What Should We Teach?

We the Gamers ◽  
2021 ◽  
pp. 29-48
Author(s):  
Karen Schrier
Keyword(s):  
Social Studies ◽  
Real World ◽  
Social And Emotional Learning ◽  
State Standards ◽  
World Knowledge ◽  
Assessment Framework ◽  
Civics Education ◽  
Social And Emotional ◽  
The United Kingdom ◽  
College Career

Chapter 3 delves into the specific civics and ethics skills and knowledge that are necessary to teach. It dives into US standards, approaches, and frameworks, including the college, career, and civic life (C3) framework for social studies state standards; the civics assessment framework; the 10 proven practices for civics education; connected civics; action civics; and the Collaborative for Academic, Social and Emotional Learning (CASEL) framework. It also includes the Jubilee Centre for Character & Virtues framework from the United Kingdom. From these frameworks, the chapter poses three different themes and nine guiding questions. The three themes are real-world knowledge and action; connection and community; and critical thinking and inquiry, and the nine questions form the basis for the subsequent chapters in the book.

Creating the Citizen

2022 ◽  
pp. 53-73
Author(s):  
Steve Masyada ◽  
Elizabeth Yeager Washington
Keyword(s):  
Student Engagement ◽  
Social Studies ◽  
Critical Literacy ◽  
Civic Education ◽  
Real World ◽  
Civic Life ◽  
Promising Practices ◽  
Good Citizenship ◽  
College Career ◽  
Definition Of

This chapter presents an approach to civic education that integrates critical literacy with the research-based promising practices of civic education and the College, Career, and Civic Life (C3) Framework for Social Studies Standards. The authors present a definition of critical literacy that reflects a broad-based approach to the concept while exploring what critical literacy may look like within a civic education classroom and the ways in which this reflects a particular approach to good citizenship. Perceived connections between critical literacy, the promising practices, and the dimensions of the C3 Framework are illustrated throughout the chapter, and the authors provide a real-world example to demonstrate what integration may look like in practice through either extra-curricular or classroom-based student engagement.

Creating the Citizen

2019 ◽  
pp. 94-122
Author(s):  
Steve Masyada ◽  
Elizabeth Yeager Washington
Keyword(s):  
Student Engagement ◽  
Social Studies ◽  
Critical Literacy ◽  
Civic Education ◽  
Real World ◽  
Civic Life ◽  
Promising Practices ◽  
Good Citizenship ◽  
College Career ◽  
Definition Of

This chapter presents an approach to civic education that integrates critical literacy with the research-based promising practices of civic education and the College, Career, and Civic Life (C3) Framework for Social Studies Standards. The authors present a definition of critical literacy that reflects a broad-based approach to the concept while exploring what critical literacy may look like within a civic education classroom and the ways in which this reflects a particular approach to good citizenship. Perceived connections between critical literacy, the promising practices, and the dimensions of the C3 Framework are illustrated throughout the chapter, and the authors provide a real-world example to demonstrate what integration may look like in practice through either extra-curricular or classroom-based student engagement.

Framing Historical Thinking in the Digital Age

2019 ◽  
pp. 436-458
Author(s):  
Scott M. Waring
Keyword(s):  
Social Studies ◽  
Mixed Mode ◽  
Digital Age ◽  
Historical Thinking ◽  
State Standards ◽  
Civic Life ◽  
Online Environment ◽  
Four Dimensions ◽  
College Career ◽  
K 12

It is undeniable that students today are fundamentally different than those of previous generations and that many students of this generation do not enjoy history, as it is typically ranked as one of the least favorite subjects in K-12 schools. A large reason for this is the fact that much of the curriculum and instructional approaches are outdated and of little interest to students and do not mirror the approaches and methods employed by historians. As educators increasingly move towards teaching in online environments, it is critical that history educators structure instruction to meet the needs of the student, while making it effective, engaging, and authentic. This chapter focuses on ways that educators, in a mixed-mode or online environment, can attend to the four dimensions of the college, career, and civic life (C3) framework for social studies state standards: helping students in evaluating sources and using evidence, developing questions and planning inquiries, applying disciplinary concepts and tools, and communicating conclusions and taking informed action.

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