FEATURE CLASS NOTES
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TEACHER TALKS: X X X X NEWSMAK ERS
Examining the Past; Preparing for the Future — As told to Allana Edwards and Emma Woodcock
On this anniversary year, as we look back on the institutional milestones and individual recollections that make up the story of Calhoun, it seems apt to reflect on how history is covered in the classroom. We sat down with a few of our history teachers to learn more about how they teach students to understand the complexities of the past and apply those lessons to the present. At Calhoun, students are empowered to engage with the material in a deeply inquisitive manner and question how historical knowledge is created and passed down. This informs how teachers structure classroom discussions around bias, different forms of oppression, and current events. From connecting historical moments to the present to encouraging students to think critically about sources, our teachers are demonstrating the importance of studying the nuances of history. We talked with faculty members from across divisions: Meghan Chidsey, who specializes in ancient world history and anthropology in the Upper School; Giovanni Pucci, fifth-grade social studies teacher; Marco Sanchez, eighth-grade social studies teacher; and Jason Tebbe, who covers American and European history in the Upper School. With their different academic and personal backgrounds, they each have a unique perspective on teaching history. In the conversation that follows, they discuss how examining the past helps to prepare Calhoun students for the future. How do you introduce diverse perspectives and voices into your history curriculum?
Meghan Chidsey, Upper School history teacher
Giovanni Pucci, fifth grade social studies teacher
Marco Sanchez, eighth grade social studies teacher
Jason Tebbe, Upper School history teacher
2021–2022
