This is an example of a compelling question for my Social Studies 9 course based on the College, Career, and Civics (C3) Framework. I designed all of these units using the Understanding by Design (UBD) philosophy and aligned them for the purpose of Standards Based Reporting (SBR). In the example to the left, students completed a formative assessment aligned to a Geography standard that asked them to create a map of where plastic pollution was located in their neighborhoods.

This is a unit plan I designed is for my Social Studies 10 course, again based on the C3 framework. This unit connects to History and Civics standards regarding political institutions and protecting rights. Students explored the history of the Paleolithic and Neolithic eras through the lens of how political power was developed, justified, and changed.

This short video comes from my Introduction to Economics course. I have incorporated the flipped classroom technique where I recorded brief class lectures and added them to the educational tool "EdPuzzle" which asks students questions for understanding as they watched the video. Students watched this video prior to class for homework and then we would practice identifying who performs economic roles during class time. This allowed students to watch at their own pace, pause, and rewind the lecture, which is essential for English Language Learners. While this was a tool I used in the virtual classroom, this strategy is also useful for in-person learning.