How teachers deal with the 2024 election discussions

An assassination attempt, a sudden change of candidates and an increasingly polarizing approach to political discourse have made the 2024 presidential election a campaign event for the history books long before Election Day on November 5.

However, this does not necessarily mean that the subject will be taught in classrooms in the fall.

A nationwide survey of educators by the EdWeek Research Center this summer found that most teachers are choosing not to choice in the classroom, with some citing fear of potential complaints from parents and the possible inability of students to have respectful conversations. Some social studies teachers also expressed concern on legislation in at least 18 states Limiting discussion of race and gender may impact the way they talk about a presidential election in which these issues are at the center of the debates.

Those who teach the College Board’s Advanced Placement US Government and Politics Of course, however, they see a golden opportunity for teachers to model civil discourse and civic engagement in the classroom. These teachers are also used to adapting to current events in real time, such as when the College Board removed questions To roe v. Wade from the AP exam after the U.S. Supreme Court overturns the case in 2022.

Although the 2024 election cycle will not factor into the exam this spring given when AP exams are written, AP U.S. Government and Politics teachers shared their thoughts and advice with Education Week on how and why they are teaching the election this year.

Teachers should report on elections and other current events to encourage civic engagement

“One of the greatest deficiencies in our society today is the lack of civic education and civic understanding among our citizens. One of the goals of AP US Government and Politics is to enable students to develop civic understanding.

“I want my students to know what's going on and understand it in the context of the Constitution. What problems arise when a candidate decides to drop out and a new candidate comes along? How does that candidate get the delegate votes to be his party's nominee? How does that candidate get on the ballot in all 50 states? Those are the kinds of things my students should know because that's part of the electoral process.”

—Noah Lipman, AP U.S. Government and Politics teacher at Highlands High School in San Antonio, Texas

“I think we can talk about current events without seeming remotely partisan or ideological, but we have to use the media consumption perspective. My students are free to have their opinions. They are free to advocate for the political party they represent, explore that, and have those conversations. I don't see it as my job to impose myself in those conversations. My job is to help them with their own thinking and see how it develops, grows, and changes.

“There has to be a place for current events. I think that's what makes us relevant. I am convinced that I am here to help my students learn how to engage in a democratic society. Is there no greater task in life than to prepare people to engage in [a] democratic society? It doesn't matter if you are a laboratory scientist, a logger, a farmer or an employee of the big technology companies, we are all committed to a democratic society.

“Current events are absolutely relevant. It's just a matter of how we approach them, how we teach students to talk about them, and then our role in those conversations. I think that's so important.”

—Shari Conditt, AP U.S. Government and Politics teacher at Woodland High School in Woodland, Washington.

Even within legal limits, it is necessary to find one’s way in current events

“We try to make young people active members of our system and thus completely avoid them [talking about current events] does us all a disservice.

“Yeah, sometimes it's a fine line. And yes, even in a liberal California, we have a pretty strong conservative base in this city, in this community. At the end of the day, we bring an issue to the table. Should the government step in and do something about it, or should the government let us decide for ourselves? And I don't care what the issue is. That's the question we ask ourselves when we want to elect people to any position.

“I don't care if we're talking about taxes or putting up speed bumps or whatever. Basically, it comes down to this: Do you as an individual believe that the government should be more or less involved in this issue than it is currently doing? And when I take out the personal political views and take out the names of those things, the kids are pretty receptive and feel safe.”

—Kevin Jackson, AP U.S. Government and Politics teacher at Petaluma High School in Petaluma, California.

“One of the things I like to do is teach students to identify trends in voting behavior. There's a really great resource that the University of Florida has called Election. [lab]– they have data and show models, such as the percentage of eligible voters who participated in elections, and they have midterm elections and presidential elections.

“It's really interesting when students see that turnout in the midterm elections is declining. That's a great way to explain why you think that's the case. Obviously you're voting for the governor, you might be voting for the senator [or] These midterm elections are where most of the House is, but they're not quite as exciting as presidential elections. But they're a great introduction to a conflict like federalism, where you can say: How often does the president have a direct impact on your life? When your governor or your state legislature makes a decision, you feel it, and that's what these midterm elections are.

“I really like studying election day polls. For example, after the 2016 election, I had students who were just shocked how on earth Donald Trump could win when we analyzed the election day polls. That's how it works. And then I had students do it again in 2020. Because of COVID-19, my students were mostly online. I had one student who had a Trump flag in the background and he stayed after class. [He asked]”How could Donald Trump lose?' And I had analyzed the post-election polls that showed that Donald Trump won the independent voters in 2016 and lost the independent voters in 2020, and that was really what it was about.”

—Ryan Werenka, AP U.S. Government teacher at Troy High School in Troy, Michigan.

“How do you do that in the current system? I would say for teachers who are worried or stressed about the way they're teaching this current election, I think there are a lot of great resources that they can turn to.

“We're looking at an election that looks so different. But there are some historical lessons here. Theodore Roosevelt was assassinated when he was running for president in 1912. So if I were in a constituency where I felt I couldn't talk about the assassination of former President Donald Trump, then I would lean on materials on the 1912 assassination of Theodore Roosevelt to draw that parallel. When I look at this shift in the Democratic Party that was emerging in 2024, and President Joe Biden deciding at the last minute to step down and not run again, I would go back and look at the Democratic Party of 1968 instead. [National] Convention, also in Chicago, and find available resources to tell that story.”

—Shari Conditt

Teachers must cultivate a culture of politeness in the classroom

“[In a recent class] We spoke directly about civil dialogue and defined it, and I gave them some definitions. I asked them to turn to a partner, or my seating arrangement, I have tables for two or four people, and so I say: “Table, spend a few minutes looking at these four definitions. Which one speaks to you the most? What is the key phrase? What words emerge from it?” The [students] said that one should approach the matter with humility and not humiliate others.

“We'll have small and large group discussions throughout the semester, and it's OK to disagree, but it's not OK to disagree about it. I tell my kids I'm not here to teach from a partisan perspective. I'm a registered independent voter. I don't belong to any party. But my only bias in this whole class is that I want you to vote. I don't care who you vote for. You're voting in your own best interest, so make sure you do it.”

—Kevin Jackson

“We should always be interested in building a classroom culture based on civility. I think there's a reason people talk about civil dialogue and civil discourse. I think there's a concern that this is breaking down. I think the second day of all my courses this year is about creating norms. We create norms for how we talk to each other.

“What conditions must be met [to engage in a conversation]? And secondly, what turns you off and causes you to stop a conversation? These are two very simple questions, but these are the questions I ask my students.”

—Shari Conditt