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SACHEM HS NORTH
AP Human Geography
A college-level study of how people shape places—and how culture, migration, politics, cities, and development shape our world.
- Spatial thinking
- Population & migration
- Culture & politics
SOCIAL STUDIES EDUCATOR · LONG ISLAND, NEW YORK
Learning to read
the world.
I teach students and future educators to ask better questions of geography, history, and the stories we tell about people and place.
01 PEOPLE · PLACE · PERSPECTIVE
CURRENT TEACHING
Courses across three campuses
From high-school geography to graduate teacher preparation and foundational college history.
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STONY BROOK UNIVERSITY
CEE 577 · Teaching Social Studies
Curriculum, scope and sequence, and contemporary methods for teaching social studies in secondary schools.
- Curriculum design
- Instructional methods
- Secondary social studies
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STONY BROOK UNIVERSITY
CEE 578 · Teaching Social Studies Strategies
An applied examination of teaching models and the ways they support thoughtful, effective social studies instruction.
- Teaching models
- Classroom practice
- Reflective instruction
SUFFOLK COUNTY COMMUNITY COLLEGE
History survey courses
Four broad courses that connect evidence, context, and historical argument.
Western Civilization I
The ancient world through the early modern era.
Western Civilization II
The modern West, its revolutions, conflicts, and transformations.
Foundations of American History
American history from its foundations through the nineteenth century.
Modern American History
The United States from the late nineteenth century to the present.
ABOUT THE EDUCATOR
Teaching is not simply what I do.
It is who I am.
My classroom has changed over the years because students, technology, and the world have changed. The core purpose has not.
I studied American Studies at Columbia University, concentrating in ethnicity and race. That work deepened my awareness of cultural diversity and continues to shape how I build lessons: with respect for different learning styles, lived experiences, and perspectives.
I believe an effective educator must remain resilient—willing to reconsider methods, learn from new research, and use technology meaningfully. We cannot use an old map to explore new lands. At the same time, innovation only matters when it serves clear objectives, thoughtful engagement, and genuine student understanding.
Whether I am teaching high-school students, college history, or future social studies educators, my aim is the same: teach with clarity, enthusiasm, empathy, and an abiding belief that every learner can grow.
THE STUDENT’S PART
Come prepared, participate fully, respect the learning community, take pride in your work, and ask for help when you need it.
THE TEACHER’S PROMISE
Provide interesting instruction, respect different ways of learning, communicate clearly, return meaningful feedback, and make time for extra help.
OUR SHARED STANDARD
A safe, nurturing classroom built on mutual respect, honest effort, open communication, and the understanding that success follows work.
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THE WORK OF
SOCIAL STUDIES
“The goal is not simply to know what happened. It is to understand why it mattered—and what questions remain.”
01
Inquiry first
Start with a question worth investigating, not an answer to memorize.
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Evidence matters
Read maps, sources, data, and arguments with care and healthy skepticism.
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Perspective counts
Understand how people, place, and power shape every historical account.
TEACHING ARCHIVE
7th & 8th grade work
Selected lessons and resources from earlier years at Seneca Middle School, kept available for former students and fellow educators.
7th GradeEarly U.S. History
Exploration, colonization, revolution, the Constitution, and the early republic.
8th GradeModern U.S. History
Expansion, Civil War, industrialization, reform, and the United States in the modern world.
Archive links may open older presentations or materials in a new service. Some resources reflect the curriculum and technology of their original school year.