Posts by Zachary Cote
Before Thinking Nation, Zachary taught history at both the middle and high school levels for five years at Bright Star Schools. As a teacher-mentor and department leader, his passion was to ensure that a rigorous history education that emphasized historical thinking was available to all students. He earned his BA in History from CSU Channel Islands, where his love for history and history education blossomed. He holds a MA in American History from Pace University.
Why This New Minimum Standard Matters
Yesterday, I spent the day in Sacramento, CA with civic educators and ...
The New Minimum Standard: Data-Informed
If you’ve been in the same room as me more than once, you’ve probably ...
The New Minimum Standard: Rooted in Historical Thinking
Can you play soccer without a soccer ball? Can you have a dance withou...
The New Minimum Standard: Why Inquiry Matters and Supporting Student Questioning
History is a discipline, not a content. In my professional life, I mig...
OPED: For the Sake of Democracy, We Need to Rethink How We Assess History in Schools
On December 2, The Fulcrum published my article on why we need to chan...
NCSS RECAP 2025
I’m almost fully recovered from an insanely busy time at the National ...
Cultivating Thinkers: Our 2024-2025 Impact Report
As we reflect on the past year, we are inspired by what happens when t...
Happy Teacher Appreciation Week!
At Thinking Nation, we are so fortunate to work with such dedicated ed...
Recent Posts
- PRESS RELEASE: Thinking Nation Awarded Library of Congress Teaching with Primary Sources Grant to Expand Access to Primary Source-Based Assessments Nationwide
- A Webinar to Make Thinking the Minimum in Your Class
- Why This New Minimum Standard Matters
- The New Minimum Standard: Data-Informed
- Partner Spotlight: Hamilton Heights MS - Arcadia, IN
- The New Minimum Standard: Rooted in Historical Thinking
- The New Minimum Standard: Why Inquiry Matters and Supporting Student Questioning
- Not Your Typical New Year’s Blog Post
- OPED: For the Sake of Democracy, We Need to Rethink How We Assess History in Schools
- NCSS RECAP 2025