Teacher Feature – Social Studies Teacher, Nathan Sauerbier

Sifting Through History: How Nathan Sauerbier Cultivates Critically-Minded and Civic Students

“I’ll never forget what my Historiography Professor said,”  shared Nathan Sauerbier, Provo High Social Studies teacher. It was his first year of college, and he was taking Historiography– the study of historical writing– and his professor’s words colored the world in a new tint, in various shades. 

“He said, ‘If you’re looking for the capital ‘T’ ‘Truth,’ go to church. Because you won’t find it in my history class.” The quote, for Sauerbier, lingers not as a cynicism about the nature of truth, but as a catalyst, an invitation to recognize the complexity of the past, particularly pertaining to how students can think about the act of thinking themselves. 

“As a young college freshman, that blew my mind; I was shocked. But studying history, you realize there are so many sides to every story when finding truths.”

The anecdote from his historiography course makes Sauerbier’s teaching philosophy clear: “ I want students to be critical thinkers, learn how to sift through the mud, and find facts. Most importantly, I hope that kids take these skills and walk out of my door in May as civically-minded people.”

Sauerbier’s approach is rooted in respect: he addresses students by their last names and treats them as young adults grappling with complex ideas rather than mere teenagers memorizing dates. And this teaching style might require students to uproot old practices to learn more actively through trial, error, self-questioning, discussion. 

“They should be given chances to be responsible—and to make mistakes,” he states.

A teacher as informed on his core subject as Sauerbier could easily take the reins and lecture via traditional teaching methods, but he chooses to arm students, inviting them to take hold of their own learning. And it’s this belief that’s earned him respect and admiration from student and peer alike.

Jeff Gomm, a school psychologist, notes Sauerbier’s open-door policy and welcoming presence, sharing how he secretly popped by to listen to his instruction on his own time:

Sometimes, on my way back to my office in the A wing, I’ll notice his door is open and would visit to enjoy a few minutes of riveting instruction about some aspect of world history—a couple weeks ago, it was about the Mongol Empire. He’s very knowledgeable about his subject and is a highly engaging teacher! My sincere hope is that Nathan will continue to teach our students for many more years to come.

Student Austin Allred, for example, described him as “one of the most intelligent, personable, and likable teachers I’ve ever had.”

Another student, Ruby Harris, echoed this sentiment, sharing how she chose an AP course despite initial fears of her own ability: “He is incredibly kind and supportive, and has helped me through some hard times. I decided to take AP World just so I could have him as a teacher.”

His AP World History students may enter unsure, but they leave seasoned through seminars, debates, and discussion. Regardless of each student’s personal stance, Sauerbier’s goal is to create autonomous students, engaged in civic discussion and authentic forms of learning.

Teaching world history amidst the outpouring of reductive journalism proliferating across the internet takes more than retelling events in the traditional, teacher-centered method.

Sauerbier’s Modern War elective is exemplary of his belief in student autonomy. “No tests, no quizzes—just projects,” he explains. Students deconstruct the 30 Years’ War, recreate battles through multimedia projects, and critically analyze thematic media around them: film, podcasts, journal entries, you name it, students examine it. His class isn’t education by rote; it’s intellectual endurance training.

“What are you good at?” Sauerbier asks his students as they prepare for their final assessment. Their answers shape the culminating projects they have worked on each unit to develop, but they do so within a scaffolded framework that outlines key, standard-rooted expectations. Whether they choose art, film, podcasting, or a traditional report, their final work must communicate essential analysis and historical connections. 

The hallway outside his classroom often becomes an impromptu gallery of historically-based art—posters and presentations that communicate historical conflict. In a way, it’s representative of his historiographical approach, as well as his overarching goal of creating critically-minded, civic students: students own their learning, and it often leads to polished capstone projects reflecting the variegated interpretations of historical conflict.

Sauerbier says he is most excited for his revolutions unit which starts after winter break, a deep dive into the Enlightenment’s ideological sea change. “Living in the U.S., these students are saturated with political discourse,” he notes. If the discourse stales, Sauerbier offers talking points related to their topics, often prompting debate: Should individuals support the death penalty? Do citizens ever have a moral obligation to dissent?

He doesn’t let students sit on the fence: “Those who sit on the fence are destined to be impaled by it,” he quotes. At every turn, Sauerbier pushes his students to seriously research a topic, philosopher, movement, or otherwise, stake an evaluated argument on said subject, and defend it through civic debate.

And this teaching tactic extends to The Blazer Club, an extracurricular discussion forum which he serves as advocate, his conversations about current events extend Sauerbier’s classroom culture of inquiry. The rules remain: engage respectfully, ask “why,” and resist the allure of echo chambers. Sauerbier is exemplary of our many teachers who work outside of office hours to instill civic responsibility and goodwill in students. He cares. That matters.

At the end of it all, the greatest reward for Sauerbier is when the proverbial lightbulb lights for a student, the moment where a student has grappled with something challenging and can contextualize it, know it, and use it to evaluate the world around them– for Sauerbier, that revelation is his true reward. “That’s when I know I’m doing something right.”

And he is doing something right. To lastly quote student Harmony Bartholomew, “Sauerbier is the kind of teacher they make movies and television shows about. He is a constant source of genuine support and care, even when that takes him additional time. He is thoughtful about the way he teaches, and teaches so much, too, by his example of consistent friendship and mentoring. He is extremely intelligent and makes people eager to learn.”

Despite the long hours and challenging conversations that come as baggage to the profession, Sauerbier seems as ready and excited for the task of teaching our youth as ever. He is the teacher that students look up to; he strives to be the teacher who makes a difference, and he uplifts peers around him without even recognizing it. 

In Nathan Sauerbier’s classroom, social transformations aren’t just studied; they are rehearsed.

We thank him for lifting Provo and raising up our students to be civically-minded, kind, and brave. It is needed now more than ever. Thank you for making the souls of Provo grow.

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