, Teacher, Sequoia Village School (Show Low, AZ), Feb. 4, 2012
  242. “We used to have an online database (SIRS) that our county purchased for our use in the schools. Due to budgetary constraints, we had to discontinue our use of fee based databases. We tried pro/con for our classes that do debates and it has been very helpful.”
    Carol Papuga, Fleming Island High School (Fleming Island, FL), Jan. 27, 2012 
  243. “By offering both the pros and cons to a variety of current event issues in our world, students are able to weigh the merits of each issue…thus sharpening their critical thinking and decision-making skills… I am using as a basis for my impromptu speaking activity in my Public Speaking classes, as a research ancillary for argument and debate activities, and as a base for critical thinking/skill building activities!”
    Donnie Kirk, PhD, Professor of Communications at Vernon College, June 24, 2011 
  244. “I am a teacher at Elsik 9th Grade Center in Houston, Texas. I found out about through my school’s former media specialist. She made it her business to keep on top of resources that students and teachers could use. We used as one of our required resources when we taught a unit on research. The students loved it. They read information on both sides of an argument, formed their own opinion, and used the information collected to support their argument. They were also required to present and counter an opposing argument. Throughout all this they had to make sure they documented all of their sources. This was a big project for some of our students and while not all managed to complete their final essays, they learned a lot about the research process. Some would probably say we could have done the same thing without, but having the website certainly made the process easier, and more enjoyable. I think the website is great and I plan to recommend it all my friends, teachers or not.”
    Rhonda Whiting, English Teacher at Elsik 9th Grade Center (Houston, TX), June 16, 2011
  245. “My students used the resources to prepare for end-of-the-schoolyear debates. The site is extremely user friendly and objective. I was concerned that as my students researched, they might get inundated with biased, politically motivated sites, so I was was happy to come across pro/”
    Francisco Ceja, Instructor at Roosevelt High School (Los Angeles, CA), June 6, 2011
  246. “I had students brainstorm the pros and cons of marijuana, drinking age, social net working, and gay marriage (in different units) using a ‘T’ chart in a group setting prior to our discussion on the topics. After they created their chart, they had to compare it to yours and see if there were areas they were missing or hadn’t delved into yet. Each time they used this process they got better at managing it!…Your customer service is wonderful! I had a concern about the pro/con section of abortion and was not only listened to, changes were made and I was notified about the changes. Thank you!”
    Lisa Dill Hanson, Health Teacher, Red Wing High School (Red Wing, MN), June 2, 2011


  247. “Great resources and models of arguments, all in one spot… [] pushed them beyond simple answers and blind belief… I use it as the basis for persuasive essays and projects in a ‘writing for social change’ unit. Rather than have students surfing all over, finding ‘facts’ of questionable value, is a great place to start the discussion and begin framing the argument.”
    J. Mailloux, English Language Arts Instructor, Smith Vocational and Agricultural High School (Northampton, MA), May 23, 2011
  248. “Keep up the great work… Any HS or CC that is NOT recommending PRO/CON to their students is missing out on a valuable information and INSTRUCTIONAL resource. Thank You.”
    Ed Uecker, Literature and Writing Instructor at McMinnville High School and Chemeketa Community College (McMinnville, OR), Apr. 30, 2011 
  249. “I teach ESL to foreign college students. Due to cultural differences, students often do formulate their own opinions on various subjects. On more than one occasion, I have had students say they can not do an assignment because they have ‘no opinion’ on a subject. This site helps them to understand the issues and how effective arguments are formed.”
    Christine Tierney, English Teacher at Houston Community College (Houston, TX), Apr. 26, 2011 
  250. “My class and I worked over the pros and cons of euthanasia, discussing each point and managing to work ourselves into a deep and meaningful discussion. It was enjoyable for everyone and I know that they have been constantly referring to the site for updates and checking their points of discussion. Thank you Pro Con!”
    English Teacher, Northcote High School (Victoria, Australia), Apr. 3, 2011 
  251. “An excellent source of both sides of the Health Care debate. provided equal arguments in both directions that then required the students to figure out their belief for themselves, all while being informed from both angles. ProCon.Org is a great way to distribute the main ideas from two sides of an issue before discussion.”
    Corey Wiscomb, Teacher at Orcas Island High School (Eastsound, WA), Mar. 16, 2011
  252. “You do a wonderful job on the website and I appreciate the fact that is so WELL organized and accessible to my students.”
    Teacher/Librarian at Lyme Central School (Chaumont, NY), Mar. 9, 2011 
  253. “I keep a link to bookmarked for easy access. I believe building arguments is one of the most effective exercises for developing critical thinking. I consider as my primary ‘go-to’ resource for facts and perspectives.”
    Charles Coursey, English and Journalism Teacher, Yearbook and Newspaper Advisor at North Mesquite High School (Mesquite, TX), Mar. 2, 2011
  254. “We use to debate in class. My students need to learn how to take a side on an issue and defend it with facts. ProCon is fabulous for this. I abolutely love your program. It really exemplifies the two sides to an issue. The issues are also very pertinent to the students. Thank you.”
    Teacher at Pioneer Park Elementary School (Cheyenne, WY), Feb. 25, 2011
  255. “Useful and neutral! Great for teaching the facts.”
    Carrie Richards, Social Studies Teacher at Rohrerstown Education Center (Lancaster, PA), Feb. 25, 2011
  256. “LOVE It allows my students to cover multiple topics without me having to do all of the major pre-research for them. It’s a great starting place. It also greatly increases their ability to look at an issue from an opposing view, to take the role of the other.”
    Teacher at Educational Opportunity Center (Clarkston, WA), Feb. 10, 2011
  257. “I enjoy your site immensely and have suggested it to most of my colleagues… Thank you for your work on this site. My son finished William and Mary in Law and Public Policy. He told me of your site and stated that they use it frequently. Thought you might enjoy knowing how many people you help.”
    Teacher at Evangel Christian Academy (Montgomery, AL), Feb. 10, 2011
  258. “I teach a research section, and is one of the finest sources for honest research I have found for free on the interwebs. My school has limited resources and the free site is a blessing for my challenged students. I used the issue of Cow’s Milk to model research – I began with, and then used keywords from the material there to direct my searches using other engines available. It was highly instructive. I have used the site with 10th graders, and now with 6th grade students. I find it delightful, fair, and balanced. Other sites are pushing their agenda, and of course are a great study in persuasive speech. The difference between and persuasive sites is yet another lesson in critical thinking.”
    M.L. Polson, English Teacher at R.O. Gibson Middle School (Las Vegas, NV), Feb. 10, 2011 
  259. “As an introduction to persuasive writing, the site has been very useful. Middle school students are notoriously emotional – and just getting them to see both sides of an issue can be a chore. This site is very easy to navigate, and students actually enjoyed seeing the pros and cons side by side. Critical thinking skills are still a work in progress here – so this is a fantastic tool!”
    English Teacher at Athena Middle School (Rochester, NY), Feb. 10, 2011
  260. “I recommend ProCon to students to see examples of how to present contrasting arguments. Since ProCon focuses on controversial issues that are of immediate concern to individuals and society, students are always able to find a topic that is of particular interest to them. I ask them to look at how a subject is analyzed on the site, then to extrapolate the methodology and apply it to their own arguments. ProCon helps teach students not to shy away from or ignore information for fear of undermining whatever assertion they are trying to prove, but rather how to use opposing arguments to strengthen one’s stance on a given topic.”
    Francesca Marx, Teaching Fellow (English) at University of California at Los Angeles, Feb. 7, 2011
  261. “I am trying to teach students to think logically as well as critically, and to write essays with evidence and analysis of the evidence. So, we work with one controversial issue after another, trying to maintain students’ interest while practicing their skills. provides all the ‘fuel’ I need for this work. Thank you so much for creating this extremely valuable resource!”
    Social Studies Teacher at Youth Connection Leadership Academy (Chicago, IL), Feb. 5, 2011
  262. I use [] as an example of Pro/Con issues. I show my students how there is evidence for both sides of a given issue and that they need to use credible sources for their arguments. It has been helpful for them to see how both sides of a given issue can have excellent support.
    Michelle Wolff, English Teacher at L’Anse Creuse High School (Harrison Township, MI), Oct. 22, 2010 
  263. “[’s] straightforward written entries can give you the background information you need to understand the issue and start researching more in-depth.”
    John Warren, Library Assistant at University of Southern Maine, Oct. 7, 2010
  264. “Whenever we have a persuasive speech or research paper, I always recommend this site to students and teachers.”
    Michelle Houser, Library Media Specialist at Bellmont High School (Decatur, IN), Sep. 16, 2010
  265. “We have it [] listed in our handout/research guide on Sources for Current/Controversial Topics. I also demonstrate it during library instructional sessions. Students love it since the address is easy to remember and because pro/cons are easy to find and identify… I love this site and am happy to recommend it to students, faculty, and colleagues!”
    Shelly Blackman, Reference, Instruction, and Collection Development Librarian at Evergreen Valley College, July 20, 2010
  266. “ is an incredibly practical and effective web site for teaching and learning. The well-researched pro/con issues provide much non-biased information for students and staff researching contemporary topics. The topic selections are worthwhile and of much value for research papers, class discussions and debates. I recommended this web site while teaching grad courses at Pratt Institute’s SILS (School of Information & Library Science).The web site is a unique resource that will enhance critical thinking and student inquiry through analysis of issues.”
    Harriet Selverstone, Past President American Association of School Librarians, July 15, 2010


  267. “I recently saw that has begun soliciting private donations to maintain its operations and wanted to express my thoughts about this phenomenal site. I hope that this website and program continue to operate as I intend to continue to make use of this valuable resource. I am struck by how useful this site is. I appreciate the accuracy of information provided, its ease of navigation, the number of issues debated and range of perspectives explored pertaining to those issues for debate. Its capacity to provoke critical thinking and reflection has been clearly demonstrated through my students work this past academic year.”
    Matt Aber, Social Studies Teacher at North Olmsted High School (North Olmsted, OH), July 3, 2010 
  268. “I’ve browsed your website, and I’m impressed by the abundance and quality of your materials for teachers. Though I’ve retired from teaching, I remain affiliated with North Shore Community College as the chair of the board of trustees, and I still run workshops on critical thinking for fellow teachers. I’ll be sure to mention your site as an excellent resource.”
    John Nelson, Professor Emeritus, North Shore Community College, June 14, 2010
  269. “Our school recently had to drop use of a similar paid program due to budget constraints. Their cost was $2000 per year. Needless to say, my debate students and I were frantic, until we discovered the site. Your service has saved our debate group! Thank you.”
    Kaywin Cottle, English and Debate Teacher at Preston High School (Preston, ID), May 24, 2010
  270. “Thank you for frequently updating the site, and keeping it relevant to the lives of my students. I rely on the site regularly.”
    Courtney Bradley, Social Studies Teacher at Wethersfield High School (Wethersford, CT), May 23, 2010 
  271. “Excellent website. I’m building more activities into my classes using”
    James C. Funk, Esq., Professor of Business Technologies at Marion Technical College, Mar. 15, 2010
  272. “ is extremely instrumental in helping the students frame their arguments… This site is extremely useful and very beneficial in the development of lesson plans.”
    Trenton Stinson, Headmaster at Southside Baptist Christian School, May 14, 2010
  273. “ProCon is totally great! I’ve already passed it on to other teachers in the district. Thank you.”
    Richard L. Helder, English and History Teacher at Crossroads, May 5, 2010
  274. “ has lots of potential for my teaching requirements: Middle East History, US History, Senior Project Research. I found materials to be high level, well-organized and thought provoking. Thank you!”
    History Teacher at Walworth Barbour American International School (Evan Yehuda, Israel), Apr. 20, 2010
  275. “We appreciate it when issues are presented in a way that they reach beyond borders. Thank you and keep up the great work.”
    Arthur Klatt, Social Studies Teacher at King Abdullah University of Science and Technology (Thuwal, Saudi Arabia), Apr. 16, 2010 
  276. “Love the site and recommend it wholeheartedly. The pro-con format allows students to assess and weigh both sides of an issue, encouraging them to draw their own conclusions while at the same time illustrating that there are no easy answers.”
    T. Braunstein, English Teacher at Leibniz Gymnasium (Dortmund, Germany), Apr. 13, 2010 
  277. “Great sources! Wonderful quotes! Your site is very helpful in helping students become better critical thinkers and speakers.”
    Harriet Baker, Language Arts Department Chair at Riverwood Middle School, Apr. 11, 2010 
  278. “You have a very well-constructed and impressive site that includes a wealth of information on current/relevant topics. Keep up the good work and continue expanding the range of topics.”
    Joseph E. Eglesia, English Teacher at Mansfield Jr./Sr. High School, Feb. 24, 2010
  279. “Thanks for a wonderful resource and for supporting critical thinking in all areas of life!”
    Katie Kneisley, English Department Chairperson at Garrard County High School, Jan. 15, 2010
  280. “Excellent range of topics; extremely broad range of research to offer the wide range of views.”
    English Instructor at Foreign Military School (Seongnam, South Korea), Jan. 15, 2010 
  281. “Great site with superb research on both sides. Just what I need for my debate simulations.”
    Paula Jones, Civics/Government Teacher at Miles River Middle School, Jan. 3, 2010
  282. “Thank you very much for your wonderful and illuminating website. It allows me to do more of what I love – which is to teach, train and cajole learners. Your website allows me the resources to do that. God bless and thanks a million.”
    Rajoo Samy, English Department Head at Jiang Education Centre (Singapore), Nov. 29, 2009
  283. “This is a very practical and necessary site for educators.”
    Julia Desalernos, Librarian and Media Teacher at West Middle School, Nov. 16, 2009
  284. “This is one of the best free sites available, and I recommend it highly to anyone who needs it.”
    Kathy Starks, Library Media Specialist at Owego Free Academy, Oct. 1, 2009 
  285. “Great topic [Right to the Health Care] and a must issue for people to understand. I am a high school teacher and I am using this in my upper level sociology course. We need more issues like this for our young people to understand more deeply. Keep up the good work!”
    Rita Jordan-Keller, Ridley High School, Sep. 26, 2009 
  286. “I really appreciate your approach to getting this and all information out in the manner you do. I am a teacher and use your site as a valuable resource. I even post links to your site to colleagues on hot issues, like this one. It is rare (and refreshing) to find information that is not over-burdened with intense bias and rhetoric.”
    Disa, Sep. 23, 2009
  287. “I teach at a Department of Defense School, serving military students overseas. I find to be an essential and invaluable resource. In Advanced Placement English Language and Composition, helps students gain a greater understanding and wider perspective on issues important to us all. By citing research from credible sources, students are able to develop their own informed argument. It has been an invaluable starting point for recognizing and disposing of opposition positions and a resource that informs extended research. Students frequently use resources as cited evidence in support of their own developing arguments, a necessary skill that avoids merely summarizing or restating source information. This important skill enables students to develop skills needed to address the synthesis question on the AP English Language exam, which asks students to develop their own position on a given topic and use resources to advance their position. I have linked to my website and students often use its resources in blogs on topics of controversy.”
    Rene Kehau Schofield, Language Arts teacher at Bamberg High School (Bamberg, Germany), June 3, 2009 
  288. “Michigan has been hit with particularly bad funding times for schools; many have a zero book/database budget. Sites such as ProCon help students find relevant and recent information on hot-button topics of the day to research or just brainstorm ideas for research topics. In lieu of purchasing the $1,500 per year site license for the Opposing Viewpoints database, we aim students at for research in addition to the state-provided MeL databases. THANK YOU.”
    Librarian at Roosevelt High School, Apr. 20, 2009
  289. “I am a PhD student now, but I taught social studies for seven years, and used your site a great deal when teaching current events, especially when I would hold debates. As a teacher, I found your website to be very helpful. It is so difficult to lead students to non-partisan information. When conducting student debates, I would provide 2-3 partisan websites on each side of the topic and use your website as the ‘neutral’ position…I co-taught a social studies methods course last semester and encouraged my pre-service students to use your site.”
    Jeremy Hilburn, former Social Studies teacher, Apr. 3, 2009 
  290. “This website is a great free resource! Especially in these tough financial times, it is great to have such a wealth of information on current controversial topic so easily available. Keep up the good work!”
    Social Studies Teacher at Pittsford Sutherland High School, Apr. 2, 2009
  291. “I’m a political science instructor at Los Medanos College, a two-year institution in Pittsburg, California, about 40 miles east of San Francisco. To give my students practice in developing their critical thinking skills, I assign several persuasive essays each term. Students must present the strongest argument they can on either side of a selected topic. Since I’d like them to concentrate on argumentation instead of research, each assignment specifies several web sites as sources of information. So I’m constantly on the lookout for new sites featuring pro and con discussions or debate formats. I discovered several years ago, and I can honestly say yours is the most useful and informative discussion site I have found….I always tell my students and colleagues that is the site to check first for research on any public issue. I understand that covering issues in depth takes time and resources, and that limits the number of issues that you can feature. So I’m glad to see that you continue to add issues to your site…Keep up the excellent work!”
    Dave Zimny, Social Sciences Dept. Chair at Los Medanos College, Apr. 2, 2009


  292. “I started using last semester in critical thinking classes, and it has really invigorated group discussions. Since many students are still trying to formulate their own ideas and opinions, it’s hard sometimes for them to engage in a meaningful debate of both sides of an issue. offers a clear and thorough presentation of both sides that makes people consider each side more thoughtfully. It’s a great teaching tool.”
    Kate McLaughlin, Journalism Instructor at El Camino College, Mar. 9, 2009 
  293. “I love your site and have used it numerous times over the years. I have students write position papers and your site is the main informational site for position papers. Thank you for being there for us!”
    Nancy Wiley, Psychology Professor at Cape Cod Community College, Jan. 23, 2009 
  294. “The thorough documentation, comprehensive and balanced coverage, and logical organization and navigation of each topic site make it an excellent resource for the student undertaking research on one of its 16 selected topics.”
    Community College Library Consortium – Electronic Access to Resources Committee, Dec. 2008
  295. “During the summer session, my humanities class met every day. Because of that, I was able to use pro-con subject material two to three times a week; your service was invaluable in helping students understand various issues in much more depth than that to which they are accustomed. Usually students know (or think they know) whether they are “for” or “against” something, but they are clueless as to solid reasons relative to each position. Pro-con brings subjects to life for them, making for a much more meaningful learning experience.I also plan to use your service later in the current semester.”
    Steve Clark, Adjunct Instructor of Humanities at Wayne Community College, Sep. 18, 2008
  296. “I am requiring that my speech and debate students use your websites for the final exam. We are doing debates for the final, and you guys have websites for three of the four topics. Brilliant! You should market your website to speech teachers.”
    Carl Rogers, Teacher at Redondo Union High School, Redondo Beach, CA, Jan. 16, 2008
  297. “You have assembled a very helpful resource. Well done. I am glad to be affiliated with this site.” [in reference to Euthanasia] Joshua Perry, Assistant Professor, The Center for Biomedical Ethics and Society, Vanderbilt University Medical Center, Jan. 11, 2007
  298. “After exploring your site, I saw immediately what an incredible resource this could be for both middle school and high school teachers. My suggestion is this. Generate a section that gives lesson ideas – preferable those that address learning standards in ELA and Social Studies. This section could be lessons created by your staff or it could be a place where teachers across the nation/world post their creative ways of incorporating your currently posted issues. Wish I lived in California….I’d apply for the researcher position!”
    Colleen (Ithaca, NY), Feb. 3, 2006

    [Editor’s Note: Colleen, thanks for the suggestion. We built this page in an effort to make more useful to teachers. By the way, if you move to Santa Monica, give us a call.]
  299. “I’m a debate coach at my school and I love your website. Have you thought about creating a topic each year that is linked to the current high school debate topic. Each year every school in the country debates the same topic. This year is about the Patriot Act. Take a look at the National Forensics League ( or the Urban Debate League ( You would have a huge audience of teachers and students to market your website resources to.”
    Eric (Bronx, NY), Oct. 10, 2005

    [Editor’s Note: Thanks for the suggestion and the compliment. Since each website takes 9-12 months to create and since we have limited resources, many factors go into selecting which topic we will explore. We love the idea of creating a site that will be useful to debaters, so we’ll make sure to add NFL and UDL synergy onto our list of selection factors.]