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Award Winning Private History Tutoring in New York City, NY

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Our NYC history tutors go through an intensive application process, including a background check, to prove they are highly qualified.

Tutors deliver personally tailored History lessons in a one-on-one setting.

We offer an unparalleled satisfaction guarantee with your New York City History tutors.

History Tutoring in New York City, NY

Customized private in-home and online tutoring

Experience History tutoring by highly credentialed tutors in New York City, NY. Top tutors will help you understand History through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected History Tutors in New York City, NY

Talented History tutors are nearby and highly prepared to assist you in your educational journey. They hail from the highest caliber of schools including MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and additional high-caliber institutions.

A photo of Maria who is a New York City  History tutor

Undergraduate Degree:
Cuny College Of Staten Island - History

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Undergraduate Degree:
New York University - History

Graduate Degree:
Hunter College - Special Education

A photo of Ruth who is a New York City  History tutor

Undergraduate Degree:
Sarah Lawrence - Writing

Graduate Degree:
Oxford University - Classics And English

How your tutor helps you master: History


Our educational director will build your personal History learning profile, including strengths and weaknesses.


Your tutor will pinpoint the History areas in which you excel and the areas that require extra attention.


Your tutor will create a personalized learning program, guiding you toward your History objectives.

Recent Tutoring Session Reviews

The student has started the new term. Together we read a chapter in the history book and she worked to summarize the section and answer questions in the presentation in preparation for class. In chemistry the student worked on the concept of the mole. She was able to use the periodic table to correctly calculate the molar mass of compounds.

Today was my initial session with the student. We spent time getting to know one another and discussing where she feels I can be helpful with her studies. She and I discussed her English homework (the play "The Tempest") and how she should approach the essay that she is to write for it. We discussed Shakespeare and his depiction of female characters (something that she is very passionate about) and how the women in "The Tempest" were portrayed.
We also began working on her history homework, reviewing the chapter on American Imperialism.

The student has taken a lot of responsibility for preparing himself for his History exam, and appears to be aware of what he needs to do. He is not only retaining but also understanding many more of concepts and relationships in this subject area than he was even a week ago. In order to make his experience with History class more interactive going forward, we adapted the format of his reading journal into a version which he can use to take notes during class.

We started off working on his persuasive paragraph for English. When we finished that, we began working on his history project. The majority of our time was spent cutting out a pyramid from a huge cube of Styrofoam. Next, he used glue and sand to make a base for the diorama, then he painted the pyramid, made clay people, and dressed them.

We have begun to switch how we approach sessions by working on long-term goals rather than daily assignments. We began the session by looking over a science lab that is due on Tuesday. The student set up his data table and he will finish the assignment on his own. We then used the remaining time to study for his history test. I felt as though we had the most successful study session yet. He seemed interested and prepared with his class notes. We used questions from the book as a guide. I am interested to see how he performs in the essay portion of the exam because we focused most on preparing him for the essays. He was told by the professor that the essays would focus on acts and laws that were passed.

We reviewed some material from the chapter on the Enlightenment, then began a detailed examination of the history of the French Revolution, starting with the economic and political context and taking our discussion through the Tennis Court Oath and the fall of the Bastille.

We read a chapter in her textbook about the early parts of the civil war and the announcing of the Emancipation Proclamation. We answered the questions at the end of the chapter. I saw test grades ranging from 66% to 80% but I can't note progress as it was the first session.

The student needed help with his annotated bibliography for an upcoming historical research paper. He is writing his paper on Jackie Robinson, so I showed him how to research a subject on the internet through databases, journals, etc. After finding some articles on a database, we were able to find some primary sources as well. Once all of this was done, I helped him to format the bibliography in Chicago style, then I helped him write his summaries for the sources.

I made a practice History exam to help the student study for his test tomorrow while he worked on his vocabulary homework. I helped him when he got stuck, but he seemed to have no problem getting through the reading.

The student worked on a History research paper on Galveston due 27th of March. He had already performed much of the research. He started an outline with thesis, topics, and topic support. We identified how to use the topics to create a cohesive paper and further research needed.

This session was scheduled in order to work on the student's Document-based Questionnaire (DBQ) for Global History. It consisted of reading excerpts from documents about Islamic civilization, their achievements and contributions to world and then writing short answers to the questions posed. I was able to help her complete this and also gave her tips on how to extract the information needed and phrase good answers. Next we worked on the essay component of the DBQ which also centered around the same topic. The student created a topic and thesis statement and we worked on creating the outline as well as building out the body paragraphs. She will continue to work on this today. Her tasks including editing what has already been written and making revisions where necessary as well as writing a proper conclusion to the essay.

The student and I spent the entire session completing his review for a test on India. We had not worked on the chapter much, so he had many gaps in his knowledge. We talked about the chapter, in addition to answering all the questions. Mom was going to make a copy of the review so that he could study after he handed it in.

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History tutor in New York City, NY

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