Social Education November/December 2016
Social Education November/December 2016
Special Section:Creating Active and Informed Citizens: Strategies from the C3 Literacy Collaborative Project
Volume:80
Num:6
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Editor's Notebook
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Pleading the Fifth: Lillian Hellman and the HUAC Investigation of Hollywood
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.
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Equal Justice for Juveniles? In re Gault After a Half Century
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.
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Inviting Students to Consider the Purpose of Presidential Proclamations
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.
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Lesson Plans Designed for and Inspired by the C3 Framework for Social Studies State Standards
These recommended websites offer lessons and resources for incorporating inquiry into the social studies and teaching with the C3 Framework.
Creating Active and Informed Citizens: Strategies from the C3 Literacy Collaborative Project
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Who, What, Where, How and Now? The C3 Framework and the C3 Literacy Collaborative
The author describes the contribution of the C3 Literacy Collaborative (C3LC) to the strengthening of social studies teaching and learning.
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Initiating C3 Inquiry: Using Texts and Curiosity to Inspire Readers
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.
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Bridging Reading and Writing through C3 Inquiry
The right combination of primary and secondary sources will create an inquiry bridge between disciplinary reading and analytical writing
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Where in the World … Does All This Stuff Come From? Geographic Inquiry into Global Trade Patterns
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.
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The Closing of the West: A C3 Lesson
In this unit, students examine the reasons various groups traveled westward during the second half of the nineteenth century.
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From Past to Present: Taking Informed Action
Students will have a greater understanding of distant historical events when they connect them to current issues.
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Making Social Studies Shine: Strategies for Implementing the C3 Framework in Elementary Classrooms
Elementary teachers can maximize instructional time by interweaving social studies disciplines while fostering inquiry and promoting literacy development.
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Thermometers to Thermostats: Designing and Assessing Informed Action
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.
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Teachers at the Center: Recent Efforts to Strengthen the Civic Mission of Schools in Illinois
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.
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What’s Collaboration Got to Do with It? Setting the Table for Teacher-Led Collaborative Inquiry
Collaborative, teacher-led, professional development incorporates shared authority, fosters democratic education, and encourages civic engagement in the classroom.
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Do This, Not That: Designing Effective Professional Development
The authors share important lessons on professional development from the NCSS C3 Literacy Collaborative project.
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Designing Your Own C3 Inquiry: Lessons from the C3LC Project
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.