Paul E. Lambert

Why do I teach history? The best answer to that question comes from the late historian Arthur M. Schlesinger, Jr. When asked why anyone should study history, he replied, "Well, first of all, it's a lot of fun." I couldn't agree more. I truly enjoy learning and talking about history as well as government. To me, they are the most wonderful areas of study.

Besides being interesting, history has value because it can help us better understand the differences between modern cultures as well as see that past societies faced problems similar to our own: environmental change, ineffective or abusive governments, religious disputes, and economic downturns. Perhaps their experiences can help us today. History can also give us a sense of pride in our country and remind us of its flaws.

My approach to teaching depends on the course being taught. For example, I organize my World Civilization since 1500 course around five basic themes: geography, government, religion, economy, and science/technology. In the course we explore how these factors influenced the rise of early societies. In my Political and Historical Leaders course, students read biographies of people who have "made things happen" in our society and try to uncover the ingredients, if you will, that help make great leaders.

In all of my courses I place a great amount of emphasis on content knowledge, but I also encourage students to think critically and communicate clearly. I try to accomplish this through round-table discussions, research papers, class presentations and short analytical essays.

In addition to teaching, I serve as faculty advisor to the Nichols chapter of the Phi Alpha Theta history honor society. I am also advisor to the Nichols College History Club. The student members and I attend off-campus lectures and organize field trips to places like Old Sturbridge Village, Boston's historic Freedom Trail, and the Basketball Hall of Fame.

For many years I have been a judge at National History Day, an event that gives students in grades 6-12 the chance to research and present projects on a variety of historical topics. I also serve on the board of directors of the Central Massachusetts Council for the Social Studies, a professional organization for history teachers here in Worcester County.

On the personal side, I enjoy reading, walking, and taking trips to Cape Cod with my wife and boys. Thanks to my older son, I have recently rediscovered the joys of bowling. I also take part in the Falmouth Road Race every August.

HIST 107: World Civilizations to 1500
HIST 108: World Civilizations since 1500
HIST 339: Modern Europe since 1815
HIST 340: Political and Historical Leaders
PSCI 204: Introduction to Political Science
PSCI 315: Business, Government, and Regulation SEM 115: The American Presidency

Publications

Interesting Links

"Election 2008 on the Nichols College Campus."  Nichols Bison, December 2008, pp. 1 and 7.

"Bah Humbug to the Primary Season."  Nichols College Magazine, Winter 2008, p. 39.

"Reaching into the Ivory Tower: The Central Massachusetts Council for the Social Studies and Nichols College." Central Massachusetts Council for the Social Studies Newsletter (Fall 2006): p. 1.

"Reflections on Election Night & the Nichols Poll." Nichols Bison, 6 December 2004, pp. 1 and 3.

"Analyzing the Results: Nichols Polls, 1976-2000." Nichols Bison Online, May 2001.

Review of Kennedy and Nixon: The Rivalry That Shaped Postwar America by Christopher Matthews. In The Historian 60 (Summer 1998): pp. 867-868.

"The Effects of Broad Churchmanship on Public Worship: William R. Huntington, Alexander H. Vinton, and Ritual in Low-Church Worcester, Massachusetts, 1862-1902." Anglican and Episcopal History 67 (March 1998): pp. 69-92.