History is about who we were as human beings and who we can become.  I work hard to make it clear that history belongs to everyone. In my classroom, we “do” history by fostering critical thinking, active citizenship, and empathy.  Students learn that history is about our ever-changing world and the interconnectedness of everyone who lives in it.  

One of my primary goals is to disrupt the traditional history curriculum by adding a variety of voices and perspectives, which transforms how my students see, feel, and understand the experience of history class. As a history and social studies teacher, it is my sacred duty to be truthful with my students. Sometimes, teaching that truth can be hard, but that doesn’t mean it shouldn’t be taught.  By being trauma-informed and creating a “brave space,” I allow my students to grapple with difficult topics. They need to do this to build empathy and then take that empathy and understanding out into the world. My students deserve to leave my classroom with the tools they need to see injustice, and then do something about it to create the world that they want to live in.  Students engage in projects where they actively engage with political representatives and community stakeholders to share how they would solve problems they identify themselves with, such as period poverty, gun violence, and hunger. They read and analyze sources about equality, from the Declaration of Independence to What to the Slave is the Fourth of July to the Disabled People’s Bill of Rights to determine what equality means and what they think it should look like. They read Supreme Court decisions through a critical lens to understand privilege. My students approach history head-on and face uncomfortable truths bravely.

Further, I believe every student deserves to see themselves in the curriculum in a joyful, strong way. I want to teach my students about the joy and strength of the people of the past in addition to resilience and resistance. I want them to know about African dance, Latino/a student walkouts, Filipino farm workers, Chinese American women in World War II, Indigenous tradition, and beyond. I want them to feel a connection with past generations and see the positive impact of all people on the human story. By emphasizing the importance of a global perspective in teaching history and incorporating diverse worldviews, regions, and cultures it broadens my students’ understanding of the interconnectedness of the world, past and present. Students also take their learning beyond the classroom; they compile oral histories, write to local news outlets, and are able to gather evidence, analyze sources, and come to conclusions that they share formally and informally. They leave my class understanding that they are not casual observers of history; they are empowered to make history and see themselves as agents of change and contributors to the ongoing human story.