Purpose: The purpose of this paper is to provide teachers with research and methodological findings for planning, facilitating and assessing classroom discussions around difficult, political issues. Design/methodology/approach: This paper focuses on navigating political polarization in classroom discussions. The research supported three teaching interns in developing classroom cultures where such discussions could and did happen. Findings: Findings include the importance of having difficult discussions, the methods for doing so successfully and the introduction of a new activity, Daily Independent Listening. Originality/value: In a climate of heightened partisanship, this research and these teaching examples provide models for all teachers engaging in such important work.