Students stepped into the chaos of Rome’s collapsing Republic, making decisions that balanced legitimacy between elites and commoners. Each crisis forced them to weigh tradition, charisma, and law, sometimes with a roll of the dice. The simulation brought Weber’s theories to life, turning abstract political concepts into lived experience and reflection.
Geographic Cultural Studies
Exploring China’s Historical and Geographical Contexts: C3 Inquiry
I am starting a new unit in Geographic Cultural Studies, this time focused on China and East Asia. The student readings are supplemented from several textbook and secondary sources as well as many primary sources that will align to the supporting questions.
European Intellectual Transformations: Reflections on a C3 Unit for 9th Grade
I recently completed the unit I recently posted about in my 9th-grade Geographic Cultural Studies course that covered the Renaissance, Reformation, and Enlightenment. Unfortunately, it did not go as smoothly as I had hoped. This post is reflective, but also has many of the resources I used in the unit linked again.
Building a C3 Inquiry Unit around Early Modern European History and Geography
The first major unit in my 9th grade foundational course, after the National History Day and Intro to Geography units, dives into the study of Europe. Last year, the content focus began in the late Middle Ages and finished with the Renaissance. We did not get far enough chronologically to align with where the 10th … Continue reading Building a C3 Inquiry Unit around Early Modern European History and Geography
Designing a Social Studies Course with C3 Standards
Our department's 9th grade foundational course is interdisciplinary and uses the C3 Framework; its called Geographic Cultural Studies. Courses and curriculum are always works in progress. This course has been successful so far and I am very happy with the rigor it has added to our curriculum, however, there are some adjustments needed to make it better. Some of the adjustments were related to content, so that it aligns better with our 10th grade World History course, and others are related to prioritization of the C3 standards and unit structure to support a transition to standards-based / competency-based instruction and assessment.