CHALLENGING

Challenging Conversations

As scheduling continues, students, teachers promote classes that test world views, incorporate discussions

KIERSTEN RIEDFORD STORY RAY MO PHOTO

n her junior year, current senior Sandiya Sajan said she came to the realization that all she had ever thought was instilled by someone else’s opinions. It was during her IB History of the Americas class, she said, when the teacher posed the question of whether native people were considered to be savages or not; the students then had to argue their opinion.

“This was one of my first introductions to IB History of Americas. It’s one of the first classes that we had with (Will) Ellery and he started off with (giving) us this article (on whether) natives are savages. (Ellery) said, ‘Read through it, and then tell me your opinions on them.’ We read through the article, and our first reaction was (natives are) obviously not savages,” Sajan said. “Then he asked us to define what natives (were) and we I

were like, ‘Okay, they’re people who don’t really have the association with the world; they’re off on their own doing their own thing,’ and (Ellery’s) like, ‘Well, isn’t that what savages are? Isn’t that technically the definition of a savage? Someone who is off on their own or doing their own things?’

“And I stopped, and at first I panicked,” Sajan said. “In this era, you need to be politically correct, so I’m like, ‘Oh my God, that’s totally not the same,’ but I thought about it. That (was) what I (was) saying essentially, (and) that was insanely scary. So I’m sinking into this thought once I realized that that’s what I was saying. I stopped (and thought), ‘This is horrible.’ I thought I was a horrible person because I was like, ‘Is this what I actually think?’ But it’s really not; it’s really what people told you to think.”

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But as difficult as that moment was, Sajan’s experience is not unusual. Many classes discuss in-depth and controversial topics; social studies teacher James Ziegler said that he suggests students who want to take classes that involve more in-depth conversations should go into their scheduling meetings with their counselors and request specifically to take classes like U.S. History, U.S. Government or AP U.S. Government and Politics.

“What I really encourage students to take is sociology. Again, I’m more of a liberal arts and kind of social studies (thinker)—that’s my preference. I’m biased in that sense. But high school and college sociology courses were always some of the most interesting and most productive conversations,” Ziegler said. “I know our sociology teachers here are great and

For Sajan, these kinds of uncomfortable conversations are important for learning.

Ellery added, “(By talking about controversial topics in class) we’re educating the whole student, not just students in specific and limited content areas. Trying to set the classroom up in a setting where the kids are comfortable, engaging in topics that can be difficult, breaks down barriers in society and allows people to solve difficult issues and to consider things they may not have considered in a safe environment.”

“I think it hurts our learning when we don’t talk about these issues. Because, you know, there’s this thing about the ‘Carmel bubble’ or whatever, where we all live (with) this idea that we don’t know anything. I think part of the issue comes from teachers not engaging with kids about reallife issues that are happening in and out of our community on a national level,” she said. “Once you introduce those topics, I think it really helps kids grasp the extent of some issues or realize how close to home some issues are. I think it really helps students move away from indifference and actually learn to be passionate about something in the world.”

Ziegler said discussing these topics outside of school can help further a student’s passion for a topic or issue.

“I would just emphasize encouraging students to have these conversations outside of the classroom on their own, especially when students do research (on) a current political issue. They can gain a lot of knowledge on that, and I would say they’re immediately probably more knowledgeable on that topic than at least half really foster a lot of strong conversations related to current issues and social issues in this country.”

For his part, social studies teacher Will Ellery, Sajan’s teacher during her junior year, said he suggests students take Theory of Knowledge.

He said, “I don’t want to limit (the options) to just that (class) because what you’re asking is specific to my perspective and my perspective is that every class is able to engage in critical thinking, practices and exercises. A lot of times it is because, quite frankly, we want kids to be engaged in what’s happening in the world.”

Ultimately, regardless of the specific class, Ziegler said he agreed with Ellery that students should be able to discuss controversial topics.

“If we don’t have these conversations at all, you might not ever hear another perspective; then you’re kind of isolating yourself or sheltering yourself. One of the biggest things why we are in the position we’re in in this country and seeing such a repeated history—at least especially on racial issues or other social issues—is because we don’t want to have these tough conversations as a society,” Ziegler said. “It’s better for us just to sweep it under the rug and just sometimes pretend they’re not taking place. And if we keep doing that, things aren’t going to change or systems that discriminate are going to be redesigned without people knowing.” robert elder, ap u.s. history teacher Q&A

RAPHAEL LI Q & A, PHOTO DEEP DISCUSSION: Social studies teacher James Ziegler instructs the class during a socratic seminar in IB History of the Americas 3-4. Many IB courses, such as IB History of the Americas, are discussion-oriented.

How do you mediate classroom discussions to let people express their opinion without insulting anyone? First, you have to establish the classroom environment that promotes respect. Students have to understand that their their positions are going to be heard. Discussions should be focused on the questions themselves and the ideas being discussed, not on the people offering the opinions or conducting the discussion.

discussion starters Take a look at some of the classes at CHS with a discussion focus 13 HILITE.ORG Open to grade Weight Years 0.5 11 12 5.0

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LILLIAN HE, LESLIE HUANG GRAPHIC CHS PROGRAM OF STUDIES SOURCE AP US History This course is for students who have a strong interest in U.S. history and strong writing skills. IB History of the Americas This course focuses on the history of America the first year and 20th century issues the second. IB Theory of Knowledge This course encourages students to consider diverse ways of knowing the role knowledge plays in a global society. IB Language A: Literature This course focuses on connecting literature with the real world. Students will analyze a variety of works. AP US Government and Politics This course will give students an analytical perspective on government and politics in the United States.

Scan this to see the full Q&A with Robert Elder

the U.S. population,” Ziegler said. “So don’t let your knowledge just die with you. If it’s an issue after you do research that you feel passionate about, bring those conversations up with your friends at the lunch table, or when you’re walking down the trail after school or when you’re chilling out somewhere because these issues impact all of us. I just don’t want to see those conversations isolated and stuck in classroom walls.” h

How do promote discussion and conversation, like socratic seminars, in your AP U.S. History classes? It just depends on the question (being asked). Some questions students are relatively familiar with. For example, one example of a question which might be very good for socratic discussion would be: was the United States justified in dropping two atomic bombs on Japan following World War Two? That type of question is something that most people have considered at some point. Other ideas are better suited to in-class discussion because students are (still) developing their knowledge as they go.