Public discourse is increasingly polarized when it comes to contemporary political issues and the modern democratic agora of social media has been described as an “echo chamber” where we tend to find our own comfort zones of established truths rather than having our horizons widened (Bauman & Obirek, 2015, p. 126). Consequently, this polarization can be seen in classrooms where political discussions and topics surface within social science education (Sandahl, 2018/2019, in press). Traditional teaching offers important arenas for deliberation (Hess, 2009) but can be as homogenous as filter bubbles online, particularly in highly segregated urban school settings. One way of challenging students’ closed narratives is to engage in and practice perspective taking (Sandahl, 2015), a second order concept engaging with different cultural and ideological understandings of political issues. This study examines a classroom intervention in an upper secondary school and the aim of the paper is to examine how perspective taking can help students open closed narratives about political issues. The data consists of classroom observations, students’ logs and follow-up interviews in focus groups. The results suggest that perspective taking through role play can influence students’ understandings of standpoints other than their own and increase their engagement in class.