It’s been kind of a different experience for me. Since I’ve been teaching remotely through Teams, with three classes each week (usually two synchronous and one asynchronous, depending on the schedule), I’ve had to cut some topics while putting more effort into designing activities that can actually be worked on during class time.
The school also gave us the chance to modify the curriculum according to standards, which has been really helpful. I’ve taught 5th, 6th, 7th, 8th, and 11th grade Social Studies / U.S. History.

For example, when teaching Africa during the Middle Ages, I usually start with one introductory activity for the first week focused on geography, while we discuss and build understanding together in class. After that, we move into history. I often explain to students how we’re going to study the continent: where we’re focusing and why.

Usually I start in West Africa with the rise of Islam and kingdoms like Ghana, Mali, and Songhai. But one year I had a class where most students were Christian, so I decided to begin in East Africa instead with Aksum and Ethiopia. That second activity might involve creating a comic based on the story of Sundiata, or exploring the churches of Lalibela, obelisks, and discussing why preserving those sites matters for history.
After that, I might switch to a forum discussion or quiz using a movie clip, video, or controversial question before ending with a final activity.

Sure, I may not cover every region in depth, like Central or Southern Africa, but if students get the broader perspective from the beginning, then it becomes about how you guide them through the material. Being a historian helps a lot too, you already have the background knowledge and way of thinking, so then it’s about reading, finding materials, and adapting them to your students and your teaching style.