Lawtnee Frazier

Lawtnee Frazier’s eighth graders sometimes ask what she thinks about an issue. She turns the question back to them: “I have my own thoughts, but I want to hear what you think.” At Quail Hollow Middle School, her social studies classes explore U.S. and North Carolina history, with students expected to develop arguments of their own.

After studying Andrew Jackson’s presidency, students decide whether he should remain on the $20 bill. They weigh evidence, compare his actions with democratic ideals, and explain their conclusions in writing. Some argue for keeping him; others want a replacement. Frazier looks for sound reasoning, not agreement with her.

She displays their arguments in a hallway gallery, where other students can read them. Having taught both middle and high school, she makes writing a priority before they move on to ninth grade. She wants the ideas and the writing to be theirs, with technology helping rather than taking over.

Frazier also makes room for students to connect history and civics to their experiences. Lessons on the Bill of Rights lead to discussions of students’ rights, while journaling gives them space to reflect when events affect their lives. She makes the expectation clear: students can disagree without putting one another down.