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Social Education November/December 2016

- NCSS Members Only     - Open Access

Creating Active and Informed Citizens: Strategies from the C3 Literacy Collaborative Project
Vol.: 
80
Number: 
6
Social Education November/December 2016 Cover
Editor's Notebook
Editor's Notebook
Michael Simpson

Teaching with Documents
Pleading the Fifth: Lillian Hellman and the HUAC Investigation of Hollywood
Christine Blackerby
Playwright Lillian Hellman's featured letter to the House Un-American Activities Committee as it investigated Hollywood during the Cold War can launch an interesting lesson on the protections of the Fifth Amendment.
Secondary/High School US History
Lessons on the Law
Equal Justice for Juveniles? In re Gault After a Half Century
David Tanenhaus
Studying the Supreme Court decision that established the right of minors to have attorneys in juvenile court is an excellent way to engage students in the study of the Sixth Amendment.
Secondary/High School
Sources and Strategies
Inviting Students to Consider the Purpose of Presidential Proclamations
Lee Ann Potter

Students can learn a lot about specific U.S. presidents and their presidencies by researching presidential proclamations, such as the one that created Thanksgiving Day or the pardoning of Nixon.


Secondary/High School
Surfing the Net
Lesson Plans Designed for and Inspired by the C3 Framework for Social Studies State Standards
C. Frederick Risinger
These recommended websites offer lessons and resources for incorporating inquiry into the social studies and teaching with the C3 Framework.
Secondary/High School

Creating Active and Informed Citizens: Strategies from the C3 Literacy Collaborative Project


Who, What, Where, How and Now? The C3 Framework and the C3 Literacy Collaborative
Susan Griffin
The author describes the contribution of the C3 Literacy Collaborative (C3LC) to the strengthening of social studies teaching and learning.
Secondary/High School

Initiating C3 Inquiry: Using Texts and Curiosity to Inspire Readers
Tina L. Heafner and Dixie D. Massey
By implementing a few key strategies for incorporating informational texts in the classroom, teachers can make content, texts, and inquiry visually and cognitively accessible to all students.
Secondary/High School

Bridging Reading and Writing through C3 Inquiry
Tina L. Heafner, Aaron Zimmerman, Nicholas Triplett, Wayne Journell

The right combination of primary and secondary sources will create an inquiry bridge between disciplinary reading and analytical writing


Secondary/High School US History

Where in the World … Does All This Stuff Come From? Geographic Inquiry into Global Trade Patterns
James Hauf
Drawing students' attention to the goods they use that come from other countries can be the starting point for authentic geographic inquiries into global trade patterns.
Secondary/High School

The Closing of the West: A C3 Lesson
Alice Reilly
In this unit, students examine the reasons various groups traveled westward during the second half of the nineteenth century.
Secondary/High School US History

From Past to Present: Taking Informed Action
Tracy Middleton
Students will have a greater understanding of distant historical events when they connect them to current issues.
Secondary/High School

Making Social Studies Shine: Strategies for Implementing the C3 Framework in Elementary Classrooms
Cathy Marston, Laura K. Handler
Elementary teachers can maximize instructional time by interweaving social studies disciplines while fostering inquiry and promoting literacy development.
PreK-Elementary

Thermometers to Thermostats: Designing and Assessing Informed Action
Mary Ellen Daneels

Young people care deeply about the issues that affect their community, and taking informed action enables them to apply the knowledge, skills, and dispositions they have practiced in class.


Secondary/High School

Teachers at the Center: Recent Efforts to Strengthen the Civic Mission of Schools in Illinois
Shawn P. Healy
Not only are social studies teachers preparing their students for college, career, and civic life, they are taking the lead in making sure these outcomes are universal for all youth.
Secondary/High School

What’s Collaboration Got to Do with It? Setting the Table for Teacher-Led Collaborative Inquiry
Rebecca Valbuena and Anthony Roy
Collaborative, teacher-led, professional development incorporates shared authority, fosters democratic education, and encourages civic engagement in the classroom.
Secondary/High School

Do This, Not That: Designing Effective Professional Development
Tina L. Heafner, Laura K. Handler, Wayne Journell

The authors share important lessons on professional development from the NCSS C3 Literacy Collaborative project.


Secondary/High School

Designing Your Own C3 Inquiry: Lessons from the C3LC Project
Catherine Awsumb Nelson
The C3LC project produced a range of classroom resources, but the power of the project lies in the collaborative processes that teacher teams used to build and test them.
Secondary/High School
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