Building Thinkers, Researchers, & Writers at CVA
At CVA, strong writing skills are built intentionally, year by year, across disciplines, and with purpose. Through close collaboration between the English and History faculty, CVA’s Humanities Department has developed a cohesive, research-based writing curriculum that spans from seventh grade through graduation.
This approach prepares students for college-level expectations and for thoughtful engagement with the world beyond CVA. The collaborative initiative is led by Academic Success Program Director Kristin Littlefield, who coordinates the Humanities Department’s curriculum development. With her facilitation, English and History teachers meet monthly to align instruction, coordinate units, and ensure students encounter consistent expectations and skill development across courses. The result is a Humanities program that works in sync, reinforcing research, writing, and critical thinking skills at every grade level.
Learning Through Multiple Lenses
One hallmark of the Humanities collaboration is intentional cross-curricular alignment. When students study World War II in Social Studies, they may simultaneously read The Diary of Anne Frank or The Boy in the Striped Pajamas in English. By examining the same historical moment through primary sources, literature, film, and historical analysis, students gain multiple perspectives on complex topics. These skills are essential for college-level work.
This approach extends to modern, relevant issues as well. Units on climate change may link scientific concepts with historical context and cultural impact, helping students understand how ideas evolve and affect society. Carefully curated texts and media keep learning relevant and engaging while reinforcing analytical and research skills.
A Clear Progression From Middle School to Senior Year
Beginning in grades 7 and 8, students are introduced to the foundations of research writing. They learn how to form meaningful questions, evaluate credible sources, take notes with proper citation, and develop clear thesis statements. At this level, the focus is on MLA formatting and the importance of citing sources, rather than mastering complex citation systems. Students also begin incorporating nontraditional research materials such as photographs, political cartoons, charts, and graphs into their work.
As students move into high school, expectations deepen and expand. Ninth graders focus on thesis development, five-paragraph essay structure, and research fundamentals. By sophomore year, students are working consistently with Chicago Style citation, developing stronger claims, and analyzing both primary and secondary sources. Juniors and seniors engage in extended research projects, persuasive and argumentative essays, interviews, speeches, and portfolio-style work that mirrors college assignments.
By graduation, CVA students can independently conduct research, create annotated bibliographies, synthesize multiple viewpoints, revise their thinking, and clearly communicate their ideas with confidence and evidence.
Preparing Students for College and an AI-Focused World
College readiness today means more than knowing how to format a paper. The Humanities curriculum explicitly addresses the growing presence of artificial intelligence in education and beyond. Students learn about the risks of over-reliance on AI tools, the importance of original thinking, and how to use technology responsibly as a support rather than a substitute for learning.
Students are taught to use artificial intelligence as a research support tool rather than a shortcut. In the Humanities curriculum, AI is introduced as a tool for brainstorming ideas, clarifying complex concepts, and generating additional questions that strengthen research and writing. Teachers model responsible and effective AI use by demonstrating strong prompts in the classroom and discussing when and how these tools can be helpful. Students may use AI during the pre-writing phase to refine topics, develop research questions, and identify potential counterarguments. From there, they are required to produce handwritten notes, annotated sources, and complete in-class drafting checkpoints. This structured approach ensures transparency throughout the writing process and reinforces original thinking. Students are also taught to verify AI-generated information by cross-checking claims, quotes, and statistics against credible sources, an essential skill for both college-level work and informed citizenship.
By emphasizing the research process, from question development to revision, students gain skills that technology cannot replace. These include critical thinking, ethical reasoning, creativity, and voice. Teachers work intentionally to build student confidence in forming and sharing opinions, making claims, and supporting them with evidence.
A Shared Language for Learning
Across all Humanities courses, faculty use a common rubric framework and shared expectations for writing, citation, and analysis. This consistency helps students understand that research and writing are transferable skills they will use across disciplines and throughout their lives.
Through collaboration, alignment, and intentional skill building, CVA’s Humanities Department is helping students become confident thinkers, effective communicators, and prepared college scholars.
Meet the CVA Humanities Department Faculty
Kristin Littlefield, Academic Success Program Director
Kristin brings a strong background in English Education and student support to her role as Director of CVA’s Academic Success Program. She earned a BA in English Teaching from the University of New Hampshire with a minor in Social Work. She previously worked in the Special Education Departments in both the Yarmouth and Freeport School systems. Kristin works closely with faculty to support diverse learning styles.
Nick Bucci, Humanities Teacher
Nick holds a BFA in Creative Writing and Political Science from the University of Maine at Farmington. Certified in both English and Social Studies, he brings experience teaching Humanities and video production. Nick is passionate about writing, film, languages, travel, and creative learning, and he recently returned to the classroom after exploring independent film work.
Lucile Matthews, Humanities Teacher
Lucile earned a BA in English and French from Syracuse University, with a minor in African American Studies, and an MA in International Education from NYU. She has taught English in France and Senegal and brings a global perspective to the humanities classroom. Lucile is passionate about social justice, inclusion, and helping students make meaningful connections through literature and history.
Haley Nutter, Humanities, Math, and Academic Success Program Teacher
Haley graduated from the University of Maine at Farmington with a BA in Psychology. With eight years of experience in education, she focuses on supporting students academically and personally. Haley is known for her approachable style and commitment to helping students navigate both learning and life skills.
Courtney Schad ’95, Humanities Teacher
A CVA alum, Courtney represented the United States on the World Cup Freestyle Ski Tour before pursuing a career in education. She holds a BA in History from the University of Colorado Boulder, a Master’s in American History from the University of South Dakota, and is currently a Doctor of Education candidate in Curriculum and Instruction. Courtney brings extensive experience teaching history, government, economics, and English.
Peter Taliaferro, English and Academic Success Program Teacher, Assistant College Counselor
Peter earned degrees in ecology and tourism science and is a certified English assessment specialist through Cambridge University. He has taught English internationally for over 15 years, including work with the Italian Ministry of Education. Peter brings a global perspective to his teaching and a deep appreciation for exploration, learning, and curiosity.
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