For the first time in three years, I’m teaching a history class this semester! While I enjoy the Civics, Government, Econ, and English I teach the rest of the time, history will always feel most like home. I’m trying something that might be a little crazy: a 100% open inquiry course, where what we learn is entirely based on students’ questions stemming from current events and issues.
This is very much tied into my thinking of the C3 Social Studies Framework, so I’m trying to blog pretty regularly about the course at C3teachers.org. The first piece on the class is up now:
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 planning about my teaching for the second semester, the more present thought was more often, “wow, this is going to be hard.”
For the rest of the school year, I’m hoping to use this space to share thoughts on my continued relationship with the C3 as I try to implement it in one global classroom. In this first post in the series, I want to give some context for my work. While every school is unique, mine is especially so in many ways and it is important for readers to realize early on that I have rare freedom and flexibility. In subsequent posts, I’ll discuss the challenges I encounter, how I try to deal with them, and share my inevitable failures and hopeful triumphs.