The Major Assessment Shifts in the C3

Assessment is a critical component of implementing the C3. While the C3 pushes us to instruct differently, it also pushes us to think differently on how we assess student learning. If we are supposed to engage students in the inquiry arc, what does it look like to assess student learning not only aligned to the […]

From Inquiry to Curriculum

After three years of working with the C3 Frameworks, I have a collection of American History inquiries that make students curious and open to new ideas.  Recently, I wondered: how do I tie these together into a curriculum? The essential questions of our curriculum remain valuable as a broad overview of our content goals for […]

What Should We Do About Fake News?

In our instant gratification, social media run world, fake news has become an epidemic plaguing the nation and our classrooms. A year-long study at Stanford University looked at students’ ability to reason about the information on the internet. The results were shocking. “Many people assume that because young people are fluent in social media that […]

Embracing Stupidity

Being a student again is a humbling experience. It reminds me of one of my favorite jokes from comedian Mike Birbiglia: “When I was younger and would make mistakes I would say, ‘well, I was young and stupid.’ Now all I can say is ‘I’m stupid.’” Feeling like you don’t understand something can be incredibly […]

The Cold War of Inquiry

I am often faced with an internal “ideological battle” about my instruction in my World History class especially towards the end of the semester.  Coincidentally enough, this ideological battle seems to “heat up” around Unit 8, the Cold War. Do I rely on direct instruction to make sure I “cover” the final content (Cold War […]

Reflections from a Novice C3 Teacher

This semester I took the plunge and completed my first C3 lesson with my government class. I designed the inquiry as part of a summer curriculum project last July for our social studies department in Fairfax County.  (You can find it here: To What Extent Do Americans Distrust the Process for Making Public Policy?) At our […]

A Recipe for Success

Last fall the TPS Eastern Region program offered an online Professional Development Course for teachers, librarians, and educators from museums and nonprofit organizations, Designing C3 Inquiries with Library of Congress Political Cartoons. We have been teaching similar PD courses with a different content focus since 2011.  This year yielded the best ever participant inquiries and […]

C3 Hawai’i: Making Our Social Justice Education Mission Explicit

In 1916, John Dewey wrote, “As a society becomes more enlightened, it realizes that it is responsible not to transmit and conserve the whole of its existing achievements, but only such as make for a better future society. The school is its chief agency for the accomplishment of this end” (Dewey, 1916, p. 20). From […]

The Sweet Spot: The In-Between of Taking Informed Action

Since joining the C3Teacher team, I have written a lot of blog posts about the Taking Informed Action piece. I became a teacher for a love of the content, but my passion has increasingly become the way social studies can empower students to act. In the last couple months, being an engaged citizen has taken […]

Navigating the C3 Framework

Just like most veteran social studies teachers find, I am always looking for that hook to get my students engaged. Although I have my basket of tricks, I am constantly looking for new ideas, approaches, activities, and resources that will ignite a passion in my students. This is one of my dilemmas. Over the years, […]