Sophie Allen | The Chronicle
Accompanying the rise of College Credit Plus (CCP) and Credit Flex courses has been a noticeable change in the way students approach their education. It is often the case that core history, government and English classes are disproportionately relegated to the CCP and Credit Flex format — undeniably a less engaging and rigorous form of learning. Students claim that it’s because of the subjects’ irrelevancy to their future careers. However, this explanation hints at something more drastic: the diminished value that many of our youth place on politics.
While there is a growing sector of the youth population which is invested in politics, there remains a strong body which has remained isolated from current affairs. Their disinterest is not necessarily unreasonable; the barrier to entry is complicated by the density of the subject, the complexity of circumstances and the fear of being seen as ignorant in front of their peers whom they perceive as being more knowledgeable about the subject. But we are all affected by the interconnected affairs of the world, regardless of whether we pay attention to them. It is far better to be readily aware of politics than to be blindsided when you begin feeling the direct effects of them.
Students, while developing their knowledge of other subjects, need a space to be exposed to these current topics as well. Too often does concern over being controversial silence productive discussion about the world in our classrooms. Current events, whether social, cultural or political, should be woven into our standard curriculum, exposing students, in a safe and neutral environment, to topics they will inevitably encounter in life. Regardless of a student’s future career, what will certainly be necessary is an awareness of the society they live in. That awareness is the basis of our duty as citizens to direct the course of our nation. By nature, schools are great environments for discussion. We should take advantage of this opportunity to allow students, under the guidance of teachers, to engage with the news.
The purpose of studying our history is to understand how it shapes our modern day, yet this purpose is missed by many students who fail to see the relevance of the subject. Perhaps this objective would have more success if we were less afraid of introducing current affairs into our curriculum; then, students may more clearly see how relevant history truly is to them. After all, we go through school in an effort to be ready for the world, but without an awareness of the political climate, how can we truly be ready to participate in our democracy?
Adolescents’ political beliefs are often shaped by the views they are exposed to at home. While this fact is not inherently a bad thing, it is limiting to students’ worldviews. Humans are naturally inclined to draw toward and surround themselves with likeminded people; as a result, friends and social media also play a role in curating this limiting perspective. The beauty of the classroom is that students can exchange ideas with people outside of their own echo chamber. It allows teens to examine their own positions more deeply, to challenge them, to evolve them or change them altogether. This thinking produces new ideas and views which are more than half-heartedly regurgitated talking points that students absorbed from their parents. What’s more, the students can share their expanded knowledge base with their parents and thus creating a more fertile ground for discussions around the dinner table.
There is, of course, equal responsibility on the part of the individual and their educators to raise involved citizens. While the decision to pursue knowledge and remain open-minded is one a person has to make for themselves, our education system also has the duty to provide students with resources to become more involved.
I myself have had teachers who go to great lengths to make the connection between their subject and our current world clear to students. In my sophomore year, Darin Little was my AP United States History teacher, and a shining example of a teacher who was committed to fostering an awareness of current events in students. Even in discussions surrounding 100-year-old politics, he never shied away from commenting on our modern day. Regardless of how our positions differed, these discussions provided real benefit to myself and my peers. Yet not every teacher feels secure in doing so, when there are so many pitfalls to avoid when discussing complex, sometimes upsetting topics. And in this fear I see how our administration could still do more to fully establish this method of teaching in our curriculum, rather than create an expectation that causes teachers to tread carefully around the subject.
This form of education is critical at the high school level, the crucial period when students must grow up and begin to face the realities of the world. At this junction we must train our youth to engage in respectful discourse about the world and its future; face to face debate and discussion with people who have different experiences, beliefs and backgrounds is essential to developing a varied and deep understanding of others as well as of yourself.
In our globalized society, especially with the prominent role that the United States plays economically and politically, what goes on both inside and outside the country is relevant to all of us. Learning about these events isn’t a matter of becoming an expert; rather, it’s about responsibility, and understanding the role of every individual in the functioning of our nation.
