The History Department seeks a teacher with expertise and experience teaching African-American history and two or more related courses which focus on U.S., Atlantic World, the Indigenous Peoples of the Americas, Latino-Americans, and/or Asian and Pacific Islander Americans. Current required standard and Advanced Topic (AT) courses in the History Department include African-American, American, Early World, European, and Modern World History, and Modern World Religions. Current electives include Economics, Comparative Politics and Global Relations, Herstory, the Holocaust, and Genocide.Â
History teachers report to their respective Principals and are responsible to the History Department Chair. All teachers are expected to perform in accordance with the terms and conditions of the Collective Bargaining Agreement and are expected to work the required days as stipulated in that agreement. Teachers are also expected to build deep relationships with students, families, other faculty and staff to communicate about student progress and to foster a culture of community in classrooms, advisory, and club/affinity group spaces. Enthusiasm, collaboration, reflective teaching and learning, and commitment to Labâ™s mission are vital.
Labâ™s History Department (grades 9-12) believes that historical study is uniquely structured to build appreciation of, and engagement in, a globalized world, and that students build valuable analytical and communication skills through careful attention to research processes and contextualization of current events in their historical antecedents. Likewise, historical study propels cross-cultural competence and an appreciation for global interdependence. In the twenty-first century, historians increasingly engage in transnational research, building more accurate and inclusive global narratives regarding historical events. These narratives provide context for our own experiences with globalization today and empower us to be better citizens. The History Department works to implement an ever-evolving, culturally-responsive curriculum, which is reflected in its recently adopted Accommodation and Diversity, Equity, and Inclusion statements.
Unaffiliated with the College Board APâ„¢ programs, our faculty work to honor John Dewey by using an inquiry approach to learning and curricular objectives. The History department cultivates studentsâ™ thinking skills so they actively construct and analyze historical narratives. Open-ended interpretative questions and student-centered instructional methods (e.g., discussion, debate, and simulation) empower students to act as historians, analyzing and interpreting texts and artifacts with well-evidenced conclusions. Students become adept at scholarly research, investigating more sophisticated sources as they move from tier-to-tier, ultimately reaching â‹print sources and scholarly, subscription databases from University of Chicagoâ™s Regenstein Library. Students investigate sources critically, analyzing and synthesizing both primary and secondary sources for point of view and context, rather than accepting them at face value. Students also learn analytical writing skills of thesis formation, well-constructed and evidenced body paragraphs, and attention to proper source citation. The department is committed to a growth mindset that propels students to strive for increasingly sophisticated work as they move from tier to tier.
Education, Experience or Certifications:
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Working Conditions and Physical Requirements:
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