This year’s presidential election has reshaped the way American history is taught in NASH classrooms, with a greater emphasis on current events and real-world connections. Teachers have adapted their approaches to engage students with the election and its relevance.
For Mr. Schall, who teaches Modern American History and Politics, the link between classroom discussions and the outside world is apparent.
“In an election year, it’s right in front of us all of the time with signs, ads, and news,” he said.
Additionally, Schall emphasized maintaining respect during discussions.
“The discussion is very fact-based, results-driven. I understand that students’ political interest varies from apathetic to passionate, and students’ philosophies vary to all parts of the political spectrum. Knowing the diversity of opinion, I think, keeps the room grounded in the center and serves as a good reminder that not all think alike but all are worthy of respect,” he said.
Similarly, Mr. Pirring, who teaches the same course as Schall, noted that election years help to bring the history curriculum to life.
“Students can witness real-time connections to lessons learned in class. Classes tend to be more engaging and relevant during a presidential election year,” he explained.
Mr. Venezia, who teaches AP U.S. History, described the importance of incorporating factual evidence and current events into lessons when appropriate.
“The drama of an election cycle (particularly this one) means there is no shortage of relevant connections between what I am teaching in APUSH and what is happening now,” he said. “There is a misconception about including current events in our lessons — we should do that when it is relevant to our course content, so long as we are being informative and not trying to convince our students to take a particular side or action. I try to be here a source of facts in a confusing time. I think it can be comforting if students understand why things are happening as they are and that all of this isn’t entirely new.”
Before November 5, NASH Social Studies teachers altered their courses to align with the election timeline. Mr. Schall moved his “Voting and Elections” unit to the start of the year, a significant change from its usual fourth place in the lineup of the curriculum.
“My hope was that students could plug into the races and understand the stories and language around them in order to build interest,” he explained.
Mrs. Newell spent extra time teaching her “Elections, Voting, and Parties” unit this year.
“We usually go through the party platforms and leaders, but this year we spent more time looking at media bias in regards to election coverage, as well as making predictions and filling in an electoral map. Students also had a bonus opportunity that required that they watch the presidential debate in September. These are activities that I don’t usually do during a non-election year,” she said.
Mr. Lyons focused on class discussions that directly related to the election, such as predicting the president-elect and analyzing the results afterward, including how the candidate won.
“The big difference is there is more excitement and energy because it is a presidential election year,” Lyons said. “Students can see what we are covering on social media and the news cycles, making it easier to make connections.”
Additionally, he explained, “A presidential year brings more student participation because it is everywhere, such as on social media, the news cycle, yard signs, and so on. Students have a better understanding of what is going on and this brings about more participation and involvement, which make for a more exciting and dynamic classroom environment.”
Schall agreed, noting that “the interest level is typically high on the topic of voting and elections since juniors are on the cusp of voting eligibility. This year, however, we get real-life context to the content being studied; that certainly adds practicality, connection, and meaning.”
Of course, history teachers have to be passionate about the election in order to teach it well.
“The election is my Super Bowl,” Lyons said. “I enjoy flipping between the channels and seeing the analysis and the electoral votes slowly filling in. Staying up until 1:30 am makes for a long day the next school day but it is worth it.”
