Too many students think history is memorization — and then struggle the moment a question asks them to explain *why* something happened. Jessica, who holds a history degree from the University of Pennsylvania, teaches students to read sources critically and build evidence-based arguments, skills tha...

While history isn't Jai's core academic background, his consulting career trained him to build evidence-based arguments quickly — a skill that translates directly to writing strong DBQs and analytical essays. He teaches students to treat historical sources like data: identify what they prove, what t...

Studying history well means learning to read like a skeptic — asking who wrote a source, what they wanted, and what they left out. Kate's engineering research background sharpened exactly that kind of evidence-evaluation skill, and she applies it to everything from DBQ essays to unit exams on the In...

Too many students treat history like a list of names and dates to memorize, then struggle when asked to analyze or argue. Erika flips that approach — she teaches students to read primary sources critically, identify bias, and build evidence-based claims about why events unfolded the way they did. He...

Engineering training builds a specific habit of mind — tracing how one decision or condition leads to a cascade of consequences — that turns out to be exactly what history courses demand. Jeffrey applies that systems-level thinking to topics like the causes of world wars or the economic forces behin...

As a pre-med biology major at the University of Chicago, Rhea is steeped in a curriculum that demands rigorous reading, argumentation, and evidence evaluation across disciplines — skills that translate directly to historical writing and analysis. She's particularly effective at teaching students how...

Sami treats history as a series of cause-and-effect chains rather than a list of dates to memorize, drawing on his economics background to explain why civilizations made the choices they did. Trade routes, political incentives, resource scarcity — these frameworks turn abstract events into stories t...

Matthew approaches history the way he approaches science: by asking what evidence supports a claim and what narrative it's embedded in. That interdisciplinary instinct, sharpened at Stanford, makes him especially effective at teaching students to analyze primary sources and construct document-based ...

Strong historical thinking starts with asking better questions about a source: who wrote it, why, and what they left out. MaryAnn's training in both English and psychology sharpens that skill, since she teaches students to read documents for rhetorical strategy and human motivation. Whether the assi...

Running an SAT prep class in high school meant Samuel had to break down reading passages — many of them historical — into arguments students could quickly analyze and evaluate. That same instinct for distilling complex material into clear logical structure carries over when he tackles history, espec...