1 answer
sam
Student
Oak Harbor, Ohio
7
Questions
Updated
429 views
What kind of technology skills did you pick up in this line of work How do you approach teaching historical events that have controversial interpretations? How do you differentiate instruction for students with different learning styles in a history class? What is the most important thing you want your students to take from your history class after high school? How do you stay current with new research and developments in history? what are the sources you use to get most of your knowledge of history? What are some of the most memorable or impactful history lessons you've taught or lessons you've seen? If you could take students on a field trip to any historical site in the world, where would it be and why? What historical period or event are you currently reading about or most passionate about teaching? Which historical event or figure do you believe is most often misinterpreted or misunderstood in popular culture??
10th grade, interested in us, and world history. I want to go to bgsu or terra in Ohio to be a history major.
Login to comment
1 answer
Aundrea Napper
Food Safety Auditor
3
Answers
Franklin, Georgia
Updated
Aundrea’s Answer
Over the years, I’ve developed a range of technology skills that have completely changed the way I approach teaching history. I regularly use digital archives, interactive maps, and primary source databases like the Library of Congress and National Archives to help students engage with authentic materials. I also integrate tools such as Google Classroom, Padlet, and Canva to make lessons more interactive and accessible. Technology allows me to meet students where they are and bring historical events to life in creative ways that a traditional lecture alone can’t achieve.
When I teach historical events that have controversial interpretations, I focus on creating a respectful and evidence-based classroom environment. I encourage students to explore multiple perspectives by analyzing primary sources, comparing historians’ interpretations, and understanding the broader social and political context. My goal isn’t to tell students what to think—it’s to teach them how to think critically about history. I emphasize the importance of empathy and inquiry, helping students see that history is not just about facts, but about people, motivations, and consequences.
Differentiating instruction is also a big part of how I teach. Every student learns differently, so I incorporate visual aids for visual learners, discussions and podcasts for auditory learners, and simulations or project-based learning for kinesthetic learners. For example, one group might analyze political cartoons while another group builds a digital timeline. This approach not only keeps students engaged but ensures that everyone can connect with the material in a way that suits their learning style.
The most important thing I want my students to take from my class after high school is the ability to think critically and make informed decisions. History teaches us to question sources, recognize bias, and understand cause and effect—all skills that are essential beyond the classroom. If my students leave understanding that history is still shaping their lives today, I consider that a success.
To stay current with new research and developments, I follow scholarly journals, participate in professional development workshops, and stay active in teacher networks online. I also use resources like JSTOR, the American Historical Association, and museum education programs to keep my content and teaching methods fresh and relevant.
As for sources, I rely heavily on primary documents, academic publications, and credible history podcasts. I find that blending traditional scholarship with modern media helps me reach students who might not otherwise be interested in history.
One of the most memorable lessons I’ve taught involved a Civil Rights Movement simulation where students were assigned societal “roles” with different levels of privilege. It was incredible to watch students realize how systems of inequality actually functioned. The emotional impact stayed with them far longer than a lecture ever could.
If I could take my students on any field trip, it would be to Washington, D.C., specifically the National Museum of African American History and Culture. It’s one of the most powerful places to explore how history, culture, and identity intersect—and it helps students understand that history isn’t just something we read about; it’s something we live and carry forward.
Right now, I’m most passionate about teaching the World War II and Civil Rights eras. Both periods demonstrate courage, resilience, and social change, which are lessons that resonate deeply with students.
In my opinion, one of the most misunderstood figures in popular culture is Christopher Columbus. For generations, textbooks portrayed him as a heroic explorer, but modern scholarship offers a far more complex view—one that includes colonization, violence, and indigenous displacement. I use that discussion to teach students how historical narratives evolve as we uncover new evidence and perspectives.
Ultimately, I believe teaching history is about helping students connect the past to their present—so they can shape a better future
When I teach historical events that have controversial interpretations, I focus on creating a respectful and evidence-based classroom environment. I encourage students to explore multiple perspectives by analyzing primary sources, comparing historians’ interpretations, and understanding the broader social and political context. My goal isn’t to tell students what to think—it’s to teach them how to think critically about history. I emphasize the importance of empathy and inquiry, helping students see that history is not just about facts, but about people, motivations, and consequences.
Differentiating instruction is also a big part of how I teach. Every student learns differently, so I incorporate visual aids for visual learners, discussions and podcasts for auditory learners, and simulations or project-based learning for kinesthetic learners. For example, one group might analyze political cartoons while another group builds a digital timeline. This approach not only keeps students engaged but ensures that everyone can connect with the material in a way that suits their learning style.
The most important thing I want my students to take from my class after high school is the ability to think critically and make informed decisions. History teaches us to question sources, recognize bias, and understand cause and effect—all skills that are essential beyond the classroom. If my students leave understanding that history is still shaping their lives today, I consider that a success.
To stay current with new research and developments, I follow scholarly journals, participate in professional development workshops, and stay active in teacher networks online. I also use resources like JSTOR, the American Historical Association, and museum education programs to keep my content and teaching methods fresh and relevant.
As for sources, I rely heavily on primary documents, academic publications, and credible history podcasts. I find that blending traditional scholarship with modern media helps me reach students who might not otherwise be interested in history.
One of the most memorable lessons I’ve taught involved a Civil Rights Movement simulation where students were assigned societal “roles” with different levels of privilege. It was incredible to watch students realize how systems of inequality actually functioned. The emotional impact stayed with them far longer than a lecture ever could.
If I could take my students on any field trip, it would be to Washington, D.C., specifically the National Museum of African American History and Culture. It’s one of the most powerful places to explore how history, culture, and identity intersect—and it helps students understand that history isn’t just something we read about; it’s something we live and carry forward.
Right now, I’m most passionate about teaching the World War II and Civil Rights eras. Both periods demonstrate courage, resilience, and social change, which are lessons that resonate deeply with students.
In my opinion, one of the most misunderstood figures in popular culture is Christopher Columbus. For generations, textbooks portrayed him as a heroic explorer, but modern scholarship offers a far more complex view—one that includes colonization, violence, and indigenous displacement. I use that discussion to teach students how historical narratives evolve as we uncover new evidence and perspectives.
Ultimately, I believe teaching history is about helping students connect the past to their present—so they can shape a better future