I did not expect much from a museum famous for its 8,000 horse tethering posts. But tucked inside its relocated Ming and Qing buildings were a 1910 calligraphy piece criticizing the examination system and a wall of Cultural Revolution plaques quoting Mao, both with real potential for AP World lessons.
Inquiry
Proving the Earth Isn’t Flat: A 9th Grade DBQ Inquiry
I opened the school year by asking 9th graders to prove or disprove the flat earth myth. The hinge of the whole inquiry is a fabricated 1828 source that some textbooks still reference without knowing it's fiction. Four days later, every student had a full DBQ, a writing sample, and (I hope) a little more suspicion toward a good story.
Getting Interdisciplinary Help for History Day Topics
I asked my colleagues for topic ideas outside the usual History Day suspects. Here's what they gave me, and how I turned it into posters for my students.
Reclaiming Inquiry and PBL with National History Day
Inquiry and PBL get thrown around so often they've lost meaning for a lot of teachers. This post digs into what these strategies actually require when done well, using National History Day as a working example. Resources are linked.
Games and Simulations in Social Studies
Games and simulations give students something traditional instruction can’t: the chance to step inside a system and make meaningful decisions with real consequences. When used intentionally, whether to model abstract concepts like legitimacy or to explore content-rich scenarios like diplomacy, state-building, or economic behavior, games transform learning from something students receive to something they actively experience, question, and apply.
Bridging Math and History: Eratosthenes and the Flat-Earth Myth
Blending math and history, I used flat earth debates to show students how interpretation, sources, and myth-making shape what we think we know.
Conceptualizing Competency Based Grading with the C3 Framework
This post is a reflection on my work with the C3 framework as I have moved from "Big Tent" standards towards competencies.
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.
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.