When teachers create lessons that include historical sources, it’s important to pay attention to source choice and source attribution. 

The specific scaffolds and strategy instructions outlined in this article will help students engage in the complex task of historical inquiry. 

Implementing 25-minute instructional blocks when teaching online can help learners develop stronger inquiry skills and prevent the zombie-like effects of staring nonstop at a screen.

This webinar will use the C3 Framework with television sitcoms to teach narrative versus counter-narrative issue-centered topics in the classroom. The webinar will review the C3 Framework, discuss how television sitcoms align with C3 (what dimension to use it with), discuss how to use narratives and counter-narratives in the classroom, and experience an example lesson utilizing dimensions one through four consisting of two television sitcom episodes on the topic of voting. At the end of the webinar, audience members can ask questions and/or brainstorm with the presenter about how to create…

This webinar introduces the sociology learning goals for College, Career and Civic ready students. In the first half of the webinar, sociologists  provide an overview of the four learning goals, the assessable competencies for each of the goals, and the connections to the C3 framework. In the second half, the directors of the American Sociological Association's High School program present sample lessons.

Examine how the realities of COVID-19 can usher students into new ways of connecting with the past. Using the C3 as a guide, participants will engage in inquiry based activities using primary sources from the Library of Congress to promote historical empathy, and spur students towards action.

The history of Indigenous cultures has been taught incorrectly for decades. Receive practical, engaging strategies for correcting students’ misconceptions about Indigenous peoples. Speakers: Maria Buttafuoco, Springfield Public Schools, Springfield, MA; Rory Tannebaum, Merrimack College, North Andover, MA

Re-imagine social studies to be inclusive of underrepresented groups who are long-overdue to become normalized in "standard" social studies courses. By exploring the racial perceptions of current educators and how they experienced learning about race, we can investigate how racial optics may or may not influence our own curricular choices. Speaker: Julie Muhlenfeld-Johnson, New Market, Alabama

After swastikas appear in schools, administrators often turn to social studies teachers. Drawing on personal experience, how can teachers address hate speech, especially antisemitism and white supremacy through classroom instruction? Speaker: George Dalbo, High School Social Studies Educator and Researcher, Clinton, WI

From changing expectations, to the inconsistent value placed on education; teaching is different than it was 10-20 years ago. I will share my teaching philosophy and how I use it to lean into culturally responsive/sustaining strategies to engage students in lessons and change how they view learning in the classroom. Speaker: Adrienne Glasgow, High School Social Studies Teacher