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...

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...

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...

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 ...

Tiffany approaches history as a subject built on evidence and argument, not memorization of dates. Her legal training sharpened her ability to evaluate sources, identify bias, and construct cause-and-effect narratives — skills she now applies to everything from ancient civilizations to U.S. governme...

Earnest treats history as an exercise in cause-and-effect reasoning, teaching students to trace how economic pressures, technological shifts, and political decisions connect across eras. His engineering mindset lends itself well to helping students construct evidence-based arguments for document-bas...

A public policy degree from the University of Chicago means Sharon learned history the hard way — through primary source analysis, competing interpretations, and evidence-based argumentation. She teaches students to read historical documents critically and build essays that do more than summarize ev...