The class combines discussions on American history, ethics and personal morals, and modern social movements.
By Kate Sandreuter ’23
Throughout August and September, Cary Academy students and faculty alike have found themselves deprived of the standard happenings of a new school year, instead reconvening on Teams meetings and Zoom calls, subsequently leaving campus relatively empty. However, while the rest of school bemoaned the absence of face-to-face learning, participants in a new cross-disciplinary English and History class got to experience a semblance of normalcy. While the quad remained largely dismal and desolate during these first few weeks, on Tuesdays and Fridays, twelve upper schoolers could be found at noon sprawled socially-distanced across the lawn, and overheard debating and discussing a myriad of topics within the peripheries of the former science classroom. Taught by Dr. McElreath and Mr. Seeley, these students are enrolled in a year-long course titled “Leadership during Crisis” which offers students an understanding of the shortcomings and successes of past and present American leadership, often through the lens of modern perspectives and movements.
Engagement in both philosophical and practical discourse around a medley of relevant political, ethical, and societal issues has become a standard aspect of the course, in addition to an examination of novels, historical events, sources, and pieces of literature. Wonderfully organic discussion characterizes the class – sitting on desks, chairs, and tabletops with masks donned, students energetically and passionately offer their insights into questions and statements extended by their teachers, and often their peers. Camryn Friedman (’23) appreciates the lack of rigidity within these discussions. She remarks that the conversations in class “are typically held in a seminar style, where we ask each other questions and talk about our opinions on certain topics”, elaborating further to note that in these discussions the class “makes connections between the past and present and tries to figure out what we can do so past mistakes aren’t again repeated.”
The content and material digested in this class by all means invites these substantive discussions. The class first dove into reading Ta-Nehisi Coates’ award-winning novel, Between the World and Me. Written in the form of a letter to his own teenage son, Coates’ doesn’t spare the reader from the uncomfortable truths surrounding what it means to be black in America, truths that he swiftly and poetically delivers. Clay Thornton (’21), describes the novel as “beautifully written” and “incredibly powerful”, saying that the book “sparked meaningful conversations about the roots of racism in America and allowed each student to think critically about their own biases.” Maris James (’23), another student in the class, recounts it is the type of book that “really ma[kes] you permanently reexamine what you think you know.” The novel lends itself almost effortlessly to a myriad of ever-so pertinent topics and questions, ranging from the history and present reality of the pervasiveness of violence against black individuals in our country, to interrogating the hypocrisy and flaws within our country’s major institutions. Students also discussed the linguistic choices Coates’ included in purposely directing readers towards ideas such as the American Dream and the concept of “white-ness.” James concludes, saying one thing she took away from the novel was “to not let people take away your power. Hierarchical power only comes from the belief that we are less equal than someone else – there is nothing concrete that makes this true.”
Alongside these enthralling discussions, the class spends equal time pulled away from the metaphorical dialect of the literary world to shift its attention onto the concrete and historical. The cross-curricular nature of the course allows for topics broached in the English division of the class to be further examined through analysis and discussion around historical events in the History portion. The first few weeks have roughly dealt in the realm of pre-revolutionary ideas, figures, and documents. So far, students have offered perspectives on the conflicting ideals written into the Declaration of Independence, while delving into the figures behind one of the most saluted beacons of our country, and their intentions in drafting and publishing it. While preserving the cohesiveness found in traditional history courses, the day to day curriculum isn’t confined within the strictures of a linear progression most history classes require. There have been lessons that have departed from this pre-revolutionary period to shed light on historical topics such as Confederate statues erected during Reconstruction which allowed the class to venture off campus to the NC State Capitol memorials located in downtown Raleigh, as well as to the Alamance battlefield and its own accompanying monuments. Christina Polge (’22), says she appreciates these fieldtrips, stating that visiting these monuments “enhanced what we were learning in class because they were physical reminders of our past.”
All in all, the class is designed deliberately and strategically, with a prominent focus on cultivating meaningful discussion and encouraging students to think critically, appreciating and understanding the meaning of both works of literature and moments in history, and drawing parallels between the two. While other classes will join the ranks as Cary Academy re-opens, the Leadership during Crisis class will surely remain a fascinating, unique, and fulfilling endeavor for the months to come.