World History: From Modern Times to Our Contemporary Era

“What I love about history is that it’s really just a collection of good stories. The role of historians is to dig deeper for more and better stories based in more and better facts.” – Mike Timonin

TEEN DAY follows a three-year History course rotation. From Modern Times to our Contemporary Era is the final installment in this cycle. It begins with Prehistory Through the Middle Ages, to Our Modern World, and finally, From Modern Times to Our Contemporary Era. This year, students are studying the events from the 1820’s (the end of the Napoleonic Wars) and working their way through history to get as close as they can to the current day.

They have already covered major events such as the creation of European nations, including Italy & Germany, the Civil War in the United States, colonialism in Africa & Asia, anti-colonial movements in South America, worldwide industrialization, and the First World War. They will soon discuss the Great Depression and the beginnings of the Second World War.

“He’s very good at making [his lectures] interesting, more like stories.” – Nadia H.

^{This is a photo when students attempted to play a version of musical chairs in which no one lost.}

Because so much time is being covered and so many different places, it can be hard to get the scope right. Mike Timonin, the instructor for this course, balances his own interests and the interests of the students to determine what events to spend the most time on.

Something Mike is consistently praised for is his inclusion of play in his classes and the role of storytelling he takes on. Many students have mentioned the characters they create in a specific historical period and the process of thinking through how their day-to-day would look, how their lives would be affected by the events taking place.

In contrast, Mike instructs students to bring in current news articles every week. This informs students of the history they are currently living in and makes them more aware. This year, that has also evolved into them learning about democracy. At first, students would vote to see who would share their article first, but this led to arguing and bribing. They shifted their focus to secret ballots, but, of course, every system has its flaws, and students are experiencing that firsthand with votes for non-candidates. A simple ritual has turned into another educational experience!

“He also has us bring in news every week to share with the class, which is awesome because we get to talk about the history we’re living in currently!” – Avani Q.

At the end of the year, Mike has asked students to research the history of something—anything, and present their findings to the class. Students are getting really involved with this because they’re able to follow their interests.

Overall, students are engaged and excited to be learning about history, whether that be the industrialization of China, the dissolution of the Ottoman Empire, or examining current events as a part of history. Mike has created a class where an interesting narrative shapes the events and format of the class.

“I will be researching the history of the best food in the world, peanut butter. (You could argue with me on that, but you would lose.)” – Nadia H.

Geometry

Math is one of the foundational subjects in school that many students either hate or love. Here at TEEN DAY, teachers like Amanda Gray are pushing boundaries and encouraging students to see the subject in a new, refreshing light. One that isn’t so scary.

In her class, students are learning proofs and puzzle-solving. They’re doing parallel line proofs, congruent triangles, properties of triangles, and coordinate geometry. While there is still a good amount of calculator usage in geometry, it can be a big shift for students because it’s no longer about getting an answer, but rather knowing and explaining how that answer is true.

“She’s a good teacher— she explains things well and is very helpful with classwork and also makes it fun.” – Eloise L.

Classes are structured so that students get a mix of lecture, group work, class discussion, individual practice, and sharing. The mix of formats leads to various conversations of approaches to a problem or proof. Students can see things from multiple perspectives and can benefit from hearing how other people approach or see the same problem. Students are sharpening their individual critical thinking skills as well as building their confidence when asked to share aloud.

Additionally, students are applying what they’re learning in the classroom to real-world things. Over winter break, the students were asked to complete a “construction art project,” a collection of geometric shapes that were turned into artwork. Geometry doesn’t have to solely be about theorems and proofs, and instead can be used for various, fun designs. (See picture to the left and more pictures below.)

“…Amanda always makes math fun to learn. As someone who isn’t super math oriented, I’ve found that throughout algebra and geometry, Amanda has made the learning process quite a lot better than other experiences I’ve had.” – Addi F-W

Amanda Gray really enjoys math and science and works at Tompkins Cortland Community College (TC3) as a tutor in those subjects. In her free time, she works with TEEN DAY to provide excellent instruction on a wide range of subjects within the math and science fields. She wants to share her love of math with her students and help them to see the joy in the subject.

Overall, students are thriving in this collaborative setting and enjoying what they’re learning. Amanda’s instruction goes beyond that of the traditional classroom, with students sitting quietly in their seats, memorizing steps. But rather, her teaching style engages the students critically in the various stages of a problem, creating a unique and welcoming environment.

“It’s a classroom where students aren’t just doing geometry, they’re talking it through, questioning it, and starting to think like real mathematicians.” – Amanda Gray

Geometry is a part of a three-year rotation for lower-level math. First, Algebra I is offered, then Geometry, and finally Algebra II (which has a dual enrollment option). In 2026-2027, Algebra II will be offered, and the year after that, the cycle will reset, starting with Algebra I.

Economics

Pat Sewell, an adjunct associate professor at TC3 and member of Ithaca’s Common Council, is teaching the class on economics (dual enrollment offered through TC3 for those who wish to earn college credit). He received his M.A. from the University of North Texas in moral attitudes and sustainable decision making. He also specializes in ethics, economics, and public policy. His work regularly involves the intersection of these subjects, so it is no surprise that Pat teaches students about these interconnecting topics and all the other various topics related to economics.

^{“I love economics as a discipline because it is a beautiful tool for understanding human behavior, understanding society writ large, and ultimately thinking about why we have organized our lives the way that we have.” – Pat Sewell}

To understand the connection between these topics, one must first understand the different levels of economics: economics is often split into macroeconomics and microeconomics. The latter deals with supply & demand, labor & resource allocation, price determinants, and the market. The former deals with what money is, the Federal Reserve, inflation, tariffs, and all the parts that make up the economy.

Previously, the class has looked into microeconomics, and currently, they are tackling macroeconomics. They’ve covered topics such as the law of diminishing marginal utility & returns, labor markets, financial markets, rival and non-rival goods, monopolies, poverty, inflation, and so much more. Currently, they’re trying to answer the question of: “What is money?”

The class is set up to be done mostly through lecture. Each day there is homework and an assigned reading, and every other week there is a quiz. This provides consistency and predictability. This way, students can better understand what is expected of them on the various assignments.

^{“[Pat’s] knowledge and love of the subject is eminent, and his engaging and conversational teaching style, along with the usually lively participation of the class has made this class an enjoyable, educational, and enriching space.” – Eliza L.}

Though this class is mostly a lecture-based class, there are occasions where students can participate in games. The study of economics lends itself to gamification, which can help students better understand its concepts. Recently, students took part of a bartering game where they could see the importance of money in facilitating our modern world. Another game involved the difference in the number of suppliers and consumers. They got to see firsthand what happens when there are more suppliers than consumers, when there are more consumers than suppliers, and when there is an equilibrium of distribution.

In this class, students are learning the basic principles of economics and, moving forward, will be able to apply them to their everyday lives.

TEEN DAY Ithaca’s First CAD Class!

Computer Aided Design, or CAD for short, is an online program used to create real-world objects based on one’s own imagination. Anything can be created in a virtual space, and with the help of a 3D printer, it can be brought to life (so to speak). CAD is used by many different professions, such as engineering, medical, architecture, and video game designers, but one doesn’t need to use it in a professional setting. Many people use CAD from their personal computers for their own enjoyment and personal interest. CAD is a practical, multi-disciplinary program that merges creativity with ease, resulting in something that you can hold in your own hands at the end of the process.

There are many different versions of CAD, but this class only uses FreeCAD. As you may have guessed, this version of CAD is free, but it still has many features and is easy to use. Additionally, many of the skills students are learning in FreeCAD are mostly transferable to other CAD programs. Even if students end up using a different version of CAD, they’ll already have a leg up in figuring out the software.

*^{Ronia D. rendered this model of a temple.}*

Brian Kardon, a neuroscience lab technician at Cornell University, teaches this class. He first discovered CAD in high school and has continued to use it for various projects since then. He often designs and builds experimental equipment.

^{“Something about the combination of precision and creativity of CAD is really very engaging for me, and taking a physical object out of the printer that I designed in a virtual space still feels really exciting.” – Brian K.}

In his class, he is teaching students to use FreeCAD and how that can work with 3D printing, a popular manufacturing tool. Not only do students learn a cool program and its applications, but their basic computer skills are also being sharpened. Students are learning to navigate a file system, common UI motifs, keyboard shortcuts, organizing/switching windows, and so much more. Students’ technological literacy is skyrocketing!

^{“It [referring to the class structure] is open-ended enough to explore the software independently while still having plenty of guidance and support.” – Orion M.}

*^{Orion M. has designed the Big Ben clock as his personal project.}*

Each class, Brian demonstrates how to use a new tool or process, then works with students to create a model together. Students are then tasked with creating another model using the tool they just learned, as Brian offers help as needed. The rest of the class is devoted to their personal projects.

Throughout this course, students are challenged to create their own personal project, which will ultimately be 3D printed at the Tompkins County Public Library makerspace in December. They will do this again at the end of the school year for their second personal project. This is an open-ended project with the only limitation of one’s own imagination. Some students are designing headphone stands, model guitars, or landmark buildings like the image to the left. Overall, Brian hopes students fall in love with the process of designing and printing something that came from their own minds.

^{“I think the CAD is nice and I’ll likely use the stuff I learned once the class is over to make more fun things.” – Ronia D.}

Academic Writing

We always have a lot of choice in what we write about – within the structure of a certain type of essay – and it’s been really fun for me to explore things I’m interested in through the assignments.” Amaya M.

Academic writing is a college-level course that students at TEEN DAY are able to take in order to improve their writing and prepare them for college or the working world. The course covers a wide range of writing techniques, including cause-and-effect, comparisons, evaluation, and much more. Students explore these techniques by researching and writing about a topic of interest, and include these forms of rhetorical writing to convey their opinions or arguments.

The class is structured so students participate in lectures, discussions, and workshops. The various modes of communication allow for students to be engaged with all stages of their own writing, as well as their peers. Nancy Holzer, the instructor for this class, emphasizes the importance of editing and peer review. She says, “All writing is REwriting.” Even professionals benefit from feedback and editing. An advantage of teaching this course at TEEN DAY rather than in a college course is that the classes are much smaller, allowing for more detailed and personalized feedback.

Nancy is a writer and editor who studied medieval literature at Brown University. She has published several short stories, novels, and technical books. She has been interested in writing for as long as she can remember, and after she earned her Ph.D., she took to editing. She enjoys helping others improve their writing and encourages students to pursue their interests through their writing.

“I enjoy sharing what I’ve learned about writing–as writer, editor, and teacher–with a new generation of writers.” Nancy Holzner

So far, students have written four essays exploring a variety of different topics and using learned writing techniques to convey their arguments or theses. Students are expected to write several more essays, with the final essay being a culmination of everything they have learned. Students will explore a topic of interest, being sure to avoid logical fallacies, research and evaluate sources, incoportate other’s work into their own piece, and work with and develop complex ideas.

“The academic writing course is really good, and definitely one of my favorites.” Gabe K.

Through this class, students sharpen their critical reading, writing, and research skills. These skills are not only a great foundation for college-level writing, but can be used in everyday life.

Calculus (Dual Enrollment Offered Through TC3)

Calculus is commonly known as the entry point for upper-level mathematics used in college and various jobs. It lays the foundational concepts used in many more advanced practices.

^{“I am a visual learner and Nick makes good use of the three (!!) whiteboards we have at Teen Day to show everything either written out or as a picture; I think that helps everyone in the class understand the material better.” – Juliet A.}

At TEEN DAY, Calculus is offered as a dual enrollment course, meaning students may opt into earning college-level credits while simultaneously earning high school credits. If students choose this option, they may save time and money in the future, in addition to increasing their college readiness.

Regardless of a student’s decision to earn college-level credits, they’re receiving the same education as all other students in the class. In the first half of the course, students focused their efforts on derivatives— the rate of change of a function in relation to a variable. Currently, students are learning about integrals— a tool used to determine volumes, areas, and other quantities. The core principle of calculus is the connection between those two concepts.

Nick LaVigne, the instructor for this class, has a background in applied mathematics and currently works as a machine learning engineer at Ursa Space Systems. His work primarily focuses on Synthetic Aperture Radar satellite imagery. He is more than qualified to teach this course and get students interested in calculus.

“I’m trying to frame the course in a way that points to the wonder and beauty of mathematics rather than just a handful of problems to solve.” – Nick L.

^{“One fun thing is that during some classes we watched videos showing some interesting applications of what we’ve learned, and we also got to pick one math themed novel to read and write a book report about to present by the end of classes.” – Asher V.}

He structures his classes so that students can work on interactive lectures, homework, quizzes, and various other workshops while at TEEN DAY. At home, he encourages students to explore and play around with online resources to understand complex subjects better, but doesn’t allow students to use these resources or a calculator on graded work, such as tests and quizzes. This also increases the accessibility of his class. Calculators (specifically, the TI-84) are expensive, and with access to more powerful tools online, there is no need to purchase one.

Lastly, it is important to note the math schedule at TEEN DAY. There are two distinct levels of math offered at a time. Each has a three-year rotation cycle. Calculus is part of the Upper-Level Math rotation and consists of Precalculus, Calculus, and Statistics (the latter two are offered for dual enrollment through Tompkins Cortland Community College). This year, Calculus is being offered, which means next year Statistics will be offered, and Precalculus the year after that.

Courses are offered in this way so that students have more academic options available to them. They’re not confined to a specific mathematical advancement, and can take the courses that make the most sense for them. Having a three-year cycle allows for more flexible scheduling. It also allows students to take two separate math classes at a time (an Upper- and Lower-level course), if they choose.

Join Our Team of Educators for 2026-2027

**Updated 3/30/26**

TEEN DAY Ithaca is in the process of hiring teaching staff for 2026-2027, and we’d love to connect with YOU!

There is often no demand for specific credentialing. Classes are/have been taught by professors, graduate students, undergraduate students, professionals, and enthusiasts of all stripes. We strive to find people who are, yes, comfortable in a room full of teens and confident in offering instruction on a subject. However, what we look for most of all are people who are passionate about what they’re doing. Whether it’s Algebra or Art, we’re after people who are willing to share their excitement about a topic with our participants. Most of our courses are offered 1 day/week on Tuesdays or Thursdays. Contact admin@teendayithaca.org for more info or to apply.

LOWER-LEVEL SCIENCE INSTRUCTOR:

Most of our educational areas at TEEN DAY operate in a three-year rotation, allowing most participants to take most classes, regardless of when they enter the program. Our lower-level science rotation consists currently of Life Science and Physical Science, with Earth Science being an overlapping year between our upper-level science courses. (Though from a teaching perspective, Earth Science is included in our lower-level course rotation.)

The ideal candidate will move through this rotation each year, teaching the relevant coursework. There is ample support for lesson planning and some existing infrastructure for labs and course planning. There is a lot of room for creative interpretation and outside-the-box instruction in all areas. Instructor applications will also be accepted for next year’s Physical Science course without the intention of teaching for TEEN DAY for the full rotation.

For more detailed information about the position, course descriptions, relevant requirements, and compensation, visit https://teendayithaca.org/lower-level-science-instructor/.

ART INSTRUCTOR:

Art classes at TEEN DAY operate in two different ways. Some years, we offer “generalist courses” with a connective theme or project that brings a variety of artistic modalities together, allowing participants to sample various techniques and art supplies all while working toward a new understanding of a topic. Some years, we offer expert instruction in a single medium or method, providing an opportunity for participants to delve deeply into one specific component of art (e.g., an En Plein course or one in Watercolor).

Previous Art courses that have been offered include: Oil Painting I & II, Mixed Media Art, Botanical Illustration, Stained Glass, Art of Being (art inspired by individuals). When applying for this position, applicants should propose a focus of study informed by their own interests and abilities.

For more detailed information about the position, course descriptions, relevant requirements, and compensation, visit https://teendayithaca.org/job-description-art-instructor/.

LOWER-LEVEL MATH INSTRUCTOR:

Most of our educational areas at TEEN DAY operate on a three-year rotation, allowing most participants to take most classes, regardless of when they enter the program. Our lower-level math rotation consists currently of Algebra, Geometry, and Algebra II (cross-listed with Tompkins Cortland Community College as MATH120).

The ideal candidate will move through this rotation each year, teaching the relevant coursework. There is ample support for lesson planning. There is a lot of room for creative interpretation and outside-the-box instruction in all areas. Instructor applications will also be accepted for next year’s Algebra II (Math120) course without the intention of teaching at TEEN DAY for the full rotation.

For more detailed information about the position, course descriptions, relevant requirements, and compensation, visit https://teendayithaca.org/job-description-lower-level-math-instructor/.

CHEMISTRY INSTRUCTOR:

Our Upper-Level Science rotation in 2026-2027 is Chemistry. In this class, students should be introduced to key chemical principles, including topics such as atoms, molecules, chemical reactions, bonding, gases, liquids, solids, solutions, equilibrium, acids and bases, and organic chemistry. There is ample support for lesson planning with syllabi, lab recommendations and instructions, and notes from previous instructors. Text used: Introductory Chemistry (4th edition) by Nivaldo J. Tro

For more detailed information about the position, course descriptions, relevant requirements, and compensation, visit https://teendayithaca.org/job-description-chemistry-instructor/.

Earth Science

“Earth [is] a complex, constantly changing, “living” system, and something [we] are already part of and can help protect.” Amanda Gray

Earth Science is a large topic that can be understood most basically as any science that has to do with the Earth. This includes geology, meteorology, astronomy, and more. The Earth is a complex and interconnected system that is constantly changing. In this class, students are learning that not only does the Earth evolve on its own, but their actions affect the planet.

“I find the class interesting and we have done some really fun labs.” — Emmett G.

Every class, students are tasked with bringing in a relevant news article about earth science and then to discuss them. This emphasizes the fact that this science is not just something to study but rather is actively taking place, and everybody is contributing to it. This takes the student’s learning outside of the classroom and applies it to the real world, with real-world examples.

Amanda Gray is the teacher for this course, and she is extremely enthusiastic about it. She works as a math and science tutor at Tompkins Cortland Community College (TC3) and has previously taught various math and science courses at TEEN DAY Ithaca. This is her first year teaching Earth Science, but she has naturally come across similar topics in her other courses. Her goal is to make math and science accessible and fun for everybody involved.

Students have already learned about the scientific method, geologic time, rock types, plate tectonics, and the water cycle. They will explore new topics as the year continues, such as meteorology, oceanography, astronomy, and environmental science. An advantage to learning about these topics at TEEN DAY is that the class can slow down for complicated concepts or if those interested are especially interested in a specific topic.

Another key aspect of this course is the labs and presentations. Labs present students with hands-on, tactical learning. TEEN DAY’s lab equipment is used alongside household items and everyday materials, highlighting the accessibility of earth science study. Students present on topics like minerals, water quality, and natural disasters. The goal of these presentations is to connect the concepts they have learned in class to real places and stories. This, again, highlights how these are things that students aren’t just learning in a textbook, but rather are real and applicable in the real world.

^{“I enjoy the class, and my favorite thing about it is at the beginning when we all share Earth science news stories, because I get to learn a little about what’s happening in science right now” — Walter H.}

Reacting to the Past: The July Crisis

The year is 1914, and war is imminent. Archduke Franz Ferdinand was just assassinated, and the complex web of alliances brought Europe and the rest of the world into the First World War.

In this unconventional class, students will take an active part in their learning. They will be tasked with role-playing key historic figures in charge of important, world-altering decisions. Students will research and gain an understanding of historical issues and their nuances. The goal of this class is not to recreate the past, but rather to explore the complexities of human nature and gain an understanding of both historical and contemporary political figures.

“These are games, but they are also spaces for learning.” – Mike Timonin, Instructor

The course is set up so that the students will have a few days in class to discuss readings and research background information. Then, characters are assigned, the scenario is set, and the fun begins. This year, the class will be covering the beginnings of World War I. Over the next several classes, the scenario will play out while the instructor, Mike Timonin, introduces interesting and complex variables. While he will be overseeing the course, it is student-led and directed, meaning students actively shape their own education.

Mike Timonin is a professor at Tompkins Cortland Community College as well as a long-time TEEN DAY instructor…and he’s super enthusiastic about history. About ten years ago, he attended the conference of the American Historical Association. There were several guest speakers there, including Mark Carnes, the person who created the Reacting to the Past (RTTP) curriculum. About five years after that, Mike introduced RTTP to his class for the first time. Since then, he has learned a lot from these classes and believes TEEN DAY has a unique setup that is perfect for a class like this. Students are able to devote an entire semester to one topic rather than jumping quickly between various topics. This allows students to better grasp the complexities of life during these times and deepens their understanding of historical events.

“My favorite thing about the course is how deeply you dive into the subject. […] I’ve never actually understood what happened to anywhere near the level I do with RTTP.” Lonny E.

In previous classes, students covered the American and French Revolutions. In this, they were able to explore their creativity through scenarios such as hiding “tea”, stealing votes, and blackmail. There are so many options, especially with WWI.

“Personally, my favorite part of it all was the amount of creative liberties I got to take in the class with the roles and ‘powers’ that were given to me.” Logan

The first day of classes for RTTP is January 15 and there are still slots available. Email admin@teendayithaca.org for registration info.

TEEN DAY Ithaca Has Its First Fiber Arts Class!

Fiber arts covers a large spectrum of disciplines, focusing on the materials used, such as yarn or fabric. The new class at TEEN DAY Ithaca is covering five different units: embroidery, weaving, crochet, knitting, and macramé. Each has its own distinct tools, traditions, and skills, which encourages students to learn how to read patterns, improve their hand-eye coordination, and cultivate their creativity!

Charlotte Albunio, a PhD student in mechanical engineering at Cornell University, is teaching this class. She believes in recognizing the medium of fiber arts as just that, an art, not to be dismissed as a craft or women’s work, as it has been traditionally. In this class, she hopes students are learning and understanding the historical nuances of fiber arts and can express themself through their work.

^{“Taking Charlotte’s fiber arts class has been one of the most rewarding art classes I’ve taken.” — Aaren S.}

Until recently, the participants have learned how to embroider and weave. For the embroidery unit, students were instructed on the basic stitches, how they form different shapes and textures, how to read the stitches’ abbreviations (this allows them to follow along with patterns), and were allowed to choose between six different patterns to complete with the help of the instructor when needed.

This photo was sent to me by Juliet A., a student in the class. The image depicts the hoop, fabric, and various stitches used when embroidering. The hoop holds the fabric taught, which allows for better stitch definition and an easier time embroidering. Many projects can be completed with these stitches, although there are more.

^{“Embroidery has been my favorite so far—it makes me feel like I’m in a Jane Austen book!}^{”— Juliet A.}

In addition to the embroidery unit, students focused their efforts on weaving. They were instructed to make their own looms with cardboard and wooden dowels, materials many people already have on hand. Fiber arts can be very expensive, so it’s important to emphasize that it doesn’t always have to be. If you are interested in fiber arts, there are often cheaper alternatives.

In this unit, students were instructed on the basic stitches to prepare them for their personal projects, much like the embroidery unit. For their personal projects, participants were instructed to create a small bag. They chose their own yarn, colors, and stitch design.

The image on the left depicts the tabby and the soumak stitch. The former stitch is the most basic and consists of weaving the yarn back and forth. The latter stitch is made up of looping the weft threads over the warp threads (the weft thread is the working yarn, and the warp threads are the vertical threads). The result of this technique is the braid-like appearance.

The image above depicts a complete embroidery piece. This is one of the patterns students could follow after they learned the basic stitches.

These projects were wrapped up in the past weeks, and the students have started on their next unit: crochet. Once this unit, as well as macramé and knitting, are complete, students will enter the second half of the year and focus more on a large-scale work combining all the skills they have learned. Students are creating wearable pieces, mixed-media self-portraits, and a cumulative studio project. In this final project, students are designing their own patterns and creating a piece that represents their personal vision as a “thesis.”

^{“The structure is designed to empower students to use fiber arts as a mode of self-expression and identity, creating meaningful work that can be incorporated into their daily lives as something they wear, display, or gift.” — Charlotte A.}