Explore our Curriculum

School Level

Department

History & Social Science

The broad objective of the History and Social Science Department is to prepare our students to be humane, rational, participatory citizens in a national and global context. The scope and sequence of the course offerings are designed to provide students with an essential base of knowledge and a cumulative development of skills necessary to their growth as individuals, as members of their communities, and as students preparing for college study. We encourage students to gain a perspective for life in other eras and in other regions of the world. The Department also trains students in the skills of critical reading, research, writing, discussion, and debate.

Foundations of World History

Ninth-grade students will learn what it means to think like a historian and to work like a historian. Close reading, analysis and interpretation of events, persuasive writing and research skills (especially the ability to analyze the veracity of sources) will be emphasized throughout the course. By studying the foundations of civilization and patterns of development in the ancient world, students will be asked to think deeply about historical connections between the ancient and modern worlds. Students will study cultures and civilizations from the ancient Near East and Far East to Mesoamerica and Sub-Saharan Africa in order to develop appreciation and understanding of the meaning of World History.
Honors Foundations of World History

The Honors course will help students develop the skills of historians, with a heavy emphasis on analytical thinking and writing skills. Students must be able to read and analyze more complex texts, including many primary sources, as well as to take responsibility for managing the workflow of long-term assignments. Daily classes, homework assignments, thesis-driven essays and test questions will require students to take a more critical approach to the material, exercising their ability to analyze, synthesize and evaluate course content. Students will be expected to generate original ideas and to demonstrate independent thought.

Prerequisite: recommendation of the student’s current instructor or (for new students) strong performance on a diagnostic placement test.
Modern World History

Students will consider what it means to be “modern” and how new modes of thought in early modern Europe has affected the development of world history since the 15th century. They will practice the skills of the historian as they read and analyze a variety of texts and cultural artifacts. Students will practice political, economic, and cultural modes of interpreting history as they encounter questions as varied as the significance of the scientific method, the development of modern nation states, and the meaning of revolution. Students will develop a keener understanding of our contemporary world as they examine the impact of global conflict and interdependence in the 20th and 21st centuries.
Honors Modern World History

The Honors level course is similar in content to the standard course. In-class discussions and written work will require a high level of independent critical thought. Students will read and analyze more complex texts, both primary and secondary, and will grapple with highly abstract concepts. Students must be responsible for managing the workflow for long-term projects. Most class sessions will be discussions and workshops.

Prerequisite: recommendation of the student’s current instructor or (for new students) strong performance on a diagnostic placement test.
United States History

United States History is an introductory survey of the creation and evolution of the American Republic from the colonial period through the present day. The political history of the United States anchors the course, but social, economic, diplomatic and cultural developments are covered as well. In addition to reading narrative texts, students will spend time grappling with a variety of primary sources. Students will write analytical essays as well as complete research papers. By acquiring a basic knowledge of United States history, and by developing their critical thinking, reading and writing skills, students will be better equipped to be informed and involved citizens of the United States.
Honors United States History

The Honors course will cover the same material as the non-Honors course, although the pace will be quicker and certain topics will be studied in greater depth. Additionally, students will be required to do more independent work and analyze the past on a higher level. More challenging readings, including longer primary source documents and scholarly secondary sources, will be a feature of the course.

Prerequisite: recommendation of the student’s current instructor.
Advanced United States History

Advanced United States History is the most challenging level of the junior-level course, as it is tailored to college-level research and writing. Independent work and high-level analysis are expected in this course, and students will work even more with challenging primary source documents and scholarly secondary resources.
Civil War

The most destructive war in American History consumed the nation for four intense years in the middle of the 19th century. From 1861-1865, more than 600,000 Americans died as a result of this conflict. Americans killed Americans to the point that nearly 2% of the national population was lost. The outcomes of this conflict were many and remain with us today, echoing in the political structures and debates that characterize the United States. This course will closely examine the political, social, and economic roots of the American Civil War, learn the stories of the men who fought in the great conflict, and evaluate the degree to which the United States as a nation has been defined by its Civil War. Students will examine primary source documents, read and discuss scholarly sources, and practice the skills of both written and oral argument in this class.

Prerequisite: United States History or American Studies.
Advanced Civil War

The most destructive war in American History consumed the nation for four intense years in the middle of the 19th century. From 1861-1865, more than 600,000 Americans died as a result of this conflict. Americans killed Americans to the point that nearly 2% of the national population was lost. The outcomes of this conflict were many and remain with us today, echoing in the political structures and debates that characterize the United States. This course will closely examine the political, social, and economic roots of the American Civil War, learn the stories of the men who fought in the great conflict, and evaluate the degree to which the United States as a nation has been defined by its Civil War. Students will examine primary source documents, read and discuss scholarly sources, and practice the skills of both written and oral argument in this class.

Prerequisite: United States History or American Studies and recommendation of the student's current instructor.
History of Ancient Greece

This course covers millennia of ancient Greek history, from the Minoan civilization to the campaigns of Alexander the Great. There particular emphasis on the (fifth century BCE) Golden Age of Athens, though earlier ages will be covered to add background, and later ages will be presented to consider the development of concepts or effects of events in the Classical Age. Students will gain an appreciation for the pivotal role played by Athens in the development of western culture in various aspects of civilization, and will trace the rise and decline of the polis from the Persian Wars through the Peloponnesian War. The course will wrap up with a study of Alexander the Great and his successors during the Hellenistic period.
Advanced History of Ancient Greece

This course covers millennia of ancient Greek history, from the Minoan civilization to the campaigns of Alexander the Great. There particular emphasis on the (fifth century BCE) Golden Age of Athens, though earlier ages will be covered to add background, and later ages will be presented to consider the development of concepts or effects of events in the Classical Age. Students will gain an appreciation for the pivotal role played by Athens in the development of western culture in various aspects of civilization, and will trace the rise and decline of the polis from the Persian Wars through the Peloponnesian War. The course will wrap up with a study of Alexander the Great and his successors during the Hellenistic period.
History of Ancient Rome

This course focuses primarily on the history, literature, art, architecture, and philosophy of Rome from the 2nd century B.C.E. through the 2nd century C.E. The course will pay particular attention to the end of the Roman Republic and beginning and height of the Empire, though earlier ages will be covered to add background to the time period from the Gracchi to the Good/Adopted Emperors. Students will gain an appreciation of Rome’s transition to an empire that dominated the world for the coming four centuries and the legacy left by the Romans for civilizations that followed.
Advanced History of Ancient Rome

This course focuses primarily on the history, literature, art, architecture, and philosophy of Rome from the 2nd century B.C.E. through the 2nd century C.E. The course will pay particular attention to the end of the Roman Republic and beginning and height of the Empire, though earlier ages will be covered to add background to the time period from the Gracchi to the Good/Adopted Emperors. Students will gain an appreciation of Rome’s transition to an empire that dominated the world for the coming four centuries and the legacy left by the Romans for civilizations that followed.
Vietnam

America’s involvement in the Vietnam War (what the Vietnamese know as “The American War”) is one of the most controversial and troubling periods of the history of the United States in the 20th century. This course will examine the war in Vietnam from 1945-1975, exploring the political and economic motivations for American involvement in Vietnam as well as the broad impacts the war had on life in Vietnam, the United States, and the rest of the world. Students will gain a strong understanding of why people fought, how people fought, and how all this fighting continues to affect combatants more than 40 years after the conflict officially ended. Students will examine primary source documents, read and discuss scholarly sources, and practice the skills of both written and oral argument in this class.

Prerequisite: United States History or American Studies.
Advanced Vietnam

America’s involvement in the Vietnam War (what the Vietnamese know as “The American War”) is one of the most controversial and troubling periods of the history of the United States in the 20th century. This course will examine the war in Vietnam from 1945-1975, exploring the political and economic motivations for American involvement in Vietnam as well as the broad impacts the war had on life in Vietnam, the United States, and the rest of the world. Students will gain a strong understanding of why people fought, how people fought, and how all this fighting continues to affect combatants more than 40 years after the conflict officially ended. Students will examine primary source documents, read and discuss scholarly sources, and practice the skills of both written and oral argument in this class.

Prerequisite: United States History or American Studies and recommendation of the student's current instructor.
Advanced American Government: Elections

This course will examine American elections as a way of understanding both how we choose our governmental leaders and the extent to which our elections are truly democratic. With a focus on the 2024 elections, students will come to understand both how our elections work and why they are designed in the ways they are. What are political parties, and why do people join (or not join) them? What are delegates, superdelegates, primaries, caucuses and conventions? Why do presidential campaigns take so long? What is the role of money -- both corporate and private -- in determining election outcomes? Why are American elections focused more on candidates than parties, unlike in many other countries? Is this a good thing? Using current events related to the 2024 election, students will examine and debate differences between candidates and parties on current issues. By the end of the course, students should be able to make a well-informed prediction of the outcome of the 2024 elections.

Prerequisite: United States History or American Studies and recommendation of the student’s current instructor.
Environmental History & Policy

This course explores environmental history and policy from the 20th century to the present, emphasizing the evolution of global and local responses to environmental challenges including climate change and global policy, environmental justice and social movements, technology and innovation, as well as global environmental crises. Through these case studies, students will analyze competing interests in environmental policies, explore relevant primary sources, create geospatial story maps to visualize and interpret these issues, and complete a capstone project integrating 20th and 21st-century perspectives.
Advanced Environmental History & Policy

This course explores environmental history and policy from the 20th century to the present, emphasizing the evolution of global and local responses to environmental challenges including climate change and global policy, environmental justice and social movements, technology and innovation, as well as global environmental crises. Through these case studies, students will analyze competing interests in environmental policies, explore relevant primary sources, create geospatial story maps to visualize and interpret these issues, and complete a capstone project integrating 20th and 21st-century perspectives.
Advanced European History

Advanced European History provides highly motivated high school seniors the opportunity to explore this subject in greater depth while preparing for college-level work in the discipline. To that end, this course draws heavily upon primary sources of a diverse nature, ranging from political tracts and theoretical essays to fiction and memoirs. We will also explore a wide array of art and visual culture, along with audiovisual sources (music, cinema, speeches, newsreels), from the period. We will pay meticulous attention to the changing geography and demography of modern Europe by analyzing maps and statistical renderings. Moreover, we will examine secondary sources that have helped define these fields of historical inquiry.

Prerequisite: recommendation of the student’s current instructor.
Advanced American Government: Constitutional Law

This course provides highly motivated seniors the opportunity to explore the Constitution and its implications in great depth while preparing for college-level work in political and/or legal studies. Students will examine the framework of the U.S. Constitution and the powers, rights, and liberties that it defines. Additionally, students will explore a range of contemporary issues subject to constitutional interpretation, including freedom of speech and religion, civil rights/equal protection, the structure and scope of national power, the rights of criminal defendants, the right to privacy, and the right to bear arms. While becoming deeply immersed in the historical documents themselves, students will also read a range of scholarly perspectives. They will evaluate and apply various modes of constitutional analysis and will explore the relationship between law and American society.

Prerequisite: United States History or American Studies and recommendation of the student’s current instructor.
Advanced Government: Legal Studies

This course provides highly motivated seniors the opportunity to explore the American legal system in considerable detail while preparing for college-level work in political and/or legal studies. Students will examine the American legal system, its nature, operations, and theoretical underpinnings. Students also will analyze key areas of civil and criminal law, law enforcement methods, and efforts toward corrective justice. Through case studies, readings in legal theory and procedure, and simulations, students will explore topics ranging from robbery and homicide to immigration and family law. Throughout the course, students will evaluate the moral and policy justifications for laws and processes at the heart of American life.

Prerequisite: United States History and recommendation of the student’s current instructor.

Department Faculty

Philip Cox

History & Social Science

Middle School History Teacher, History Department Chair

(203) 801-4863

Bucknell University - B.A.
University of Virginia - M.A.

coxp@stlukesct.org

2019
Dr. Jason Haynes

History & Social Science

Upper School History Teacher and American Studies Coordinator

(203) 801-4802

University of Virginia - B.A.
University of Virginia - M.A.
University of Virginia - Ph. D.

haynesj@stlukesct.org

2005
Bio
Jason came to St. Luke’s as chair of the Upper School History Department in 2005 after having served in the same role at New Hampton School in New Hampshire and the Miller School outside of Charlottesville, Virginia. Jason earned three degrees at the University of Virginia, taking an M.A. in English Language and Literature, as well as both an M.A. and Ph.D. in Government from Mr. Jefferson’s University. Jason and his wife Kendall, who specializes in social work policy and is a Ph.D. candidate at NYU, live in Mt. Kisco, NY with their three dogs.
Abby Bielski Abbott

History & Social Science

Assistant Head of Upper School

(203) 801-4806

University of Michigan - B.A.
Grand Valley State Univ. - Teaching Certificate
Norwich University - M.A.

abbotta@stlukesct.org

2014
Bio
Abby joined the St. Luke’s School History Department in 2014 after five years with the American Overseas School of Rome, Italy where she served as History Department Chair. While in Rome, Abby advised student government and taught Advanced Placement Government and Politics, AP European History, and AP Art History. She also coached Varsity Volleyball ending her last two seasons capturing 3rd and 2nd place in the European Department of Defense Championships, respectively. Abby has presented successful strategies for student motivation at the AP National Conference in San Francisco as well as the European League for Educators Conference in Amsterdam. In 2012, Abby received the Presidential Scholarship Teacher Recognition Award from U.S. Secretary of Education, Arne Duncan, in Washington, D.C.

At St. Luke’s, Abby is again teaching 9th grade Ancient World History and enjoys incorporating technology and Makers Lab projects throughout the year. Abby also teaches Violent Politics, an elective focusing on terrorism and insurgency in the 21st Century. Violent Politics explores factors that motivate state and non-state actors to employ violence to achieve political objectives. Additionally, students engage in the formation and counter of global terrorist networks such as Al Qeada, ISIS, Boko Haram, and Al Shabaab.

In addition to her curricular commitments, Abby is a contributor to athletics and after school activities program. Along with Dr. Higgins, Abby is a dean of the 9th grade. Abby is the Head Varsity Volleyball Coach and Program Director, helping to grow our program into the healthiest VB program at St. Luke’s on record . Abby also runs our Model United Nations Program facilitating conferences in New York City, Cornell University, Princeton University yearly.

In her free time, Abby loves adventure travel and has visited 75 countries and counting; the Democratic Republic of Georgia, Macedonia, Kyrgyzstan, Turkey, Laos, Egypt, and the Islamic Republic of Iran being top highlights. Abby is looking forward to 2017 Spring Break when she and her department members will travel to Viet Nam to study the culture and history of South East Asia. She will then travel to Beijing to present with our technology expert, Matt Bavone, on how she uses technology to make ancient history exciting for 9th graders.

When Abby is not teaching or traveling, she loves to play her marimba, much to the delight of her neighbors and partner, in White Plains, NY.
Tasia Essence Courts '20

English, History & Social Science

Upper School American Studies Fellow

(203) 801-4905

Courtst@stlukesct.org

2024
Erin Hupal

History & Social Science

Middle School History Teacher

(203) 801-4900

hupale@stlukesct.org

2021
Samantha Janower

History & Social Science

Upper School History Teaching Fellow

(203) 801-4872

janowers@stlukesct.org

2023
Lauren Jeanne Malesky

History & Social Science

Upper School History Teacher

(203) 801-4836

Georgetown, UCSD, Columbia University
Redlands High School

maleskyl@stlukesct.org

2021
Hunter Martin

History & Social Science

Upper School History Teacher, Summer Program Director

(203) 801-4903

University of Wisconsin - Madison - Ph.D.
University of Wisconsin - Madison - M.A.
University of Wisconsin - Madison - B.A.

martinh@stlukesct.org

2012
Bio
Hunter hails originally from Wisconsin, where he’s a Badger through and through: he received his Bachelor’s, Master's and PhD at the University of Wisconsin. Hunter’s primary research interest during college and graduate school lay in modern European and intellectual history, with his Master's and PhD research focusing on 20th-century France in particular. At St. Luke's. he teaches Modern World History, Honors Modern World History, AP European History, and interdisciplinary senior electives including Civilization and Barbarism. Having previously coached the Varsity Boys Soccer team, he now leads our Summer Writing Workshops and assists seniors with their college essays.

Hunter and his family reside in Redding. He is an avid runner, hiker, and paddler. When he’s not outdoors, he’s generally in the kitchen cooking something spicy.
Mitch Joseph Murphy

History & Social Science

Upper School History Teacher

(203) 801-4889

Colgate University - B.A.

murphym@stlukesct.org

1992
Bio
Mitch was hired in 1992 as a history teacher and is currently teaching 11th grade US History and senior electives in Vietnam and the American Civil War. Additionally, he coaches the St. Luke's varsity golf team in the spring. Born and raised in New Brunswick, Canada, Mitch attended St. Paul’s School in Concord, NH where he was drafted by the Toronto Maple Leafs. After St. Paul’s Mitch attended Colgate University, where he played varsity hockey. In his free time, he enjoys playing golf and working on his family home. Mitch is married to Bonnie (whose sister is Linda Pierson ’93) and they are proud parents of Emily '15 and Matthew '18.
Kate Louise Parker-Burgard

History & Social Science, College Counseling, Community Affairs and Student Life, Leadership Studies

Director of Community Connections

(203) 801-4817

Hamilton College - B.A.
Union Theology Seminary - M.Div.

parkerk@stlukesct.org

2003
Bio
Kate joined the St. Luke’s faculty in July 2003 after serving as Dean of Students at Lake Forest Academy in Illinois. Presently appointed as the Director of Character Education, she has also been the Dean of Students and Director of Community Affairs. Kate has been working in the Center for Leadership since its conception in 2011. Her work is focused primarily in the area of service and includes a number of other initiatives designed to help students develop their leadership skills through positive, meaningful engagement with the community. She was named Crusader of the Year in 2006 and has received the Edward Blakely Distinguished Faculty Award and the Tracy Duncan Innovation Award.

Kate graduated from Hamilton College where she majored in religion and minored in music. She received her Master of Divinity Degree from Union Theological Seminary in Manhattan where she also received the Hudnut Award for excellence in preaching. Kate lives in Monroe with her husband. They are the proud parents of two adult sons who both graduated from St. Luke’s School.
David Garritt Parsons '92

History & Social Science

Upper School History Teacher

(203) 801-4870

College of Wooster - B.A.
Manhattanville College - M.P.S.
St. Luke's School
Wooster College, Manhattanville College

parsonsd@stlukesct.org

1998
Bio

A St. Luke's alumnus, David graduated from the College of Wooster and went on to secure a Master’s degree at Manhattanville College. He then returned home to his alma mater, St. Luke's, to begin teaching history in 1998. David currently teaches world history to ninth and tenth graders. This former SLS basketball player coaches soccer and basketball. David has coached at both the junior varsity and varsity levels throughout his tenure.

David’s wife, Christine, works in the Ridgefield public schools and currently teaches 2nd grade. David and Christine also have a son named Andrew.
Jen L. Pokorney

History & Social Science

Middle School History Teacher

(203) 801-4892

Weber State University - B.A.

pokorneyj@stlukesct.org

1996
Bio
Jennifer became a member of the St. Luke’s community in September 1996 as a history teacher and received the Excellence in Teaching Award in 1999. Most recently, she was appointed Assistant Head of the History Department. Jennifer focuses her instruction on history’s multiple perspectives, using a multicultural lens to analyze historical and current events.

She attended Weber State University where she played Division I basketball on a basketball scholarship, and after college spent time in Zambia in southern Africa. Jennifer later moved to the east coast of the United States, decided she liked it and made the decision to plant her roots here.

In addition to teaching seventh-grade American social history, Jennifer coaches Middle School Volleyball and Varsity Girls Basketball. Since her appointment to SLS in 1996 she has coached Middle School Basketball, Varsity Boys Basketball and Varsity Girls Basketball as assistant coach, each for two years, Head Varsity Girls Basketball coach, and Head JV Girls Basketball coach. She enjoys arts and crafts, sewing, candle-making, and yoga.
Rob Salandra

History & Social Science

Middle School History Teacher

(203) 801-4942

Columbia University - M.A.
Fordham University - B.S.

salandrar@stlukesct.org

2019
Bio
Robert Salandra joined the St. Luke’s faculty in 2019 as an Upper School History Teaching Fellow. During the two years of his fellowship, he taught U.S. History in the Upper School, coached Junior Varsity soccer and Middle School basketball, and filled a maternity leave position in a Middle School History class. After completing his two-year fellowship, Robert joined the Middle School History Department as the 5th Grade History teacher, which is the position he currently holds at St. Luke’s. In addition to his J.V. soccer assistant coaching duties, Robert has launched the first-ever Middle School Quiz Bowl program at St. Luke’s and continues to grow that program with hopes of expanding it to the Upper School. In the summer of 2024, Robert will also launch the inaugural SLS Summer Day Camp as Camp Director.

Robert attended Fordham University, where he received his Bachelor of Arts degree in Business Administration with a concentration in Marketing and a minor in Philosophy. He then went on to receive his Master of Arts degree in Philosophy and Education from Teachers College, Columbia University. Before joining the St. Luke’s faculty, Robert worked as a Kindergarten and Second Grade teaching assistant at St. Stephen of Hungary School on the Upper East Side of Manhattan.

Born and raised in Fairfield, CT, Robert currently resides in Bridgeport with his wife Emma—who is also a 5th grade teacher—and their two sons, Albus and Brewster. Robert and Emma are both members of a local folk/rock band called Mountain Laurel, playing venues across the New York/Connecticut region.
Sarah Danielle Westerberg-Egan

History & Social Science

Middle School History Teacher

(203) 801-4926

Wheaton College - B.A.
George Washington University - M.A.

westerberg-egans@stlukesct.org

2007
Bio
Sarah Westerberg Dormady joined the community of St. Luke's School in August 2007 as the Development Associate and Database Manager. In 2012, she joined the Technology Department as the MS Academic Technology Coordinator and also teaches a section of 8th Grade US History. She received her B.A. with honors from Wheaton College in Norton, Massachusetts. While attending Wheaton College, she majored in History with a concentration in American Social History and minored in both Sociology and Dance. She is the process of pursuing her M.A. of Educational Leadership and Administration from The George Washington University.
Jim A. Yavenditti

English, History & Social Science, Administration

Director of Studies

(203) 801-4831

University of North Carolina at Chapel Hill - B.A.
University of Georgia - M.A.

yavendittij@stlukesct.org

2002
Bio
Since Jim arrived on the Hilltop in 2002, he has been a Middle and Upper School Latin teacher, Sophomore Class Dean, Senior Class Dean, and Head of Upper School. Now as Director of Studies, Jim's main areas of administrative focus include Upper School academic counseling for grades 8-12, supporting teachers' professional growth and development through the school's FGR program, and creating both daily schedules for teachers and students and the School's annual calendar. Thankfully, Jim continues to teach at least one class per year, in order to keep his (relative) sanity. Outside of SLS, Jim serves on the Ridgefield Youth Commission and is a member of the Connecticut Association of Independent Schools (CAIS) Commission on Membership and Accreditation.

Jim lives in Ridgefield with his wonderful wife, two children (SLS '25 & '29), and one feisty but lovable dog. He spends his precious spare time reading, traveling, and supporting his beloved UNC Tarheel athletic teams.

St. Luke’s School is a secular (non-religious), private school in New Canaan, CT for grades 5 through 12 serving over 40 towns in Connecticut and New York. Our exceptional academics and diverse co-educational community foster students’ intellectual and ethical development and prepare them for top colleges. St. Luke’s Leading with Humanity curriculum builds the commitment to serve and the confidence to lead.

377 North Wilton Road New Canaan, CT 06840
(203) 966-5612 | admissions@stlukesct.org