Stephen Lazar

C3 and the NY Project: How Far We’ve Come

I love the C3 Framework. I think I might have been the first teacher to have publicly come out in favor of them. It’s easy to be excited about new things, though. Recently, as the C3 has become less new, I’ve thought more and more about a conversation I had

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Diving into the C3, Part 3: First Trip through the Inquiry Arc

I’m now four weeks into my course, It’s Complicated, and we recently completely our first quick journey through the Inquiry Arc, based around the current conflict Afghanistan.  As this was the beginning of the class, my main goal for the unit was to familiarize students with how we would move

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Diving into the C3, Part 2: The First Major Challenge

As I mentioned in my last post, my first thoughts as I dove into planning my Global History class with the C3 was “wow, this is brilliant,” but as I spent more time thinking and planning about my teaching for the second semester, the more present thought was more often, “wow,

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Diving into the C3, Part 1: Context

After a year of lauding hosanna’s towards the C3, during the past month my relationship with the framework fundamentally changed; I started to actually put it into an action.  And while my first thought at all times was still, “wow, this is brilliant,” as I spent more time thinking and

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False dichotomies no more: It’s about content and skills!

Earlier in the year, I warned, “We cannot possibly continue to move solely in the direction of ‘college and career readiness’ in History & Social Studies education without ensuring that ‘civic’ readiness is valued equally.”  If teachers, districts, and states across the country embrace The College, Career, and Civic Life

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