Resource Library
Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students.
We are grateful to The Hammer Family Foundation for supporting the development of our on-demand learning and teaching resources.
Introducing Our US History Curriculum Collection
Draw from this flexible curriculum collection as you plan any middle or high school US history course. Featuring units, C3-style inquiries, and case studies, the collection will help you explore themes of democracy and freedom with your students throughout the year.
Summative Performance Task & Taking Informed Action
Students culminate their arc of inquiry into the US founding by completing a C3-aligned Summative Performance Task and Taking Informed Action.
When Online Hate Speech Has Real World Consequences
This mini-lesson explores celebrity influence and online hate, specifically antisemitism.
Staging the Compelling Question
Students are introduced to the themes of the compelling question by responding to a quote from James Baldwin that sparks their thinking about the complexities and contradictions within US history.
Supporting Question 1: The Nation’s Founding Ideals
Students explore the supporting question "What does the Declaration of Independence state about the nation’s founding ideals?"
Supporting Question 2: Founding Ideals Versus Realities
Students explore the supporting question "What contradictions existed between the ideals and the reality of the founding of the United States?"
Enacting Freedom
Students consider what it means to be free by learning about the choices and aspirations of freedpeople immediately after Emancipation.
Introducing and Dissecting the Writing Prompt
Students begin to understand and stake out a preliminary position in response to the assessment writing prompt.
Introducing Evidence Logs
After learning about the Armenian Genocide, students reflect on the writing prompt a second time by adding a historical lense.
Adding to Evidence Logs, 1 of 4
Students incorporate new evidence from the history of the Weimar era into the position they are developing.
Adding to Evidence Logs, 2 of 4
Students consider how what they've learned about the rise of the Nazi Party influences their thinking about the essay prompt and practice making inferences.
Adding to Evidence Logs, 3 of 4
Students review the documents and videos from previous lessons and consider what information supports, expands, or challenges their thinking about the essay.