C3 Next Steps: Hubs and Exchange

During the National Council for Social Studies’ Annual Conference in Washington, DC, the C3 team held two meetings at the National Museum of the American Indian. Here, we met with strategic partners to discuss the C3 Hubs and the C3 Exchange, respectively. This is an important next step for C3 Teachers. We are not only […]

Can an inquiry help save an historic site?

After working as a member of the Teacher Collaborative Council for the New York State Social Studies Toolkit Project, I was inspired to become actively involved with the Friends of the Fishkill Supply Depot. This organization is dedicated to saving a vital supply depot in the American Revolution from commercial development and preserving the site for […]

Silver Linings – Getting Informed

It has been a year since my last post Do We Always Have to March on Washington and wow, time has flown. The C3 has really taken root in DCPS and in future posts I will share these exciting transformations. Since the election, there has been a lot of coverage of various protests by adults […]

“Did we overcome racism yet?”: Our experiences with inquiry and taking informed action.

Russell McBride & Jeremy Thomas Between the election, Black Lives Matter, and the other problems facing the United States and the world right now, our students are exposed to lots of differing views on issues. One approach we’ve used to deal with this has been to present students with a current event each day and ask […]

Can I do anything besides reading documents for Formative Performance Tasks?

In the summer of 2015 I worked on a summer curriculum project for my school district to design a C3 Inquiry lesson for US History curriculum. I’ll admit I was apprehensive about the amount of time in the classroom it seemed like these lessons would take, because as an APUSH teacher our pacing goal is […]

The Limits of Inquiry

One thing the C3 Teacher team hears over and over when we introduce IDM to teachers is how they like the idea of it, but think they can only use it for certain classes: only advanced levels or for older grades or for one well-behaving class versus another, etc. Whatever qualification you want to use […]

C3 and PBL: A (Taking) Informed (Action) Crosswalk

History literally means “inquiry.” I always love seeing teachers’ reactions when I share this insight in conversations about instruction, or during workshops, or whenever I get the chance to really. I have noticed that this somewhat trivial piece of information elicits an “A-Ha!” moments which, to some extent, reframes the teaching and learning in their […]

C3 Pedagogy and Student Motivation

The critical issue of student motivation continues to drive teaching strategies and reward programs in K12 education. With increasing technology advancements it seems that a student without a device in their hands is essentially bored. As a teacher in the middle of his ninth year in education, I increasingly see the glazed over looks of […]

Everybody can do inquiry

Everybody can do inquiry. Everybody does do inquiry. One time my 2-year-old daughter and I pulled up alongside a school bus and my daughter pointed to it and said “school bus.” I asked her “how do you know that’s a school bus?” She replied “it’s yellow.” She had used evidence—the yellowness of the bus—to communicate […]

Talking With, At, and For Each Other: Fostering Civil Civic Discourse

Whenever I have introduced a class debate to my students, there are two standard audible reactions: the low, drawn-out “Yeeeeeesssss” and the equally drawn-out, but more defeated-sounding, grown. “I’m going to win!” “This is going to turn into a fight” “I want to be on her side. She’s good at arguing with people.” But I […]