My favorite part of being a school administrator was stepping into classrooms and witnessing teachers’ passion for teaching come to life and seeing that passion spark curiosity, engagement, and excitement in their students. It’s one of the many things I’ve missed about public education, which is why I cherish the opportunity to visit our Thinking Nation partner schools and experience those same moments all over again.
During my recent visit to California, I had the opportunity to visit five Thinking Nation partner campuses. This month, we’re spotlighting one of those schools: Alliance Gertz-Ressler, located in Los Angeles.
Alongside Annie Jenson, Thinking Nation’s Director of Curriculum, I had the pleasure of connecting with Assistant Principal Marcel Losada. After our conversation, we walked the campus and stepped into the classroom of Ms. Dionna Perez, who teaches Ethnic Studies and AP African American Studies to students in grades 9–12.
Sometimes, the strongest sign of a thriving classroom culture is the warmth you feel before a single word is spoken. That was undoubtedly our experience in Ms. Perez’s classroom. From the welcoming atmosphere to the thoughtful instruction, meaningful student discourse, and insightful questions and observations, it was clear that students were encouraged to think deeply, engage with one another, and explore new perspectives. So, what does it look like to cultivate a classroom filled with curious minds and critical thinkers? Let’s step inside Ms. Perez’s classroom and explore how she brings these experiences to life in this month’s Partner Spotlight!
During my visit to Alliance Gertz-Ressler High School, I had the pleasure of observing Ms. Dionna Perez in action and left feeling inspired and hopeful about the future of education. Her lesson embodied our New Minimum Standard in History Education through an inquiry-driven approach rooted in historical thinking, as students questioned sources, established context, and evaluated credibility. Ms. Perez also demonstrated a student-centered approach, using thoughtful prompts and guidance to deepen student analysis without relying on direct instruction. I only wish I could have stayed longer, and I’m grateful for the meaningful work she is doing to empower young people in Los Angeles!
- Annie Jenson, Thinking Nation Director of Curriculum
Q: How are you and your students using Thinking Nation in day-to-day instruction?
A: Thinking Nation helps students connect the lessons of the past to the choices they make in the present and the future they have the power to shape. Through rich, thought-provoking texts, students are challenged to question their assumptions, confront their biases, and examine history through multiple perspectives. These experiences go beyond learning what happened in the past; they encourage students to think critically about why it matters today and how they can use those lessons to make a meaningful difference. By engaging with history in this way, students begin to recognize their own agency and the role they can play in transforming their communities into more equitable spaces. Ultimately, the goal is not simply to help students understand the world as it is, but to empower them to imagine and work toward the world as it could be.
Q: Can you share a specific moment, lesson, or student experience that stands out?
A: One moment that stood out to me was when students began questioning a source’s credibility by recognizing how translation can influence its reliability and interpretation. We had not explicitly discussed this in class, so seeing students independently make that connection was both surprising and exciting. It was a powerful reminder that when students are encouraged to think critically, they begin to look beyond what a source says and ask deeper questions about how and why information is presented. Moments like these demonstrate the power of historical thinking: students aren’t simply absorbing information; they’re learning to question, analyze, and form thoughtful conclusions of their own.
Q: What are you most excited about as you continue this journey?
A: Representing history through multiple perspectives is essential to developing critical thinkers. Thinking Nation’s Ethnic Studies curriculum has been instrumental in helping students explore diverse experiences, challenge their assumptions, and develop a deeper understanding of the world around them. By creating opportunities for students to engage with different perspectives, we empower them to think more critically, ask meaningful questions, and recognize the value of voices and experiences that may differ from their own. Our goal is to continue building on this work and providing the best possible learning experiences for our students!
Ms. Perez's class working on sourcing protocol.
Since reflecting on my time in Ms. Perez’s classroom, I keep coming back to the conversations I had with students when I asked them what they thought about Thinking Nation’s resources. Their responses were both inspiring and a powerful reminder of why this work matters.
One student shared how much they enjoyed learning about different perspectives in history because those perspectives help them develop a more complete understanding of what happened. Others spoke about how the activities helped them connect history to the world we live in today. And one response that truly stayed with me was the idea that learning history equips us to better serve the world around us.
I was blown away by the students’ eagerness to share their ideas, and their ability to connect the lessons of the past to the world they are shaping today. These were more than students recalling historical facts; they were young people questioning, reflecting, and recognizing their potential to make a difference. That is the power of meaningful learning. It goes beyond the classroom, beyond the lesson, and beyond the test. It equips students with the critical thinking skills, empathy, and understanding they need to engage with the world around them and contribute to a better future.
Assistant Principal Marcel Losada engaging with students.