School Curriculum

History and Social Sciences

"The value of history is, indeed, not scientific but moral: by liberalizing the mind, by deepening the sympathies, by fortifying the will, it enables us to control, not society, but ourselves - a much more important thing; it prepares us to live more." Carl Becker

  • WORLD CIVILIZATIONS SINCE 1450

    This course continues the world civilizations program begun in the eighth grade, familiarizing students with the development of civilizations since the mid-15th century. An interdisciplinary approach integrates art history, literature and world religions with the study of history. The course is thematic and chronological, starting with the age of exploration and finishing with a study of contemporary trends in globalization. Students practice analysis through three conceptual frameworks: continuity and change over time, comparison and contrast and making connections. The course builds students' foundational reading, critical thinking, and reasoning skills through exposure to a wide variety of perspectives and types of evidence and it emphasizes the development of explanatory and argumentative writing. 

  • ADVANCED AMERICAN STUDIES

    Literature and history develop within a larger cultural narrative. This narrative is often sequenced as a historical progression of beliefs, arising from the culture’s economics, politics, geography, religions, literature, music, visual arts, social institutions and popular culture. In keeping with the Humanities Department mission statement, students in this course develop an integrated understanding of historical, literary, and cultural ideas, in
    order to explore questions such as: What does it mean to be an American? How has the pursuit of freedom unfolded for diverse groups of Americans? What is the role and responsibility of citizens in an American republic? How does the larger cultural narrative inform our interpretation of historical and literary texts? Students learn in a double-period, co-taught, discussion-based format, emphasizing close reading of texts. Students
    demonstrate their knowledge through essays requiring analysis and synthesis, daily discussions, and presentations. The major writing assignment of the course is a research essay on a topic of the student’s choosing with the goal to submit it for publication in
    The Concord Review (a publication for secondary school papers). This is a double-period class that provides two credits, one each in English and History & Social Sciences, for sophomore year.

    This is a double-period class that provides two credits, one each in English and History & Social Sciences, for sophomore year.

    NOTE: This course is not specifically designed to prepare students for the AP United States History, AP African American History, or AP English Language and Composition exams. However, students who take this course and complete some independent, supplemental study, will be well-situated to take these AP exams. The humanities faculty will assist students interested in taking these exams with acquiring study materials and other resources that will help them prepare for the exams in the second semester. Students may also take the AP African American Studies exam with the counsel of their instructor and the Humanities Department Chair. Advanced American Studies and United States History address a sizable portion of the AP African Studies curriculum; however, students who are approved to take the exam should expect to prepare independently.

  • UNITED STATES HISTORY

    United States History offers a broad survey of the development of American society from before the  founding of the North American colonies to the present. The course provides students with knowledge and appreciation of the people and events responsible for the development of the United States, with emphasis on the experiences of and contributions to the nation made by minority groups in  American society. While the content is structured around political and social history, considerable attention is also paid to economics, geography, religion, sociology, literature, music, visual arts and popular culture in American history. The reading schedule includes a compelling textbook as well as additional secondary and primary sources representing the political, economic, social and cultural history of the United States. Students undertake a variety of assessments such as projects, debates, discussions and essays to broaden their understanding of American history. A medium-length research essay is required for the completion of this course.
     
    NOTE: This course is not designed to prepare students for the AP United States History or the AP African American History exams, and does not explicitly develop the skills and habits of mind expected on these exams. The course does include a good portion of the content on these exams. Strong students who excel in this course and complete independent, supplemental study, may be prepared to take these two AP exams. These students may take one or both of these exams with the counsel and approval of their instructor and the Humanities Department chair. The humanities faculty will assist students interested in taking these exams with acquiring study materials and other resources that will help them prepare for the exams in the second semester.
     

  • ADVANCED SEMINAR: AFRICA AND ITS DIASPORA

    This course aims to provide students with a comprehensive and nuanced understanding of African history, culture and its diasporic connections over the past two centuries. The course illuminates the complexities of Africa's historical evolution, from pre-colonial interactions to contemporary socio-political dynamics, fostering critical thinking and analytical skills. This college-level course immerses students into the intricate tapestry of African history and its global diaspora.

    In the initial unit, "Understanding Africa's Context," students dissect Africa's geographical positioning, historical trade routes, and the profound impact of the continent on the global stage. Looking into pre-colonial interactions, the global slave trade, and the complexities of European colonialism, this segment lays the groundwork for comprehending Africa's historical evolution. The subsequent unit, "Decolonization of Africa and Response Movements," navigates the tumultuous era of decolonization, scrutinizing ideological underpinnings and pivotal movements shaping the continent's quest for independence. Through in-depth case studies from Ghana, Kenya, Egypt, Zimbabwe, Congo and Angola, students analyze post-independence challenges, drawing comparisons with global decolonization movements. The course culminates in "Pathways to Development and Diasporic Connections," unraveling Africa's development models, including socialist and market systems. Historical case studies shed light on leadership transitions, external influences and diasporic connections shaping Africa's developmental
    trajectory. Rooted in critical analysis and comparative study, this advanced course equips students with a nuanced understanding of African and diasporic studies, mirroring the rigorous academic standards of prestigious institutions.

  • ADVANCED SEMINAR: AMERICAN CIVIC MOVEMENTS

    This course delves deep into the fundamental question: what defines citizenship in America? Beginning with an exploration of political theories on citizenship, it progresses to a detailed examination of significant moments in civic engagement emphasizing 19th, 20th, and 21st-century social movements.. Students dissect the multifaceted nature of citizenship, analyzing how individuals have historically embraced their roles as citizens during pivotal social and political movements. From highly organized civil rights campaigns to contemporary grassroots activism, this seminar navigates through diverse movements, dissecting their methods, ideologies and impacts. Through critical discussions, in-depth readings and case studies, students emerge with a nuanced understanding of citizenship's dynamic facets and the evolving landscape of civic participation. This course empowers students to comprehend and engage with the complexities of citizenship and active participation in society.

  • APPLIED ECONOMICS IN AMERICAN SOCIETY

    This class is an exploration of economics in American society, through the exploration of the birth of capitalism, the understanding of capitalistic theories and the study and application of economic principles. In this class students develop understanding of the role of the market in history, the rise of the corporation, the relationships between business, labor and the state, and the place of material forces, notably technology and environment, in impacting capitalism and the economy. The course explores various economic principles such as supply and demand, GDP, monopolies and oligopolies, money systems and how A.I. and climate change are impacting businesses and economies in new and unforeseen ways. To explore the history of capitalism and the applications of economic principles is not just an economic matter, but a political, social and cultural one as well.

  • APPLIED ETHICS

    Surveillance cameras, vaccine passports, genetic modification and drones — formerly stuff of science fiction plots — are now fully integrated into 21st century life. Where are the lines between what can be done and what should be done? In a globalized world, who defines 21st century rights to freedom? How can we navigate the bounds of free speech, address resource disparities, and tackle the questions posed by topics such as torture and paternalism? In Applied Ethics, students gain a broader understanding about
    the general principles that govern our behavior and moral reasoning through case studies ranging from environmental questions to human rights issues. Through the use of multiple perspectives on current ethical case studies, the students deepen their critical thinking skills and empathy and prepare themselves to encounter ethical questions in a deeply complex and ever changing society through discussion-based inquiry. Students are first introduced to five normative ethical frameworks to help them understand the
    basis for ethical decision making. In this course, students develop a year-long project, where they focus on engaging with their community living out what it means to be an ethical person within society. The goal is that students develop a strong sense of their own ethical reasoning by using real world case studies and develop skills to address challenging questions through respectful understanding of perspectives that differ from their own.

    NOTE: Students who have taken Applied Ethics: Humanities (HUM 311) or Applied Ethics: STEM (HUM 312) may not take Applied Ethics (HUM 311).

  • GLOBAL STUDIES AND ENTREPRENEURSHIP

    This interdisciplinary course prepares students to become global leaders by completing a research-based social entrepreneurship project. The course begins with an examination of social entrepreneurship theory and case studies in the field. Applying concepts in human geography, students examine political, economic and cultural contexts of global issues. This learning experience allows students to identify and explore their areas of interest that form the basis of projects in the second semester. Simultaneously, students seek answers to essential questions, such as: How does geography shape identity, health
    dynamics and economic development? How have societies grappled with the effects of globalization? How can humans address environmental degradation through innovative solutions and policies?

    The year-end project in the course is designed to recognize and enhance individual talents. Students can raise awareness and seek innovative solutions to social problems through a variety of mediums; these might include business plans, plays, newsletters, art exhibitions, documentaries, fiction and other expressions of activism.

  • INTRODUCTION TO RELIGIOUS STUDIES

    What is religion? How do different traditions understand the sacred, the afterlife, and the role of ritual in daily life? This course introduces students to the academic study of religion by exploring how diverse traditions—both ancient and modern—shape human understanding of existence, morality, and community. Through a thematic approach, we will examine key topics such as ritual and worship, death and dying, sacred spaces, scriptures and texts, and the role of religion in society. By comparing and contrasting religious traditions from around the world, students will develop a deeper appreciation for the ways in which belief systems both reflect and shape cultural values.

    This course encourages critical thinking and respectful dialogue, emphasizing that religious studies is not about promoting any one faith but rather about understanding the complexity of human belief and practice. Students will engage with primary and secondary sources, analyze religious symbols and practices, and explore how religion intersects with history, politics, and ethics. Students will explore these themes through the lens of Hinduism , Buddhism, Sikhism, Judaism, Christianity, Islam and indigenous religious practices.

    NOTE: Students who have taken Abrahamic and Dharmic Religions (HUM 321) may not take Introduction to Religious Studies (HUM 321).

     

  • JOURNALISM AND MEDIA STUDIES

    Combining media studies with authentic journalistic practice, this course is designed to help students gain a better understanding of the increasingly complex and multifaceted world of the modern news media. Students in the Journalism and Media Studies course comprise the core writing and editing staff of The Catalyst, RE's student newspaper, and develop interviewing, research and writing skills by learning to write articles in several genres over the course of the semester: hard news, features, op-eds, arts and sports. Stories for The Catalyst are the main writing assignments students produce; though they vary widely in genre and focus, they are also evaluated according to a consistent set of standards that assess the quality of the student’s reporting, writing, story structure, etc. Students also participate in regular class discussions and produce several in-class and out-of-class writing exercises that analyze the media industry, media artifacts and the way our political, social and economic spheres are influenced by media messaging. The course pursues connections to the world outside RE through conversations with guest
    speakers, including professional journalists, media critics, industry insiders and public figures.

    NOTE: Journalism and Media Studies course is a general elective and may not be used to satisfy History and Social Sciences graduation requirements.

  • AP ART HISTORY (SOC SCI)

    This course offers an introduction to the history of art with a focus on both visual analysis and contextual understanding and surveys the global history of architecture, sculpture, painting and printmaking from prehistory to postmodernism. Art history is quintessentially interdisciplinary, and students examine art through many lenses, including the contexts of geography, sociology, history, magic and superstition, religion, utilitarian needs and visual aesthetics. Students study the cultural practices, belief systems and interactions between cultures that impact art and its creation. Emphasis on written argumentation and a student's ability to understand and interpret academic research in the field of art history will be key elements of this course. Additionally, the course introduces students to various approaches within the field of art historical interpretation, approaches which are affected by different academic disciplines, technologies and the availability of evidence.

  • AP COMPARATIVE GOV. & POLITICS

    AP Comparative Government and Politics offers an introduction to the comparative study of state systems and their political components. The course gives students a critical working perspective of these government systems and the choices that nations make in terms of both political institutions and citizens’ rights. Students study political science theory as well as the practical application of that theory in various countries. The focus is not only on institutions, but also on race, ethnicity, religion, economics and other complexities of modern societies. A cross section of modern governments is studied including those of advanced democracies such as the United Kingdom, Germany and the European Union; post-communist countries such as Russia and China; the developing democracies of Nigeria and Mexico; and non-democratic/hybrid regimes such as North Korea and Iran. A primary goal of the course is to increase the students’ understanding of the institutions, political culture, political traditions, values and structures of comparative systems. In addition, students learn how to compare various systems to one another using characteristics common to all political models. Some historical perspective is included in order to connect each country’s political and economic development to the present time. A last major emphasis is the effect of globalization and political violence on each of these governments.

  • AP EUROPEAN HISTORY

    This course covers the period of European history from the early Renaissance through the present day, with students exploring the cultural, political, social and economic developments that played a fundamental role in the development of modern Europe and Western heritage. Students acquire the analytical, written and organizational skills needed for the AP examination through a considerable reading load, as well as regular written assessments and tests. This is an intensive reading and writing course, and the expectations and responsibilities are quite similar to those in a college- or university-level
    course.

  • AP MACRO/ MICROECONOMICS

    AP Macroeconomics/Microeconomics encourages students to explore connections between economic theory and real-world events. The first semester focuses on the principles of macroeconomics and measurements that apply to the economy as a whole. These include the study of national income accounting and the measurement of economic performance indicators such as inflation, gross domestic product (GDP) and unemployment. Special attention is given to monetary and fiscal policies, as well as international capital flows. The second semester focuses on microeconomics: the functions of individual decision-makers — both consumers and producers – within the larger economic system. Core units focus on consumer behavior, the four product market structures, the resource market, and the role of government in microeconomic decision-making. As a major requirement of the microeconomics unit, students collaborate in teams to develop original business plans as they vie for entry in the RE Business Challenge. This course prepares students for both the AP Macroeconomics and AP Microeconomics exams.

  • AP PSYCHOLOGY

    AP Psychology is the equivalent of a college-level introductory psychology course that presents students with a general overview of the discipline as well as the most important theories included in research and mental health practice today. Major areas covered include the history and approaches of psychology, research methods, the biological bases of behavior, sensation and perception, states of consciousness, learning, cognition, motivation and emotion, human and personality development, testing and individual differences, abnormal psychology, psychotherapy and social psychology. This course prepares students for the AP exam in psychology and provides each with an opportunity to pursue a topic of personal interest through a second-semester research project.

  • AP U.S. GOVERNMENT & POLITICS

    This course offers a broad survey of the U.S. political system. Though the course begins with an examination of the philosophical underpinnings of the U.S. constitutional system, the focus is on analyzing current trends, institutions and practices, and the evolution of the U.S. government to its current state. Primary focus is placed on the national level, with a brief examination of the states and how they function within the federal system, as well as how their governments differ from the national government. The course looks at general comparisons of the U.S. system with the political systems of other countries, in order to highlight unique aspects of the U.S. system. Reading assignments include both
    primary and secondary sources and writing assignments require students to analyze and respond to ideas, policies, legal opinions, political speeches and a variety of other materials. This course looks at government structure and function in depth and students are expected to keep up with a rigorous reading schedule that includes Supreme Court opinions, political analysis and textbook assignments. Students are also expected to keep up to date on current events and be able to apply their knowledge of those events to the concepts in the course. All topics are analyzed against the backdrop of current events, and class discussions are frequent and lively.

     

  • AP WORLD HISTORY: MODERN

    This course is about big ideas and concepts, not names and dates. The course surveys major themes and ideas in world history, including religion, trade and commerce, contact and conquest, technology, gender, the impact of geography and environment and art in societies. Although the AP exam assesses students only on the period after 1250 CE, this college-level world history survey exposes students to a larger range of historical narratives stretching back to the earliest humans. The course briefly surveys the pre-1200
    “foundations of civilizations” (religion and culture, the origins of political power, and economic interactions, etc.) in all regions of the world. Next, by analyzing a variety of primary and secondary sources, students explore the emergence of major societies and their interactions, the development of significant world systems like the Silk Roads, Indian Ocean trade networks, the Atlantic World, European imperialism and the bipolar world and non-aligned movement. Comparative inquiry is emphasized. Readings primarily include an extensive selection of journal articles and a diverse collection of primary
    sources representing a range of perspectives from and about all of the civilizations that are studied. Close reading of sources and engagement in vibrant and sometimes contentious class discussions are important expectations. Assessments include significant and challenging writing assignments, both in and outside of class, that require the analysis of primary sources in their contexts; these assignments require deep analytical and synthetic thinking.

  • HISTORIOGRAPHY: CONSTRUCTING AND RECONSTRUCTING HISTORY

    How can historians tell different stories about the same event? "Exploring Historiography" empowers students to become discerning readers of history and active participants in the conversation about the nature of history. Students explore how and in what contexts historical accounts are crafted, theories, methods and debates that historians use to construct narratives about the past, and the contemporary  intellectual, political, and social impact of these interpretations. They analyze the foundations of historiographical thought from early romantic and empirical approaches, and learn about progressives and revisionists, influences on historians of psychology and anthropology, transformative perspectives of postcolonial, feminist and postmodern historians, recent approaches in microhistory and “big” history, public history and the exciting realm of digital history and, finally, speculation about how AI might influence the crafting of historical narratives.  Case studies are featured, including the contested narrative of the Indo-Aryan controversy, the ever-evolving historiography of the American Revolution, a trio of pivotal video series on the history of Africa, the historiography of global slavery, a recent set of studies on collective memory in Chile, and contemporary controversies over historical monuments.

     By reading, discussing and writing about pivotal texts themselves, students develop skills in historical inquiry: analytical and comparative thinking, contextualization, source evaluation, and the ability to engage with diverse and complex historical perspectives and methods. A seminar style course, students read texts carefully, develop their own interpretations and engage in critical conversations with their classmates during every class meeting. By the end of the course, students have a deeper appreciation and heightened awareness of how history is constructed, debated, revised, and shared in our world today.

  • INTRODUCTION TO SPEECH & DEBATE

    This course serves as an introduction to the basic elements of communication and competitive interscholastic speech and debate. Students learn to master the Communication Model, rhetorical devices and the fundamentals of the Toulmin Model of Argumentation. Students have the opportunity to study World Schools, Public Forum and Congressional styles of debate. Additionally, students are introduced to the various interpretation and public-speaking styles of competitive speech which include: Extemporaneous Speaking, Original Oratory, Impromptu, Dramatic Interpretation of Literature, Humorous Interpretation of Literature, Duo Interpretation of Literature and Program of Interpretation. Specific attention is paid to universal debate theory, argument construction, flowsheeting, presentation techniques, audience adaptation and research methodologies. Students are required to participate in a minimum of two interscholastic tournaments each semester and assist with the hosting of tournaments held at Ransom Everglades. Participation at the Florida Forensic League Novice State Championship Tournament is a requirement of the class (alternate presentation options may be considered to complete this requirement).

    NOTE: Speech and debate courses are general electives and may not be used to satisfy History and Social Sciences graduation requirements. Beginning with the class of 2025, students may not take the same speech and debate course multiple times. However, students are encouraged to continue to participate on the Speech and Debate Team; enrollment in a speech and debate course is not required for participation on the Speech and Debate Team.

  • COMPETITIVE SPEECH AND DEBATE

    In this course, students learn advanced rhetoric, presentation and argument techniques while they prepare for tournaments. This course helps students improve their public speaking, critical thinking, research, writing and teamwork skills. Students continue developing skills such as goal-setting/plan design assessment and reflection, interscholastic networking and collaboration, and prioritization and time management. Students are required to participate in a minimum of three tournaments each semester
    and assist with the hosting of tournaments held at Ransom Everglades. In addition, students are required to assist with the debate team’s community service program. Course enrollment is not a requirement for Ransom Everglades Speech and Debate team membership. However, all team officers and squad captains must be enrolled in the course.

    NOTE: Speech and debate courses are general electives and may not be used to satisfy History and Social Sciences graduation requirements. Beginning with the class of 2025, students may not take the same speech and debate course multiple times. However, students are encouraged to continue to participate on the Speech and Debate Team; enrollment in a speech and debate course is not required for participation on the Speech and Debate Team.

  • VARSITY SPEECH AND DEBATE TEAM

    Varsity members of the Ransom Everglades Speech and Debate team (students who have successfully completed HSS 101 or completed a minimum of four tournaments and a full year of weekly squad and independent practices) may earn general elective credit by completing one year of varsity Speech and Debate team requirements. Students on the varsity team are expected to: 1). Pass audition requirements by October 1; 2). Agree to and follow the team rules as established in the team handbook; 3). Actively participate in a minimum of one weekly morning squad practice and a minimum of one weekly independent practice with coaches or approved team executive board members; 4). Compete at a minimum of six tournaments per year.

    It is highly recommended that varsity team members previously complete one or both Speech and Debate (HSS 101 or HSS 201) courses to ensure best practices in each of the competition events. 

    NOTE: Students may earn elective credit through Speech and Debate courses (HSS 101, HSS 201, and HSS 301), but not more than one credit in Speech and Debate in the same year. 

     

Department Faculty

  • Photo of Jennifer Nero
    Jen Nero
    Humanities Department Chair, History & Social Sciences Teacher
    305-460-8871
    Providence College - B.A.
    Marquette University - M.A.
    Bio
  • Photo of Stephen Allen
    Stephen Allen
    History & Social Sciences Teacher
    305-460-8236
    University of West Indies - B.A.
    University of Hull - M.A.
    Bio
  • Photo of Abigail Berler
    Abby Berler
    History & Social Sciences Teacher
    305-460-8208
    Bates College - B.A.
    Rutgers University - M.A.
    Bio
  • Photo of Margaret Berry
    Maggie Berry
    History & Social Sciences Teacher
    305-460-7963
    Harvard University - B.A.
    Bio
  • Photo of Kate Bloomfield
    Kate Bloomfield
    History & Social Sciences Teacher
    305-460-8206
    University of Michigan - B.A.
    New York University - M.A.
    Bio
  • Photo of Jenny Carson
    Jenny Gragg Carson '03
    US History & Social Sciences Department Coordinator
    305-460-2102
    Trinity College - B.A.
    Rutgers University - M.S.W.
    Princeton Theological Seminary - M.Div.
    Bio
  • Photo of John Ermer
    John Ermer Jr
    Educator
    305-460-4355
    Florida State University - B.S.
    Florida International University - M.A.
    Florida International University - Ph.D.
    Bio
  • Photo of Cameron Ferguson
    Cameron Ferguson
    Director of Summer & Auxiliary Programs, History & Social Sciences Teacher
    305-250-4210
    North Carolina State University - B.A.
    North Carolina State University - M.A.
    Bio
  • Photo of Alicia Fisher
    Ali Fisher
    MS History & Social Sciences Department Coordinator
    305-250-4208
    Florida International University - B.S.
    Florida State University - M.S.
    Bio
  • Photo of Rene Gonzalez
    Rene Gonzalez
    History & Social Sciences Teacher
    305-250-4565
    Florida State University - B.A.
    Bio
  • Photo of Kathleen Hamm
    Kate Hamm
    History & Social Sciences Teacher, Speech and Debate Coach
    305-460-8221
    St. Cloud State University - B.A.
    Loras College - M.A.
    Bio
  • Photo of Alissa Hirschl
    Alissa Hirschl
    History & Social Sciences Teacher
    305-250-6894
    University of Wisconsin - B.S.
    Northwestern University - M.S. Ed
    Bio
  • Photo of Harold Hunt
    Lane Hunt Jr.
    History & Social Sciences Teacher
    305-460-2117
    Samford University - B.A.
    Samford University - M.S.
    Bio
  • Photo of Cathryn Kellstrom
    Cathy Kellstrom
    History & Social Sciences Teacher
    305-250-6845
    Skidmore College - B.A.
    Drew University - M.A.
    Bio
  • Photo of Brandon King
    Brandon King
    History & Social Sciences Teacher, College Counselor
    305-460-7946
    Swarthmore College - B.A.
    School of Oriental and African Studies University of London - M.A.
    University of Massachusetts - M.A.
    Chinese University of Hong Kong - Ph.D.
    Bio
  • Photo of John King
    John King Jr.
    Associate Head of School, History & Social Sciences Teacher
    305-460-8230
    Emory University - B.A.
    Emory University - M.A.
    Vanderbilt University - Ph.D.
    Bio
  • Photo of Matthew Leavitt
    Matthew Leavitt '01
    History & Social Science Teacher
    Cornell University
  • Photo of Ronald Magnusson
    Ron Magnusson
    History & Social Sciences Teacher
    305-250-4520
    Stockton College - B.A.
    Rutgers University - M.A.
    Bio
  • Photo of Joseph Marin
    Joseph Marin
    History & Social Sciences Teacher
    305-460-2110
    Morehead State University - B.A.
    Florida International University - M.A.
    Florida International University - Ph.D.
    Bio
  • Photo of Joseph Mauro
    Joe Mauro
    Senior Faculty, History & Social Sciences Teacher
    305-250-6883
    College of The Holy Cross - B.A.
    Bio
  • Photo of Miriann Meyeringh
    Mirs Meyeringh
    Faculty
    305-460-8814
    Duke University - B.A.
    University of Miami - J.D.
    Bio
  • Photo of Gregory Noblet
    Greg Noblet
    History & Social Sciences Teacher
    305-250-6867
    Colby College - B.A.
    St. Bonaventure University - M.S.Ed.
    Bio
  • Photo of Peter Shoemaker
    PJ Shoemaker
    History & Social Sciences Teacher
    305-460-7972
    University of Pennsylvania - B.A.
    Bio
  • Photo of Benjamin Yeo
    Benjamin Yeo
    History & Social Sciences Teacher
    305-460-8876
    University of Huddersfield - B.A.
    Sheffield Hallam University - M.A.
    Bio

Select a School Level and Department

Middle School

2045 South Bayshore Drive, Coconut Grove, FL 33133
Phone: 305 250 6850

Upper School

3575 Main Highway, Coconut Grove, FL 33133
Phone: 305 460 8800
Founded in 1903, Ransom Everglades School is a coeducational, college preparatory day school for grades 6 - 12 located on two campuses in Coconut Grove, Florida. Ransom Everglades School produces graduates who "believe that they are in the world not so much for what they can get out of it as for what they can put into it." The school provides rigorous college preparation that promotes the student's sense of identity, community, personal integrity and values for a productive and satisfying life, and prepares the student to lead and to contribute to society.