In this scholarly article, teacher researchers explore the disparity between modern classroom pedagogies and the almost complete absence of a key component of identity. It advocates for religious language inclusion, examines students' religious engagement during the study of Anne Frank and the Holocaust, and serves as a practical support for teachers to introduce this kind of discourse into the classroom. Classroom discourse influences future civic dialogue, and this article posits that welcoming faith-based rhetoric in schools, along with conversations that cause discomfort, holds the potential to prepare students for confident and considerate living in a pluralistic world. By engaging religious rhetoric, teachers explore the possibilities of welcoming all student voices, stepping back to encourage democratic dialogue, and empowering students for future civic life while developing rhetorical and listening skills that uphold the value of dissenting views.