C3 Framework at 2014 NCSS Annual Conference
The 2014 NCSS Annual Conference will feature many sessions highlighting the exciting, on-the-ground work being done to implement the C3 Framework C3 Framework for Social Studies State Standards in classrooms. Join C3 writers, reviewers, contributors, and practitioners to explore this landmark document and learn how to use the educational principles in your classroom immediately. Don't miss this multitude of events and sessions to learn more about implementing the C3 Framework.
Friday, November 20, 10:05AM
Teaching the C3 Framework: A Guide to Inquiry-Based Instruction in the Social Studies
The upcoming NCSS Bulletin, Teaching the C3 Framework, with chapters from 15 curriculum partners, is the first comprehensive instructional guide to using C3 in the classroom. This panel will provide an overview of the instructional methods suggested in the Bulletin and descriptions of how their institutions are supporting inquiry in the classroom and the C3 Framework.
Kathy Swan, University of Kentucky, Lexington, KY; John Lee, North Carolina State University, Raleigh, NC; Rebecca Mueller, University of Kentucky, Lexington, KY; Stephen Day, North Carolina Council on Economic Education, Raleigh, NC; Michael Simpson, NCSS, Silver Spring, MD
Friday, November 21, 3:10PM
C3 Trending: A Look inside the C3 Framework Ground Game
This session offers snapshots of C3 Framework implementation in three areas of educational practice, state and district efforts, professional development, and teacher leadership. Panelist will share their experiences developing state standards, curriculum, online PD materials, instructional resources, as well as their practices in the classroom.
Facilitated by John Lee, North Carolina State University, Raleigh, NC and Kathy Swan, University of Kentucky, Lexington, KY
Participants: Jennifer Fraker, Kentucky Department of Education, Frankfort, KY; Katie Nease, Rockwood School District, St. Louis, MO; Naomi Coquillon, National Museum of American History, Smithsonian Institution, Washington, DC; Kimberly Heckart, Prairie Ridge Elementary, Cedar Rapids, IA; Stephen Lazar, Harvest Collegiate High School, New York, NY; Donna Phillips, James H. Blake High School, Silver Spring, MD
Saturday, November 22, 10:10AM
The C3 Framework Task Force: Prestigious Partners, Collaborators, and Leaders of Social Studies
Meet members of the civics, economics, geography, and history professional organizations that formed the Task Force of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. Learn about the powerful role they played in developing the C3 Framework and their ongoing work to support implementation across the nation.
Facilitated by Michelle Herczog, Los Angeles County Office of Education, Downey, CA and Susan Griffin, NCSS, Silver Spring, MD. Panelists: Elaine Carey, St. John's University, Queens, NY; Christopher Caltibiano, Council for Economic Education, New York, NY; Marshall Croddy, Constitutional Rights Foundation, Los Angeles, CA; Brenda Barr, National Geographic Society, Washington, DC
Learn how to put the educational principles in the C3 Framework to work immediately in the classroom by attending one or more of these practical presentations on how the Framework looks in action.
Friday, November 21
212 A C3 Challenge: Helping Students Publish Multimedia Arguments
958 Why are our Playgrounds Broke? C3, CCCS, and Preservice Teachers
682 New Assessment Strategies for the C3 Framework for Social Studies
513 How to Accomplish Taking Informed Action
571 A Fundamental Right? Brown, Rodriguez, and Educational Equality in America
239 Simulating Legislative Processes Utilizing 21st Century Literacy and Inquiry Skills
437 Using the Digital Public Library of America in the Classroom
1266 Station to Station: Literacy & Inquiry?...It’s in There!
747 Fulfilling a Civic Mission: Arranging for Powerful 21st Century Learning
244 Common Core, C3, and Powerful Authentic Social Studies (PASS)
120 Social Media Best Practices within a C3 Framework
474 Who to Believe?; News Literacy and the 2014 Elections
1039 AP Economics: Updates, Best Practices for Test Results and C3
308 Three Sweet Tech Tools for Integrating the C3 Inquiry Arc
331 I've Read the C3 Framework. Now What?
339 Social Studies, Portraiture, and the Inquiry Arc
636 Planning around Student Engagement while Utilizing the C3 Framework
965 Elementary Geography through Children’s Literature
1221 Cracking the CIA Code with the C3 Framework
173 Evidence and Argument in Social Studies Inquiries
686 Critical Race Theory, YPAR, CCSS &C3 = Opportunities 4 Transformation
987 Continuities and Shifts: One District’s Journey towards C3 Alignment
429 Inquiry on the Intrepid: A Multi-Visit Museum Experience
1111 Professional Advocacy: C3 as a Tool for Teacher Empowerment
738 Implementing the C3 Framework: What are the States Doing?
1020 Increasing Civic Engagement through Digital Storytelling
408 APA/TOPSS Psychology Standards: Deepening Scientific Inquiry & Literacy
697 The Assessment Resource Center for History (ARCH): Assessing Historical Thinking
420 Understanding the Middle East through Inquiry, Simulation and Media Literacy
185 Cultivating C3 Skills Using C-SPAN Classroom’s Free Primary Source Materials
741 No Graphs? No Problem. The C3 Inquiry Model in Economics
202 Living History: History Fair Performance Supports the C3 Framework
561 GIS & Web-Based Mapping for Early Elementary Social Studies
713 Map It Out!
Saturday, November 22
776 Teaching Human Rights within the C3 Framework
320 Teaching Economics Concepts Using Play Dough
1058 Active Classroom--Social Studies ReImagined
1226 Social Studies Strong: Building Literacy Muscle with Primary Sources
630 C3 and Project-Based Learning in Middle School
522 Explore College and Careers: Integrating a Genogram and C3 Framework
285 Protesting for Right – Implementing the Making a Change Module
40 The American Spirit Leads to Civic Responsibility
531 Psychology: Using Informed Inquiry to Promote Good Citizenry
471 Teaching Revolution: The Four Dimensions of the Boston Tea Party
514 Revising Methods Courses Using C3
811 C3 Symposium (Session 1): Using Global Dialog to Frame Inquiry
1238 Using Cognates To Access the C3 Framework for English Learners
1157 Geography Matters: Teaching Global Interdependence
1267 Using Maps as Primary Sources in a US History Classroom
505 Using CCSS, DL, and C3 in the Elementary Classroom
584 Materials and Resources for C3 Implementation
158 Teaching Geography Education within a C3 Framework
826 C3 Symposium (Session 2): Social Studies: Gateway to Common Core
1300 NCSS Resources to Support Implementation of the C3 Framework!
394 Using the C3 to Revise State Frameworks: Connecticut's Transition
494 The Geographic Lens within the C3 Framework’s Inquiry Arc
830 C3 Symposium (Session 3): Cross-Cultural Source Analysis
248 Introducing VIEW: Visuals + Inquiry + Evidence = Writing
883 Authentic Inquiry: What do Your Students Really Want to Know?
83 Document-Based Questions: Freeing Student Inquiry, Empowering Teachers
364 1861-1863 Congressional Activism: How Legislators Ended the Civil War
833 C3 Symposium (Session 4): Global Dialogue Leading to Informed Action
352 C3, Literacy Strategies & Learning Practices for Middle School Geography
330 Traveling through the C3 Framework: Your Classroom and Beyond
724 It’s Alive! Simulations, 21st Century Learners, and the C3 Framework
889 What Would Sitting Bull Say? Native Perspectives for C3/Common Core
1115 Building Momentum: Getting Teachers Excited about C3
1160 Your Vote is Your Voice: Teaching Voting and Voting Rights
405 Democratic Classroom Pedagogies and the Common Core
961 Teaching Informed Inquiry with Library of Congress Primary Source Sets
416 iGarden: Planting C3 skills in Grades K-2
742 The C3 Framework: Can It Work with Mandated Curriculum?
Sunday, November 23
758 It's For You Too! Elementary Social Studies, Inquiry, and C3
1014 Investigating the American Dream: Preparing PARCC Research Simulations
1063 C3 Inspired Learning: Redefining How We Do Civic Education
934 Sweet Strategies for Integrating Reading & Writing in Elementary Classrooms
951 Purposeful, Informed, and Reflective Action: How Can We Get There?