This study investigated the ways novice social studies teachers navigated classroom exchanges connected to broader societal and political discourses that are potentially controversial. The difficulty of such conversations often leads teachers to avoid discussions vital to the fabric of democratic life. In this paper, we explore the teaching practices of three, second year social studies teachers and consider how teacher moves in response to student ideas facilitated and obstructed difficult discourses. Using classroom video, participant-guided video analysis, and interviews as primary data, we asked how novice social studies teachers responded to difficult discourses. The findings of this study inform efforts to support novice teachers' capacity to navigate the vital discursive practices necessary for teaching social studies.