Back in December, I shared some thoughts on the differences between standards-based and competency-based teaching and assessment. Since then, I’ve drafted competency-based rubrics for each dimension of the C3 Framework. In this post, I’ll share those rubrics and explain the thinking behind how I constructed them.
Teaching Resources
Teaching Continuity and Change: Engaging Classroom Strategies
Continuity and Change over Time tends to be more difficult for students to grasp than causation or comparison. It's also harder to practice because it requires a broader range of content knowledge. Students need to be able to get a sense of the "big picture" to engage in meaningful analysis that goes beyond assessing a single turning point.
Working with Rubrics: Analytical vs. Standards-Based vs. Competency-Based
Over the past few months, I have explored a wide range of rubric models. My goal was to develop something that threads the needle between standards-based proficiency scales and a competency-based rubric. I experimented with some complex designs, but ultimately landed on a rather basic structure erring on the side of simplicity. This post captures my thoughts on all types of rubrics as I have prepared to integrate aspects of competency instruction and assessment in my classroom.
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.
Enriching Social Studies Curriculum with Local History
Incorporating local history into the curriculum adds significant value. It helps students develop a sense of connection and belonging to the place where they live, makes the study of history more tangible and relatable, and creates opportunities for hands-on learning and the application of historical thinking skills.
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
Teaching the Silk Roads with Primary Sources
I like to slow down in the first two units of AP World and take advantage of the time and lighter content to unpack skills, particularly primary source comprehension and analysis. This post includes several activities and resources I have used over the years to do this.
Tools and Tips for Teaching Contextualization in AP World History
Contextualization can be a deceptively easy skill for students. Many default to information overload instead of thinking through which historical facts or developments are the best choice for revealing historical insight about their topic or argument. Structure is needed.
Making the First Day in AP World Count
Start the year with something engaging that will help establish a positive class culture. Be the unique class that breaks the Day 1 stereotypes of syllabi and class rules and show students that inquiry and historical thinking can be fun.