Biography:

My first cognizant memory as a child was standing inside a voting

booth with my elbows on the table, watching my mother become the first
woman in her family to cast her ballot in a national election. Even at my
tender age, I was fascinated with both the simplicity and the complexity of
the voting process, and with the delicate balance struck between society
and individual; authority and freedom.

Mission:
The interconnected nature and fragility of the world make in-depth, relevant social studies instruction
essential. The mission of my social studies courses are to provide all of my students with academic and
authentic learning opportunities that both ignite their passions for learning and also enhance their abilities
to contribute as citizens in their communities—from the classroom to the neighborhood, city, state,
national, and global communities. I aim to provide students of my social studies curriculum with an
appreciation for the political, economic, geographic and social implications of the past and enable them to
analyze those influences on the present and future as they become informed and engaged citizens in a
diverse global society.

Teaching Philosophy:
In the classroom, I engage students with vibrant historical themes, using music, art, primary accounts,
literature, economic theory, and strategic analysis. I am sensitive to the students’
backgrounds and goals in each lesson and unit, aiming to connect with their personal Myself working
experience. Among the academic disciplines, history offers a unique perspective on with a 4th grade
ourselves and the world. Social Studies also provides excellent opportunities for student to
design a
developing critical thinking skills, which are
research
central to the futures of all students. Most of all, project around
studying history can make students more active Egyptian
and responsible citizens. society and
leadership.
Students are at the center of my lesson planning
process. My first goal is to create an atmosphere
that encourages active participation and
involvement. I present historical themes and
material which are gauged to students’ needs and
interests. I organize assignments to promote critical analysis of primary and secondary sources. Students
are encouraged to come in during lunch or after class to my office to discuss their own ideas, plans, and
style for each assignment. Finally, I present exams not merely as evaluations, but as an opportunity for
students to understand and synthesize their work.