About Me

Hey Everyone,

History must be brought to life in order for students to fully appreciate its relevance to their lives today, and I work each day to ensure that happens in my classroom. I am a dedicated educator who believes that all students should develop a strong understanding of their nation’s past to effectively engage with the challenges of the future. My commitment to teaching American History is grounded in both personal experience and professional purpose.

I was born in Petersburg, Virginia, and attended C.C. Wells Elementary and Carver Middle School. Growing up near Richmond had a profound influence on my love for history. Although textbooks provided an initial introduction to the past, it was the field trips to places such as Williamsburg, Jamestown, Monticello, and Mount Vernon that truly captured my imagination. These immersive experiences helped me recognize that history is not merely a subject to study, but the story of real people in real places whose actions continue to shape the present.

In eighth grade, I moved to North Myrtle Beach, South Carolina, where I completed middle and high school. I received a scholarship to attend Coastal Carolina University, where I earned a Bachelor of Arts in Education with a concentration in Social Studies and English Language Arts. During my senior year, I completed my student teaching at Loris Middle School and was later hired there as an eighth-grade U.S. History teacher. I remained in that position for seven years, until 2021.

That year, my fiancée began her doctoral studies at UNC Wilmington, and I transitioned to New Hanover County Schools, where I currently teach at Holly Shelter Middle School. My first year at Holly Shelter involved teaching sixth-grade Ancient Civilizations, which presented a challenge that broadened my historical knowledge and pedagogical flexibility. The following year, I returned to my passion: eighth-grade U.S. History. Since then, I have continued to teach and grow within this role, striving to bring history to life for every learner.

A key pillar of my work as an educator is my deep involvement with National History Day (NHD), a transformative academic program that challenges students to become historians, researchers, and creators. I have mentored dozens of students over the years through this rigorous process, guiding them as they developed exhibits, documentaries, performances, and papers.

Here is a summary of our NHD achievements:

• 2014–2015: Junior Group Documentary advanced to State Competition

• 2015–2016: Junior Group Exhibit advanced to State Competition

• 2016–2017: Junior Individual Exhibit advanced to National Competition and was awarded the Special Prize in Women’s History by the National Women’s History Museum

• 2017–2018: Junior Individual Performance, Junior Group Website, and Junior Historical Research Paper all advanced to National Competition

• 2023–2024: Junior Group Exhibit on the 1898 Wilmington Coup and Massacre advanced to National Competition; selected for display at the Smithsonian National Museum of American History, placed 8th in the Nation, and awarded the “Outstanding Affiliate Entry” prize by the National Park Service

• 2024–2025: Junior Group Exhibit on the Wilmington Ten advanced to National Competition and placed 6th in the Nation. In addition, a Junior Individual Documentary and Junior Group Website both advanced to Nationals. A Senior Individual Exhibit also advanced and placed 7th in the Nation.

A Historical Research Paper on The Birth of the Environmental Justice Movement placed 3rd in the state competition and was selected for publication in the July 2025 issue of the North Carolina Historical Review. This remarkable achievement made the student, now a ninth grader, a published author in a respected academic journal.

For my work with NHD, I was honored to be named the 2025 North Carolina History Day Teacher of the Year and a Top 5 Finalist for the National History Day National Teacher of the Year Award. This distinction reflects my commitment to cultivating historical literacy and critical thinking in my students.

During the 2024–2025 school year, I was honored to be selected as one of only 18 educators across the state to serve as a North Carolina Department of Natural and Cultural Resources (DNCR) Teacher Ambassador. This prestigious role has allowed me to collaborate with museums, archives, and historic sites throughout North Carolina to promote public history education and provide teacher-driven insight into state educational resources.

Since becoming an educator in North Carolina, I have had the opportunity to expand my impact both in and beyond the classroom. One of my first initiatives at Holly Shelter was founding a Surfrider Student Club, part of a national network of over 150 school-based environmental stewardship programs. Through local partnerships, particularly with the Cape Fear Chapter of Surfrider, our students engage in meaningful service projects such as beach cleanups, plastic reduction initiatives, and ocean advocacy campaigns. This program empowers students to think critically about environmental issues and take actionable steps toward change.

As an educator, I believe in the power of relationships, rigor, and relevance. I strive to be the teacher I wish I had: one who balances compassion with high expectations and brings enthusiasm to every lesson. I consistently incorporate hands-on activities, cooperative learning, debates, mock trials, and creative projects to engage a diverse range of learners. Every student brings unique experiences to the classroom, and I view it as my responsibility to help them connect history to their own lives and see themselves as part of the larger human story.

I am especially committed to the teaching of American history, with a focus on helping students understand and appreciate the historic foundations of our nation. Through careful examination of foundational primary sources, including the Declaration of Independence, the Constitution, and the Bill of Rights, I lead students in analyzing the core principles of American government: liberty, justice, popular sovereignty, limited government, checks and balances, and the separation of powers. I want students not only to know what these documents say, but also to understand why they matter and how they continue to shape their lives today.

Patriotism, in my classroom, is not blind allegiance; it is an informed commitment to the ideals on which our country was founded. I encourage respectful discussion and critical thinking, helping students see that civic responsibility and constitutional literacy are essential to preserving our democracy. Whether we are analyzing landmark Supreme Court cases, simulating debates from the Constitutional Convention, or tracing the evolution of American civil rights, my goal is to foster thoughtful, engaged citizens who value their role in our constitutional system.

Thomas Jefferson once said, “Educate and inform the whole mass of the people... They are the only sure reliance for the preservation of our liberty.” That belief is at the heart of my work as an educator. I am driven by the conviction that a strong understanding of American history is essential to shaping informed, engaged citizens. When students are challenged, supported, and inspired, they not only grow academically; they gain a deeper appreciation for the principles that define our nation. I am proud of the impact I have made in the classroom, and I remain committed to cultivating the next generation of historians, changemakers, and leaders who will carry forward the legacy of American democracy.

Jeffrey Sean Stanek