“But should people be free,” the teacher asked? “Remember, this is what I wanted you to think about throughout the Cornerstones.” I saw several students’ hands in the air as I sat in the back of Mr. Ramsey’s 8th grade U.S. history class at Cardozo education campus in northeast D.C .
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
One of the highlights of my job as a social studies curriculum manager is going to schools in D.C. and seeing teachers and students doing their work firsthand in the classroom. Just last week I had the pleasure of judging students in the Soapbox competition of the Mikva Challenge.
As I stared at the white box which held all the files for my undergraduate social studies methods course, I silently asked it, “What went wrong?” Well, perhaps I am overstating the problem. There was nothing “wrong” with the course, per se, but as I finished grading the students’ last
Donna Phillips January 2, 2015 We C3 Teachers have been busy at work since this time last year. C3 Teachers all over the country have been blogging and participating in webinars focusing on the four dimensions of the C3. The webinar series has allowed participants to explore in depth each
August 7, 2014 By Donna Phillips I love criteria and always have, but I didn’t always know it. Why do I know now? Let me begin with a story about a recent unit. I was starting my last unit of the semester in my government class on public policy and
My experience thus far teaching with C3 Framework has been very comfortable. I recognize a lot of what I see in the C3 and, for me, that’s a good thing. One of the first things that struck me was the way the content in history, economics, civics, and geography is
I am failing forward. I have failed. But forward. Face first. Let me explain. Back in May, at a faculty meeting, I heard a presentation from one of our assistant principals on our participation in the PARCC assessment program. We all listened carefully, making notes on our printed PowerPoint slides
These are inquiries that fit in the 9th grade World History 1 course (ONLY 1 SEMESTER)
Possible inquiries for World History. Will need to be broken down into units or concepts– this is just the first glance.
This Building Block Inquiry stack will look at examples of extremism both left wing and right wing throughout American History.
These four inquiries explore profound aspects of the human experience—from historical suffering and political ethics to fundamental economics and the nature of the American identity—all of which can evoke a sense of Awe.
Photography serves as a poignant story of the past, offering visual narratives that transcend time and space. Through the lens of historical photographs, we gain intimate glimpses into pivotal moments, societal shifts, and individual experiences frozen in time. These images capture the essence of historical events, from wars and revolutions to everyday life, allowing students to empathize with the people and their stories.
Activism as a focus for inquiry invites students to explore how individuals and groups take action to promote change in their communities, nations, and the world. Through examining historical and contemporary examples of activism, students can engage with questions of justice, citizenship, and the responsibilities of participation in democratic life. Inquiries centered on activism encourage learners to consider both the motivations behind civic action and the strategies used to influence public policy and opinion.