Fox Curriculum
The actual documents, not descriptions of them.
Design documents written at the level of specificity I would expect to defend in a scoping meeting. Six pieces, from a full-year course carried through external review down to a one-page scaffold.
The actual documents, not descriptions of them
Curriculum experience is usually summarized. These are the design documents themselves, written at the level of specificity I would expect to defend in a scoping meeting. Six pieces, ranging from a full-year course carried through external review down to a one-page scaffold built to fix a single missed rubric point.
"What Do We Give Up?"
An interdisciplinary six-week suite on trade-offs in civic and economic decision-making, mapped to the C3 Inquiry Arc with Universal Design for Learning built in from the first draft rather than added at the end. Runs all four C3 dimensions in sequence rather than sampling from them.
Grades 8–12 · 6 weeks, 18 sessions · Civics, Economics, History · print and digital
Digital Music and Production
A full-year visual and performing arts elective, designed from scratch and carried through the University of California's a-g subject-area review to approval. Four nine-week units covering music theory, digital composition, audio production, live technical production for the spring musical, and careers in the industry.
Grades 11–12 · full year · VAPA (F) elective · approved through UC a-g review
College Prep Intensive
A ten-day postsecondary transition program, written so another instructor could run it, and rebuilt in full after the first cohort. Built backward from a single measurable outcome rather than forward from a list of topics, so every session ends with a deliverable that feeds the next one and the two weeks accumulate into a completed application.
Graduating seniors · 10 sessions over two weeks, 90 minutes daily · two versions · 90% college acceptance rate among participants
The P.I.E.C.E.S. Method
Six historical lenses for understanding the world, built as a student-facing mnemonic mapped one-to-one onto the six College Board themes for AP World History. The official themes are correct and nearly impossible to hold in working memory while a fifteen-year-old is under time pressure with an unfamiliar document in front of them. This is the translation layer.
Grades 9–12 · AP World, AP US, and AP European History · verified: students applied all six lenses independently under formal classroom observation
LEQ Planning Scaffold
A one-page planning organizer that decomposes the College Board long-essay rubric into fields a student fills in before writing, built around an original three-distance contextualization ladder. Contextualization is the most frequently missed point on the AP History rubrics, and the reason is structural: the rubric tells a seventeen-year-old nothing about how wide, how close, or how many. This replaces the open instruction with three numbered fields at three stated distances.
AP World History: Modern, carried into AP US History · one page, student-facing · seven points across five rows
ACE, Adapted
Answer. Cite something specific. Explain why it matters. A three-step constructed-response protocol sharpened at the two steps where student writing actually fails. The three-step spine is an established strategy in wide circulation; the two qualifiers are original, and they are the part that does the work.
High school AP History · short answer, document-based, and long essay evidence · adaptation with original qualifiers, documented as such
Tell me what you are building.
Courses, assessments, a product that has to teach something. Send what you have and I will tell you what it needs.
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