Studying international development at UCLA with a focus on the Middle East and North Africa gave Nicole a framework for understanding history as interconnected systems — economics, colonialism, public health, and political movements all shaping each other. She teaches students to analyze primary sou...

Sociology at Yale is essentially applied history — Katrina spent semesters tracing how institutions, social movements, and cultural shifts shaped the present. That training makes her especially effective at teaching students to build evidence-based historical arguments rather than just recounting ev...

Travis treats history as an argument to be built, not a list of dates to memorize — whether students are analyzing the causes of the Civil War or tracing the evolution of constitutional powers. His background in AP U.S. Government and comparative politics gives him a lens for connecting political st...

Reading history well means reading critically — evaluating who wrote a source, why, and what they left out. Naama approaches historical texts the way her linguistics training taught her to approach any document: by unpacking the language, context, and structure of the argument itself. That analytica...

Ema approaches history the way she approaches literature: by teaching students to read sources critically, identify an author's perspective, and build arguments grounded in evidence rather than summary. Her Harvard training in textual analysis transfers naturally to evaluating primary documents and ...

Theatre training at Northwestern taught Zach something most history students never get explicitly: how to read a text for subtext — what a speaker is really arguing, who they're trying to persuade, and what they're leaving out. That skill translates directly to document-based questions and primary s...

Treating history as an argument rather than a list of dates changes everything about how students engage with the material. Helen teaches students to evaluate primary sources, identify bias, and connect causes to consequences — the same analytical skills her journalism training at USC demanded. She'...

Reading a historical document is a lot like reading a play — you have to figure out who's speaking, what they want, and what they're not saying. John approaches history through that interpretive lens, teaching students to analyze primary sources, identify bias, and build evidence-driven arguments fo...

Two years of tutoring adults through GED prep — including the social studies section — taught Raquel how to make historical cause-and-effect click for people encountering it for the first time, a skill that scales up to any level. Her science-heavy background in nutrition and predentistry means she ...

Too many students approach history as a list of dates and names to memorize, then struggle when an exam asks them to explain causation or evaluate competing perspectives. Claire teaches students to read historical sources the way a detective reads evidence — looking for bias, context, and connection...