As social studies teachers watched a violent, far-right mob breach the U.S. Capitol in an attempt to stop the formal certification of the election of President-elect Joe Biden, a daunting question loomed: How would they address this with their students tomorrow?
Thousands of supporters of President Donald Trump stormed Washington, D.C., on Wednesday, with some forcing their way into the Capitol building and interrupting the certification of the Electoral College votes, a key part of the nation鈥檚 presidential elections process. Lawmakers were barricaded in their offices and told to wear gas masks, several staffers told 澳门跑狗论坛. A woman was shot inside the Capitol and later died.
Teachers watching the unprecedented events unfolding on their TV screens met them with the same emotions as many other Americans鈥攂ewilderment, exhaustion, horror鈥攂ut also a desire to do right by their students and a determination to address what happened on Capitol Hill in their classes this week.
鈥淪tudents across America are watching & tomorrow teachers will have to address what is happening in DC today,鈥� American Federation of Teachers President Randi Weingarten tweeted. 鈥淕ood luck to every educator, whether in person or remote.鈥�
Teachers are always, in a sense, the nation鈥檚 first responders to world historical developments.
This time, social studies teachers from coast to coast are confronting the task of helping their students make sense of what happened at the Capitol鈥攊n many cases, through a computer screen鈥攅ven as the implications and progress of the riots remained unclear.
Among the difficult subtexts: the unsubtle implication of scenes of a violent, mostly white crowd rampaging through the Capitol practically unchecked, compared with often forceful put downs of last summer鈥檚 Black Lives Matter protests.
鈥淚t鈥檚 that fine line whenever we鈥檙e in these situations of teachable moments鈥攚e always want to be informative and not just reactionary,鈥� said Adam Dyche, the social studies department chair at Waubonsie Valley High School in Aurora, Ill.鈥�
鈥疘deally, he said, teachers would have a few days to process the events themselves and put together a structured lesson. But at the same time, 鈥渘ot giving it any recognition is dismissive of the magnitude of what we鈥檙e seeing right now,鈥� Dyche said. 鈥淭his is an emotional event鈥攎ore than anything I鈥檝e been a part of since probably 9/11.鈥�
Congress planned to resume the electoral college certification on Wednesday evening. In a statement, Education Secretary Betsy DeVos condemned those who impeded the electoral vote, saying that the law must be upheld.
鈥淭he eyes of America鈥檚 children and students鈥攖he rising generation who will inherit the republic we leave them鈥攁re watching what is unfolding in Washington today,鈥� she said. 鈥淲e must set a better example for them, and we must teach them the solemn obligations and duties that come with the title 鈥楢merican.鈥欌��
A Challenging Few Years in Civics Classrooms
The events of the past few years and the political polarization that鈥檚 divided the nation have made what鈥檚 always been the difficult, delicate job of the civics teacher infinitely more challenging. From Trump鈥檚 impeachment in late 2019 to the civil unrest of this summer, social studies teachers have had to tear up their lesson plans and start from scratch, with few resources to support them, and all under the shadow of potential blowback from parents and their communities for discussing 鈥渄ivisive鈥� issues.
This has been overwhelming, tiring work鈥攂ut it has also accustomed teachers to navigating difficult conversations with students, in which there are no clear answers. Dyche plans to start class on Thursday by asking students if they have any questions or thoughts about what happened at the Capitol. He realizes he might not be able to answer all of their questions.
鈥�淥ur responsibility is both to inform but also to admit when we don鈥檛 have the answer,鈥� he said. 鈥淚 need to process this as a teacher, as an American, as a citizen, as a voter, in the same way a student would.鈥�
Dyche said he will reach out to the social studies teachers in his school and encourage them to make space for students to discuss Wednesday鈥檚 events鈥攂ut to make sure they don鈥檛 make claims they don鈥檛 know to be true and not to feed misinformation. Still, he doesn鈥檛 want teachers to feel 鈥減aralyzed by being unbiased鈥� and avoid the conversation altogether.鈥�
鈥�淎n armed occupation of our Capitol, that鈥檚 wrong,鈥� Dyche said. But he鈥檚 not sure yet whether he will call it an attempted coup to his students. 鈥淚t鈥檚 a careful phrase to use,鈥� he said.
That鈥檚 a conversation, he said, that will likely continue in his text chain with other area social studies teachers throughout Wednesday evening. There was also a for social studies teachers across the country to process the events and share ideas for how to discuss it in class.
Many teachers agreed with Dyche that it will be imperative to begin class by allowing students to ask questions, in part to gauge how students are processing the events emotionally.
In the District of Columbia, just a few miles from the Capitol, teacher Rob Geremia said he plans to use the first portion of Thursday鈥檚 classes to allow his AP U.S. History and AP Comparative Government students simply to write their feelings and reactions down.
鈥淭here is a race component here, and we are going to raise it. No way would protesters of Black Lives Matter be anywhere near allowed to go into the Capitol, so what does that say about our police systems and our system at large that white nationalists were allowed to go in?鈥� said Geremia, who teaches at the diverse Woodrow Wilson High School. 鈥淭here will be a lot of discussion about race tomorrow, I have a feeling.鈥�
Karen Lee, a U.S. Government teacher at Thurgood Marshall Academy in D.C., said she knows her students might be experiencing 鈥渆motional fatigue鈥� and might not want to discuss Wednesday鈥檚 events in depth.
鈥淚 teach all Black children, so this is not new news to them that white people are treated differently than Black people,鈥� she said.
The contrast in the images from the Capitol, where police at least initially appeared to use a light touch with the rioters, and from the Black Lives Matter protests over the summer, where police in riot gear often sprayed tear gas and pepper bullets into the crowds, is jarring, she said. Some of her students participated in the Black Lives Matter protests, so this is personal to them.
She will let students lead the conversation and decide how they want to spend their class time, she said. Either way, she鈥檚 scrapping a test she had scheduled for Thursday.
鈥淧roviding space for discussion and conversation in a classroom rooted in civics skills and dispositions provides them with a sense of empowerment, so their own emotions and lived experiences are being centered in their own education,鈥� Lee said.
A Teaching Moment Unfolds in Real Time
Some teachers experienced the news breaking while they were in class, forcing them to make sense of the stunning events unfolding in real time. In rural Kalona, Iowa, Marcus Miller had turned on C-SPAN for his 12th grade government students to watch some of the election certification hearings. As students watched, the proceedings stopped, and Miller鈥檚 principal received a news alert that a mob had stormed the Capitol.
Miller turned the station to ABC, and students watched the live coverage of the Capitol for the remaining 25 minutes of class. He occasionally muted the coverage to answer students鈥� questions. The school鈥檚 student body is politically divided, with roughly half of students鈥� families supporting Trump and the other half supporting Biden.
His students who follow politics were anxious watching the coverage, Miller said. One student asked if anything like this had ever happened before.
鈥淚 said, 鈥楥ertainly not in recent memory. We鈥檝e always had a peaceful transition of power up until now鈥攖hat鈥檚 one of the things our country prides itself on, and this is not that,鈥欌�� Miller said.
He鈥檚 expecting students to bring up what happened at the Capitol in all of his classes on Thursday鈥攅ven in world history, where students are currently discussing the French Revolution. Miller said he鈥檚 still working to make sense of the implications.
鈥淚 think with all the chaos and the anxiety around the election, one of the things I tried to concentrate on [the past couple months] is trying to be as calm and rational as I can be and try not to let my anxieties and worries show to the students,鈥� he said. 鈥淲e do have these documents in place, and I try to trust that people will follow them as best as possible. [But] this is so out of the ordinary.鈥�
From America to the World Beyond鈥攁nd the Civics Classrooms of the Future
While extraordinary for the United States, riots that accompany changes in government aren鈥檛 uncommon worldwide, Geremia noted, and a comparative government approach could be a fruitful avenue for teachers looking for avenues to discuss the events, he said.
His course has examined political legitimization, political participation, and political culture and socialization in the nations of China, Iran, Mexico, Nigeria, Russia, and the United Kingdom and has encouraged many students to consider deeper questions about the role of individuals in functioning democracies and how institutions like the media shape perceptions of government.
鈥淢y students at the beginning of the year thought the chief characteristic of democracy was a [free and fair] election. They鈥檝e quickly realized that鈥檚 not the only part of it, and I think they鈥檙e seeing in person right now,鈥� he said.
Thanks to their prior learning, Geremia鈥檚 students will have other touch points to draw from. Nigeria, in 2015, That鈥檚 contrasted with an accelerating slide towards autocracy in Russia, where President Vladimir Putin recently spearheaded the abolition of term limits, he noted.
And civics educators watching from other countries offered a wry welcome for American teachers just now struggling with how and what to teach about a dysfunctional transition of power.
鈥淓very social studies teacher in Latin America: aaawww ternurito, bienvenido,鈥� Ecuadorian educator Luiza Daniela Mi帽o tweeted, using a phrase that loosely translated means: 鈥淲elcome, sweetie pie.鈥�
A Challenge to the Curriculum?
In the end, the events may also have lasting implications for the civics curriculum. Many Americans have been resistant to recent national conversations about poverty and racism, let alone to newly emerging challenges to America鈥檚 system of democratic representation.
But young people today, at least in some corners, are learning about redlining, the Tulsa massacre, and the legacy of anti-Black racism through sources like the New York Times鈥� 1619 Project. And that will ultimately mean discarding a longstanding theme in U.S. civics education, Geremia said.
鈥淲e鈥檙e taught American exceptionalism, and that鈥檚 the problem 鈥� it is pretty much drilled into us. What it means to be American is to be exceptional,
鈥淚 don鈥檛 think we are doing a service to the kids when we [continue to portray that],鈥� he said. 鈥淲hen you and I were in school, we鈥檇 be shocked by this. But I don鈥檛 think our students are today.鈥�
