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Social Education November/December 2016

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 Level     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 Level    
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 Level    
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 Level    

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 Level    

 

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 Level    

 

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 Level     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 Level    

 

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 Level     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 Level    

 

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 Level    

 

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 Level    

 

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 Level    

 

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 Level    

 

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 Level    
Topic: 
Vol.: 
80
Number: 
6

- NCSS Members Only     - Open Access