For all students and parents please use the Class Websites tab to find my current up to date web sites for APUSH, Contemporary US Issues, and Modern American History. All the information you need is located on those websites.
Schedule:
Office Hours: Coming Soon!
Period 1 - CASE - APUSH
Period 2 - APUSH
Period 3 -CUSIH
Period 4 - APUSH
Period 5 -US Gov
Period 6 -Planning
Period 7 -Planning
Email: [email protected]
Teacher Bio:
Colorado native, raised in Boulder,
Married and father of three, ages 17, 18, and 23.
Behavioral Science B.A. from Metro State University graduated summa cum laude.
Girls and Boys Head Golf coach
Continuing Education:
2022 - Auschwitz - Birkenau Fellowship
On site educators trip to Poland, studying the Holocaust in Warsaw, Krakow
and at the Auschwitz - Birkenau Memorial site.
2018 - Present - APUSH National exam reader
2017 - National Endowment for the Humanities seminar:
Impact of Modernity on Indigenous Peoples (Grand Coulee Dam)
2016 - Gilder Lehrman Institute summer seminar at Stanford on the
Supreme Court
2015 - Critical Thinking Skills seminar at Antioch University in Keene, NH
2014 - Foreign Policy Institute seminar in New York, NY
2013 - Awarded two week educators trip to Turkey through the World Affairs Council and Turkish Cultural Foundation
Awards: Colorado Educators Voice Fellow 2015-2016
Daughters of the American Revolution Dr. Susan Anthony Chapter
American History Teacher of the Year 2015-2016
Work Experience: This is my 14th year teaching all at Arvada West.
Teaching Goal: I have introduced a Critical Skills program design into my teaching. Critical Skills will focus on experiential learning, collaborative learning, standards and problem based learning. Students will be actively engaged in creating the classroom environment, syllabus, and classroom policies. Students will experience the pressure of presenting their work in an atmosphere of a collaborative classroom community.
Critical Skills has nine basic characteristics:
1 - Students will frequently work as a team.
2 - Students actively solve meaningful problems.
3 - Students publicly exhibit their learning.
4 - Students reflect on what they are learning and doing.
5 - Students apply quality criteria to their work.
6 - Teachers mediate, coach, and support the learning process.
7 - Targeted learning results guide culture, curriculum, and assessment.
8 - Work is interconnected.
9 - Students take responsibility for and ownership of their learning and for the classroom community.
Teacher Bio: Colorado native, raised in Boulder, former Golf Professional and business owner turned history teacher.
Married father of three ages 11,12,17
Behavioral Science B.A. from Metro State University graduated summa cum laude
JV Girls and Boys Golf coach
Volunteer assistant coach for Girls Basketball
Continuing education:
Currently working toward my masters in American history.
2017- National Endowment for the Humanities seminar:
Impact of Modernity on Indigenous Peoples (Grand Coulee Dam)
2016- Gilder Lehrman Institute summer seminar at Stanford on the Supreme Court
2015- Critical Thinking Skills seminar at Antioch University in Keene, NH
2014- Foreign Policy Institute seminar in New York, NY
2013- Awarded two week educators trip to Turkey through the World Affairs Council and Turkish Cultural Foundation
Awards: Colorado Educators Voice Fellow 2015-2016
Daughters of the American Revolution Dr.Susan Anthony Chapter
American History Teacher of the Year 2015-2016
Work Experience: This is my tenth year in teaching all at Arvada West.
Teaching Goal: I have introduced a Critical Skills program design into my teaching. Critical Skills will focus on experiential learning, collaborative learning, standards based learning and problem based learning. Students will be actively engaged in creating the classroom environment, syllabus, and classroom policies. Students will experience the pressure of presenting their work in an atmosphere of a collaborative classroom community.
Critical Skills has nine basic characteristics
1- Students will frequently work as a team.
2- Students actively solve meaningful problems.
3- Students publicly exhibit their learning.
4- Students reflect on what they are learning and doing.
5- Students apply quality criteria to their work.
6- Teachers mediate, coach, and support the learning process.
7- Targeted learning results guide culture, curriculum, and assessment.
8- Work is interconnected.
9- Students take responsibility for and ownership of their learning and for the classroom community.