I serve as the lead teacher for our foundational Upper School history course. We introduce students to key social science concepts for better understanding their contemporary world. Each year we re-craft the curriculum to reflect current events, from urbanization to global crises.

Photo by ben o’bro on Unsplash.

In our Class 8 history course, students explore medieval cultures around the world, focusing on the ways they influence and interact with on another. We begin in the fall in the Mediterranean world and the rise of Islam. In the winter we move to East Asia and the Silk Road. Spring concludes with the Americas and European contact. Students develop their historical analysis and communication skills.

Theodora, Byzantine Empress, Basilica San Vitale (Ravenna).

In my U.S. History Courses, students focus on primary source analysis to understand the breadth of American experience and thought. I pay particular attention to individuals those lives span traditional periodization, helping students notice the changes and continuities of American history.

In this course, we read genre fiction as a window into historical methods. Readings from the most recent version of the course include Dracula, World War Z, The Only Harmless Great Thing, and A Monster Calls. These readings — which open discussion about primary sources, oral history, and narrative — are partnered with independent historical projects putting these insights to use.

Photo by Noah Silliman on Unsplash

This was the Class 8 history course when I arrived at Waterford. In crafting my version of the course, I drew heavily on A History of the World in 100 Objects, using material culture to draw connections across ancient civilizations. Student projects focused on daily life and concluded with their own podcast about an ancient artifact.

Silver Plate of Shapur II, British Museum collection © The Trustees of the British Museum

I’m always thinking about new courses I would enjoy offering.

• In particular, I’ve taught the life and writings of W.E.B. Du Bois to both students and teachers. I’d love to do so again, perhaps as part of a larger course on Black history or literature.
• My dissertation is on the rise of conservative politics after WWII, so a political history or government course would be right up my alley.
• In many of my courses, religion is a significant area of focus. I appreciate the opportunity it gives students to explore varied worldviews.
• As a graduate student, I spent three semesters teaching a course on the Holocaust, so I would be interested in exploring historical topics of genocide with advanced students.

Photo by Alexander Grey on Unsplash