Faculty Spotlight: A Look at Baldwin’s History and Social Studies Department

At Baldwin, our History and Social Studies Department is dedicated to helping students gain a deep, imaginative understanding of both the triumphs and struggles that have shaped our world. Our experienced faculty foster critical thinking by encouraging students to reconstruct and analyze historical events through both primary and secondary sources, while also incorporating insights from related disciplines like literature, the arts, politics and philosophy. This interdisciplinary approach not only enriches their understanding of history, but also equips them with the skills to interpret complex ideas and evaluate the world around them. Above all, Baldwin’s History faculty aim to inspire students to become thoughtful, engaged and civically responsible citizens, ready to contribute to a global society. Through this holistic approach to teaching, Baldwin’s History faculty empower each girl to connect the past with the present and embrace the future with both curiosity and confidence.

 

 

Dr. Matthew Bunn, History Department Chair, History Teacher

University of Texas - PhD
University of Alabama - MA
Dartmouth College - BA

 

Dr. Bunn teaches three sections of U.S. History I to sophomores and two senior electives: Contemporary World Issues in the fall and The Holocaust in the spring. "In both my own classes and in the broader work of the department I lead, I hope to inspire students to think critically and self-reflectively about the world they inhabit and how it came to be," he explained. By engaging with history and current events, Dr. Bunn encourages students to explore the complexities behind the world around them, fostering deeper understanding and connection to the present-day challenges they face.

 

Dr. Bunn's work also cultivates leadership and confidence in Baldwin students by helping them understand societal issues. "My work helps students to understand the deeper roots of the world around them and the ways in which things that seem natural or inevitable in fact have complicated and contingent stories behind them," he shared. This exploration empowers students to see themselves as agents of change. Through projects like those in his Contemporary World Issues class, students use a variety of media, including podcasts and video essays, to analyze how cultural products in society reflect significant events, political conflicts and dominant social ideologies.

 

When reflecting on the importance of interdisciplinary approaches developing a well-rounded understanding of history, Dr. Bunn noted, “I like to joke that History is everything that has ever happened. What that means is that there are countless opportunities for us to connect with subject matter outside our department. To understand the past means relying on evidence and logic but also imagination, which is why art and literature are essential for us in particular.” 

 

 

Lisa Ameisen ’76  – Middle and Upper School History Teacher

Bryn Mawr College - MA, BA

 

Lisa Ameisen is the 6th Grade social studies teacher at Baldwin, focusing on cultural anthropology where students explore various cultures and their practices around the world. "We look at human universals such as survival patterns, material culture, families and the life cycle, rites of passage, power and authority, and more," Lisa explained. The course encourages students to recognize their own ethnocentrism and develop strategies to resolve cultural challenges, laying the foundation for future social studies and history courses. In addition, she also teaches a senior elective college-level seminar class in psychology, covering key concepts in personality development, cognitive development, memory, learning and mental health. "This course provides our students with a true introduction to the key ideas of psychology," she noted, particularly beneficial for those who go on to study psychology or neuroscience. Lisa also plays an active role outside the classroom, serving as an Upper School advisor, faculty mentor and co-advisor for Model Congress. As a Baldwin alumna and the mother of two alumnae, her connection to the school runs deep.

 

"In the classroom, we work on a variety of skills that build confidence, from critical thinking to learning cultural competencies," she shared. Her students also develop leadership abilities by working in small groups, leading activities and making presentations. In her psychology classes, students interview outside experts on their chosen topics and create podcasts based on their research. "In cultural anthropology, we are looking at current global issues all the time," Lisa added, explaining that students frequently examine how global issues relate to their responsibilities as global citizens. Her interdisciplinary approach, which includes collaborating with the English, Art and Math departments, helps students gain a well-rounded understanding of creative expression across the world, as well as a deeper connection to subjects. Her psychology students explore topics in biology and neuroscience such as neuroplasticity and neurogenesis, as well as engage in independent research around a topic of their own choosing in the broader field of psychology. 

 

 

Dr. Athan Biss - Coordinator of Academic Innovation, Upper School History Teacher

University of Wisconsin-Madison - PhD, MA
Pace University - MEd
Princeton University - BA

 

Dr. Athan Biss teaches several advanced courses, including Honors U.S. History II, U.S. Politics and Civics, Soviet History and Constitutional Law. In addition to his teaching role, Dr. Biss serves as the Coordinator of Academic Innovation, is a 10th grade advisor and is the faculty advisor to Model UN and Moot Court. "In my teaching role, I get to see the culmination of our students’ Baldwin education in upper-level classes where they demonstrate their critical thinking and writing skills," he shared. His involvement extends beyond the classroom, as he helps facilitate the Wyss Interdisciplinary Institute, supporting faculty and assisting with course development.

 

Dr. Biss believes that his courses help develop both the confidence and leadership skills of Baldwin students by fostering intellectual independence. "My courses, and all history classes, require students to evaluate and engage with ideas while cultivating a distinct point of view," he explained. By encouraging students to defend their arguments with evidence, Dr. Biss helps them develop their scholarly voices. In his senior electives, students explore current issues and have the opportunity to dive deeply into topics they care about. "With greater independence, students are empowered to direct their own learning and take ownership of their education," he noted.

 

One specific project that highlights the connection between historical events and current global issues is the U.S. Politics and Civics capstone project. "Students advocate for a reform on the local, state or national level," he shared. Students engage with experts, elected officials and stakeholders, conducting thorough research before writing policy briefs or op-eds. This experience helps students build their citizenship skills as they learn how to advocate effectively for the issues they care about. "They often continue to work on issues that began as a class project after the course has ended," Dr. Biss added, showing how the learning extends beyond the classroom and into real-world activism. By linking historical and contemporary issues, Dr. Biss helps students understand their civic responsibilities while developing the leadership skills needed to create change.

 

According to Dr. Biss, history is particularly well-situated to interdisciplinary approaches, because all disciplines have a history. “For example,” he noted, “students can’t fully appreciate the cultural history of the United States without engaging with music, art and literature from the past. Many of the best student research essays have deployed an interdisciplinary approach – examining the role of ballet in the Cold War, examining the geopolitics of scientific exchanges or mining an obscure novella by Edith Wharton to learn about popular debates surrounding euthanasia at the turn-of-the century.” 

 

 

Scott Carter – Middle School History Teacher

University of Michigan – BA

 

Scott Carter is teaching the second semester of 8th Grade Social Studies, a pivotal time for students as they prepare for high school history courses. "This is a very important semester as we cover topics that form the foundations of historical thinking," Scott explained. His curriculum focuses on Greco-Roman Civilization, the development of Abrahamic Religions and the civilizations of Africa and the Americas, helping students advance their academic skills. "We work on bringing together all of the analytical and writing abilities gained throughout middle school, in preparation for moving into history courses in the ninth grade," he shared. By emphasizing the development of strong analytical and writing skills, Scott is helping students prepare to transition smoothly to the higher academic demands of high school.

 

Scott’s approach also plays a crucial role in fostering student confidence and leadership skills. "By building upon skills introduced and developed in previous years, students learn that their analytical and rhetorical skills can be improved through hard work and repeated practice," he noted. A key part of his teaching is showing students the continued relevance of ancient history in the modern world. For example, he points out how phrases like "Bread and Circuses," "Crossing the Rubicon" and "The Writing is on the Wall," which originate from ancient history, remain effective idioms in modern usage. This connection to current global issues and civic responsibilities helps students recognize the enduring impact of historical events on today's world. Through these lessons, Scott reinforces the interdisciplinary nature of history, emphasizing that understanding the past requires analyzing its effects on every aspect of human activity. "Historians attempt to make sense of diverse and complex interactions and the effects that emerge from them," he explained, highlighting the interconnectedness of history with all other areas of inquiry.

 

 

Bridget Doherty - Grade 6 Dean, History Teacher, English Teacher

West Chester University - MA
Temple University – BA

 

Bridget Doherty teaches 7th Grade Civics and 8th Grade Financial Literacy, while also serving as the 6th Grade Dean at Baldwin. "I have the joy of seeing our students as they move up each year," Bridget shared, emphasizing the impressive growth she witnesses from the students' 5th grade visit day to their 8th grade moving-up ceremony. Her role in the social studies classroom is dynamic, as she helps students explore their world, understand where they fit in and develop their voices. In her Civics class, students are encouraged to become informed, engaged citizens, learning to discuss current events and listen to alternate points of view. "Students think critically about the past, its impact on the present and where they want to make change for the better," Bridget explained.

 

One of Bridget’s favorite projects is the Immigration Project, which she coordinates in partnership with the English department. "The goal of this project is to combine two seventh-grade themes: empathetic learning and citizenship," she noted. As the capstone project for both classes, students research an immigration story and present their findings through various creative expressions, such as writing stories, conducting interviews or even drawing portraits. Through this interdisciplinary approach, students learn from each other's work and gain a deep understanding of the challenges immigrants face. "They ultimately wrestle with the question: Who gets to be an American citizen?" Bridget said. This project enables students to view complex issues from multiple perspectives and consider them through a variety of lenses, encouraging empathy and critical thinking.

 

 

Dr. Thomas Prendergast – Upper School History Teacher

Duke University - PhD, MA
The University of Chicago - BA

 

Dr. Thomas Prendergast currently teaches 10th Grade U.S. History I, 11th Grade U.S. History II and AT History for seniors. "My role, as I see it, is to give students the skills and perspective they need to effect positive change," he shared. Dr. Prendergast aims to cultivate empathy in students and equips them with the tools to tackle challenging ideas, conduct original research and craft clear, persuasive arguments. He believes that these skills will help students understand the complexities of history while enabling them to apply that knowledge to contemporary issues.

 

In his teaching, Dr. Prendergast focuses on building intellectual confidence in his students. "Through scaffolded assignments, individualized guidance and frequent feedback, students learn that they can read and understand challenging texts, develop a sophisticated understanding of remote eras and places and, importantly, make original contributions to ongoing scholarly conversations," he explained. In his AT History course, students have the opportunity to pursue independent research on topics that are directly relevant to current global issues and civic responsibilities. For instance, one student is researching the impact of cable news and social media on criminal defense strategies, while another investigates loopholes in the 1976 Toxic Substances Control Act. Dr. Prendergast also challenges the misconception that history is only about famous or “important” figures, emphasizing that "everything — from a genre of literature to a pop song or scientific theory — has a history behind it that can and should be studied." By introducing students to a variety of historical approaches, he helps them appreciate both the historical context and the intrinsic value of different subjects.

 

 

Mercedes Reichner – Upper School History Teacher

University of Pennsylvania - MS
Wesleyan University - BA

 

Mercedes Reichner teaches 9th Grade Modern World History. "My classes focus on making history feel relevant, fostering a sense of curiosity and encouraging students to think critically about the past and its impact on the present," she explained. Mercedes emphasizes that history is more than just dates and facts; it is about understanding the stories that shape the world today. "I try to encourage my students to feel confident to ask questions and challenge ideas, which I think contributes to our School’s culture of intellectual exploration and academic rigor," she shared. Through her teaching, Mercedes instills a love of learning and a desire for critical engagement, impacting Baldwin’s academic culture by encouraging curiosity and intellectual challenge.

 

Mercedes believes her role as a teacher is to equip students with the tools to analyze the world around them. "By creating a classroom environment where discussions are encouraged, students can build the confidence to express their thoughts and opinions," she said. She fosters leadership skills by encouraging students to take on roles in group projects, presentations and debates. One specific lesson that exemplifies her approach is the graded discussion on the Industrial Revolution. "This discussion allows them to connect the historical events that we studied to current global issues such as climate change and the prevalence of artificial intelligence," she explained.

 

According to Mercedes, interdisciplinary approaches are essential in helping students develop a holistic understanding of history. “When we connect history with literature, for example, students can explore how historical events are reflected in fiction, poetry or plays, which allows them to better understand the human experience behind those events,” she explained. Integrating arts and science also helps students see how these fields were influenced by and contributed to historical change. “For instance,” she noted, “studying the Renaissance is much more engaging when students explore both the art produced during the period and the scientific advancements that occurred alongside it. By encouraging students to make these connections, they develop a more nuanced and comprehensive understanding of history and its place in shaping our present and future.”