When I first saw the We Can Teach Hard Things initiative roll out from iCivics, I laughed. No, really, I chuckled pretty loudly. It’s a little unclear if I was laughing because of my students or because of myself. There’s a sign on my board that reads “You can do hard things,” as I encourage my students not to give up when they meet some resistance. I’m sure there are other educators out there who have had a similar experience with students post-pandemic; they simply give up faster than they used to. I spend a not insignificant amount of time encouraging, cajoling, and pushing students to work to their full potential, rather than stopping at the starting line. The deeper reason for my laughter, though, was about my own teaching experiences. Being a social studies teacher in rural Missouri is currently a challenge. Being a government teacher is an even bigger challenge.

This is my 20th year teaching social studies at the same large, public high school. Throughout this time, I have witnessed a shift in our national and state politics that has impacted my daily job. The Missouri in which I was educated was a purple bellwether state comprising a solid mixture of political parties. I entered the teaching profession when Missouri had a new Republican supermajority, which it has continued to hold since. My students think I’m making up fairy stories of our two-term Democratic governors. But the job of the government teacher is not to influence their politics. The job is to help them learn about our government, how it works, and how they can be involved. The work of many civics organizations has helped bolster my practices. I am eternally grateful for their continued support. 

The National Constitution Center focuses on distinguishing between a constitutional question and a political question. The temperature in the room during a discussion naturally lowers when you point students back to the Constitution, asking them to find textual evidence to support their ideas. Is this something that the government can do? Or is it something that we should discuss politically—if they should do it? Separating the two types of questions allows students to learn and discuss without focusing on opinions.

Checks and balances are a recurring theme of concern in government classrooms. I typically point students to the Constitution and legal precedent for what is textually there. What does the Constitution say? We will then discuss historical norms. What has typically been true in similar situations in history? The conversation then might shift to current headlines. Can Congress and the President do that? By focusing first on Constitutional and historical evidence, students can move beyond simply agreeing or disagreeing based on their political background.

iCivics’ games, like Branches of Power, help address the content while also overcoming another problem: engagement. Many students start the year with barriers to learning about our content. They’re overwhelmed and disgusted by the way society, especially on social media, engages with political questions. Nonpartisan games, like those of iCivics, help reshape the narrative into a more productive one. Suddenly, students are not as worried about Republican vs. Democrat, but are simply trying to win the game.

With some more controversial topics, I rely on resources from places like Streetlaw to help frame the lesson. Whether they’re the most engaged or least knowledgeable, having students all start from the same source material helps ensure they’re all on a level playing field for discussion. Shifting from a debate mindset, where there are winners and losers, to a deliberation mindset, where there is only conversation, has been a game-changer. Politics is not zero-sum; many things can be true at the same time.

Using eduprotocols and structures to shape the conversation is a must with controversial topics. Check out the Project Zero thinking routines from Harvard. Students are able to rely on the boundaries of the situation to keep each other on task. I am a big fan of assigning positions rather than relying on what students personally believe. Many students are still exploring their opinions. Some are less informed than others. Not all viewpoints will be equally shared by students. Assigning positions allows everyone to participate and a variety of viewpoints to be heard.

But before I dive into anything too deeply in my classroom, we spend considerable time establishing norms and behaviors for civil discourse. Especially in an era when our conversations have devolved, I want my students to learn how to excel in conversation. Drawing on resources from the Cato Institute’s Sphere, the National Constitution Center, and others, we learn about how to engage with each other and with topics that may cause dissension. Building norms, practicing empathy, and leading with curiosity change the temperature of hot-button discussions. You are much more likely to be able to discuss a sensitive topic with someone with whom you have a positive, appropriate relationship. My students would tell you I frequently tell them that I expect them to be better than the political pundits they see on television. I find that students are willing and more than able to exceed my expectations, having rich conversations.

What should you do when someone complains? Whether students, parents, administration, or community members, our content lends itself to objection. It’s become too easy to complain without knowing the full context. Grounding your practice in solid pedagogy with a variety of sources helps protect you from concerns. I would also encourage you to find your allies. Education is a team sport best played with others who are excited to support you. Remember that you are a trained professional, making learning choices purposefully. Share with others all of the work you’re doing. I’m always willing to meet and discuss with those who might be concerned; almost every time, this diffuses the situation. Everything I do in my classroom is easy to show to parents and administrators; there aren’t any secrets here. More than once, I have met with concerned parents who were simply missing the full context and breadth of the lesson. Upon seeing all we were doing, they switched from being concerned and upset to being some of my biggest cheerleaders. Clear, consistent communication is the key.

Some of the compliments I treasure most from across my career are when students have told me that what we discussed in class became the family conversation that night. You shared what we learned with your parents? You cited textual evidence for your thoughts? You elicited more dialogue with the people in your house? TEACHER WIN! No matter what they believe or what position they take, fostering more civil conversations is a huge success.

My best advice to other educators is not to shy away from the hard things. You’re doing an amazing job and literally changing the world. Your students are learning because of you. Don’t give up!