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Why Vote? 5th Graders Take Informed Action

What does the C3 Framework look like in a fifth grade classroom? This five-minute video produced by Social Studies School Service provides a snapshot of high quality C3 social studies instruction designed to prepare students for active and engaged citizenship.

The accompanying lesson plan, handouts, and summative assessment rubric developed by Rebecca Valbuena, Board Member of California Council for the Social Studies and Michelle Herczog, President of National Council for the Social Studies provides step-by-step directions and tools to transform a traditional lesson about the fundamental principles of representative democracy into an opportunity for students to understand the importance of voting and participating in civic life.

Rock the Vote Democracy Class

Rock the Vote's Democracy Class is a one-period, civics education lesson plan that teaches high school students about the importance of voting, the history behind it, and registers them to vote. The program uses popular culture, video, a mock election, and classroom discussion to excite students about participating in our democracy and enable them to recognize the power that comes with voting.

Educators can download the materials needed to teach Democracy Class for free from http://rtvote.com/i7TIcv

Developing State and Local Social Studies Standards

A Position Statement of National Council for the Social Studies Approved 2014

Describe how Social Studies and English Language Arts Methods Instructors at Schools of Education can utilize the C3 Framework as a vehicle for training teacher education students how to use the C3 Framework to meet the Common Core State Standards through the social studies curriculum.

Presenter

Michelle Herczog
2014-15 NCSS President
Consultant III, History-Social Science, Los Angeles County Office of Education

Audience

Grade K-12 teachers, school administrators

The C3 Framework for Social Studies State Standards: Implications for History Education

The goal of social studies education is to develop responsible, informed, and engaged citizens to foster civic, global, historical, geographic, and economic literacy. The College, Career, and Civic Life (C3) Framework for Social Studies State Standards, released by the National Council for the Social Studies in 2013 was purposefully designed to meet this goal by providing guidance to states and local school districts to enhance the rigor of K-12 civics, economics, geography, and history.

This webcast produced by the Los Angeles County Office of Education features a lively discussion about the instructional pedagogy of the C3 Framework and how it impacts the teaching of history in the social studies classroom. It is hosted by Michelle Herczog, NCSS President, 2014-15 and features panelists Fritz Fischer, Professor of History and Director of History Education at the University of Northern Colorado and Past Chair, National Council for History Education, and Chauncey Monte-Sano, Associate Professor, School of Education at the University of Michigan.

The College, Career and Civic Life (C3) Framework: An Inquiry Approach to Social Studies

Writing a School Constitution: Representative Democracy in Action

In the September/October 2014 _Social Studies and the Young Learner, Lorraine S. McGarry and Donnan M. Stoicovy describe how their school's annual "town hall meetings" to start the school year lead to a C3-aligned project during which students wrote a code of rights and responsibilities, which included the authentic experiences of electing representatives and holding a constitutional convention.

"Writing a School Constitution: Representative Democracy in Action" (pdf)"

See the full September/October 2014 Social Studies and the Young Learner (NCSS Member login required)

Webcast: The C3 Framework for Social Studies State Standards: Implications for Civic Learning

The goal of social studies education is to develop responsible, informed, and engaged citizens to foster civic, global, historical, geographic, and economic literacy. The College, Career, and Civic Life (C3) Framework for Social Studies State Standards, released by the National Council for the Social Studies in 2013 was purposefully designed to meet this goal by providing guidance to states and local school districts to enhance the rigor of K-12 civics, economics, geography, and history.

This webcast features a lively discussion about the importance of preparing students for civic life - how the story of Mary Beth Tinker, the landmark 1969 Supreme Court Case Tinker v. Des Moines Independent Community School District and the C3 Framework provide the inspiration and tools to prepare all students for effective citizenship in the 21st century.

View the Webinar

Webinar: The C3 Framework for Social Studies State Standards: Implications for Civic Learning

The goal of social studies education is to develop responsible, informed, and engaged citizens to foster civic, global, historical, geographic, and economic literacy. The College, Career, and Civic Life (C3) Framework for Social Studies State Standards, released by the National Council for the Social Studies in 2013 was purposefully designed to meet this goal by providing guidance to states and local school districts to enhance the rigor of K-12 civics, economics, geography, and history.

This webcast features a lively discussion about the importance of preparing students for civic life - how the story of Mary Beth Tinker, the landmark 1969 Supreme Court Case Tinker v. Des Moines Independent Community School District and the C3 Framework provide the inspiration and tools to prepare all students for effective citizenship in the 21st century.

View the Webinar

Implementing the C3 Framework: What is our Task as Social Studies Leaders?

Michelle M. Herczog, Ed.D.
President-Elect, National Council for the Social Studies

This article originally appeared in the NSSSA Leader Newsletter

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