Main menu

The C3 Framework: If You Build It, Does It Matter?

This session features an in-depth examination of potential for the College, Career, and Civic Life Framework (C3) to reform and revitalize social studies education. Three panelists representing a wide range of expertise in social studies will offer initial comments followed by a question and answer session with members of the C3 writing team.

Presenters: Walter Parker, University of Washington; Diana Hess, Spencer Foundation; Cinthia Salinas, University of Texas at Austin; Kathy Swan, University of Kentucky; S.G. Grant, Binghamton University; John Lee, North Carolina State; Anand Marri, Teachers College; Cynthia Tyson, Ohio State University; Bruce VanSledright, University of North Carolina Charlotte; Chauncey Monte-Sano, University of Michigan; Meira Levinson, Harvard University
Discussant: Kathy Swan, University of Kentucky

Culture, Community, and Culturally Responsive Social Studies in the Era of edTPA

Teacher preparation programs are charged with preparing social studies teacher candidates to balance the goals of a culturally responsive social studies education, standardized curriculums, and teacher assessment. This presentation provides a forum to discuss research-based strategies for providing a culturally responsive approach to social studies teacher education and supporting the work of teacher candidates as they complete the edTPA licensure requirement.

Presenters: David Gerwin, Queens College; Alexander Cuenca, Saint Louis University; Joseph Nichols, Georgia Southwestern University; Andrew Hostetler, Vanderbilt University; Todd Hawley, Kent State University; Jason Harshman, Ohio State University; Tami A. Augustine, Ohio State University

Session 3.8: Defining and Evaluating Global Competence in Teachers

This session will present and invite feedback on a rubric designed to help teachers and teacher educators assess and develop globally competent pedagogy.

Presenters: Hillary Parkhouse, University of North Carolina Chapel Hill; Jessie Montana Cain, University of North Carolina Chapel Hill; Ariel Tichnor-Wagner, University of North Carolina Chapel Hill

Session 3.7

Chair: John Sturtz, Keene State College
Discussant: Kevin Meuwissen, University of Rochester

  • Paper 1: Examining Power Structures through the Co-Construction of Curriculum in Social Studies Teacher Education
          Scott Wylie, Teachers College
  • Paper 2: Learning How: A Participatory Action Research Study of Collaborative Course Development for Preservice Social Studies Teachers
          Anthony Pellegrino, George Mason University; Peggy Weis, George Mason University; Linda Mann, George Mason University
  • Paper 3: Negotiating the Field: Exploring the Impacts of Moving Teacher Education to the Field
          Elizabeth Kenyon, Michigan State University
  • Paper 4: When do Multimedia Representations of Classroom Practice Encourage Preservice Social Studies Teachers to Rethink Their Views of Teaching?
          Ashley Taylor, James Madison University; Anand Marri, Teachers College; Thomas Hatch, Teachers College; Jay Shuttleworth, Columbia University

Session 3.6

Chair: Bethany Vosburg-Bluem, Ohio State University
Discussant: Brad Maguth, The University of Akron

  • Paper 1: Merging Landscapes: Building an African-generated Curriculum of Place
          Sandra Schmidt, Teachers College
  • Paper 2: Teaching Controversial Issues in Geography: Climate Change Education in Singapore Schools
          Li-Ching Ho, National Institute of Education; Tricia Seow, National Institute of Education
  • Paper 3: Preparing Polarized Citizens for Climate Change: Exploring the Messages in High School Social Studies and Science Curricula about How Society Should Respond to Global Warming.
          Casey Meehan, Bowdoin College

Session 3.5

Chair: Lauren McArthur Harris, Arizona State University
Discussant: Linda Levstik, University of Kentucky

  • Paper 1: The Youth Historians in Harlem Project: A Community-Based Initiative in Rethinking History Education in Urban Schools
          Barry Goldenberg, Teachers College; Alexandra Hawkins, Teachers College
  • Paper 2: Facilitating Historical Thinking and Disciplinary Literacy with Urban Youth in Out-of-School Digital Book Clubs
          Jason Ritter, Duquesne University; Terri Rodriquez, Duquesne University; Alexandra Santau, Duquesne University
  • Paper 3: Student Variables Associated with the Opportunity to Learn U.S. History
          Tina Heafner, University of North Carolina Charlotte; Paul Fitchett, University of North Carolina Charlotte
  • Paper 4: The Time was Right": Understanding the Intersections of Agency, Historical Context and Social Change"
          Lauren Colley, University of Kentucky

Session 3.4

Chair: Mark Kissling, Penn State University
Discussant: Wayne Journell, University of North Carolina at Greensboro

  • Paper 1: Refugee Identity as a Site of Citizenship
          Binaya Subedi, Ohio State University
  • Paper 2: Immigrant Students and Civics Instruction: Using an Asset-Based Approach for Teaching and Learning in High School Civics Classrooms in a New Gateway State
          Jeremy Hilburn, University of North Carolina Wilmington
  • Paper 3: Minding the Civic Empowerment Gap: Examining Privileged Students' Responses to Justice-Oriented Citizenship Education
          Katy Swalwel, George Mason University
  • Paper 4: Learning to Teach Against the Grain in African Centered Instruction Classrooms
          Katherina Payne, University of Wisconsin-Madison

Session 3.3

Chair: Ken Vogler, University of South Carolina
Discussant: Kristy Brugar, Wayne State University

  • Paper 1: Six Who Actually Teach Elementary Social Studies: Fighting Marginalization through School Culture
          Derek Anderson, Northern Michigan University
  • Paper 2: Is it Cute or Does it Count? Learning to Teach for Meaningful Social Studies in Elementary Grades
          Michelle Bauml, Texas Christian University
  • Paper 3: Teaching Elementary Students About More Than Just the "Shiny Side of History"
          Mark Schwingle, University of Wisconsin-Madison
  • Paper 4: Elementary Teachers Think Aloud About Books to Teach Social Studies
          Judith Harrington, University of Minnesota

Session 3.2: Citizenship, Gender, & Social Class: Critically Analyzing the 2010 National Curriculum Standards for Social Studies

Discourse analysis (Gee, 2011) is employed to uncover the broader discourses surrounding citizenship, gender, and social class in the 2010 NCSS National Curriculum Standards for Social Studies. Each paper is uniquely focused; combined, they illuminate how discourse in the NCSS standards may impact social studies education in schools.

Discussant: Benjamin M. Jacobs, New York University
  • Paper 1: Constructions of Citizenship and the 2010 National Curriculum Standards for Social Studies
          Annette M. Simmons, The College of St. Scholastica
  • Paper 2: Investigating the Presence of Gender in the National Curriculum Standards for Social Studies
          Kathryn E. Engebretson, Indiana University Bloomington
  • Paper 3: Social Class and the Social Studies
          Sara A. Levy, University of Wisconsin-Madison


Subscribe to National Council for the Social Studies RSS
Stay Connected with NCSS:   Follow NCSSNetwork on Twitter FaceBook.png rss_0.gif