Democracy in Present Tense: 21st Century Democracy class

Hopkins Assistant Head of School and history teacher John Roberts first introduced 21st Century Democracy more than four decades ago during Ronald Reagan’s reelection campaign. He explains the need for a class that “pushes students to grapple with the Constitution, political philosophy,” and the lived realities of American democracy. “I want this experience for these kids to be an opportunity for deep exploration,” Roberts explained. “It’s a chance to really make it your own and think about it deeply.” Since then, the class has emphasized civic engagement, whether through the annual trip to Washington, D.C., or direct involvement in local and state electoral campaigns.

The class helps students explore various aspects of the political landscape by engaging with thought-provoking topics. Zoe Resch, one of the course’s teachers, recalls a visit last year from Florida legislator Sam Greco, whose views clashed with many Hopkins students but prompted probing questions and, ultimately, “even if our students didn’t necessarily agree with him, they learned a lot. It was an excellent and important example of civil discourse.” Scott Wich, another teacher and a former Hopkins student who once took the class himself, blends current events with historical context. “I like to start with a little bit of political history,” he explained. “We look at political ideology, where students might place themselves on that spectrum, and the history of political parties. Then we connect that to the news of the day.” In practice, students often begin class by checking outlets like The New York Times or The Wall Street Journal and sharing which stories caught their attention. 

Students also emphasized the value of class discussions. Mikoto Araki-Siegenfeld ’26 said, “We have a lot of different views, and everyone is pretty bold about sharing them.”. She recalled a recent class debate on Charlie Kirk: “The conversation turned to whether political violence could ever be considered a suitable response. No one got angry at each other … it makes the discussion really engaging.” Lucas Downes ’26, also relates to this idea: “I think I’m already starting to feel more prepared. I’ve learned a great deal simply by discussing current issues and hearing diverse perspectives. It makes me feel more ready to engage in civic life.”

The commitment to active civic engagement extends beyond classroom debates. For many students, one of the projects in the class —helping with local or state campaigns, was one of the most memorable aspects of the class. Student Council president Ripley Chance ’26, who took the class last year, described spending over 16 hours working on State Senator James Maroney’s campaign, where she experienced both the challenges of phone banking and the personal connections of door-to-door canvassing. She explains, “One-on-one conversations taught me empathy and how to really understand other viewpoints.” That lesson carried over into her own student government campaign, where she prioritized speaking with classmates individually to learn what they wanted Hopkins to look like. Other students bring politics even closer to home. Walker Stollenwerck ’27, current student in the class, said: “I’m excited to work with my mom, who’s running for the Westport Board of Finance, and to share the whole experience with my classmates.” 

The course culminates each year with the trip to Washington, D.C. Resch said, “We attend the Princeton Model Congress that involves hundreds of high school students from around the country who converge in DC for four days.” Furthermore, prior to the trip, students prepare by drafting bills to propose and debate in committee sessions, testing their ability to think on their feet. Chance recalled the mix of seriousness and humor in these debates, from her proposal on D.C. statehood to a tongue-in-cheek bill about banning toddlers from public spaces. Outside the chambers, visits to memorials such as the Vietnam Veterans Memorial provided moments of reflection and gravity. “There was so much depth and passion,” Chance said. “In a deep sense that we need to be more involved and give to our country what it has given to us.”

At the end of the day, as Resch put it, “First and foremost, schools should facilitate students’ learning as citizens of the world they live in. If students are knowledgeable, they will usually take a public stance, an important pillar of our democracy.” In many ways, these words embody the essence of what 21st-century democracy itself demands, a willingness to confront complexity, to hear different voices, and face politics as an informed citizen in a rapidly changing world.