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 A large reason for this is the fact that much of the curriculum and instructional approaches are outdated and of little interest to students and do not mirror the approaches and methods employed by historians.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.

Teaching History in the Digital Age

2015 ◽  
pp. 280-301 ◽  
Author(s):  
Scott M. Waring
Keyword(s):  
Mixed Mode ◽  
Digital Age ◽  
Civic Life ◽  
Online Environment ◽  
Four Dimensions ◽  
Face To Face ◽  
Teaching History ◽  
College Career ◽  
Online Environments ◽  
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. 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, specifically focusing on how to assist students in evaluating sources and using evidence, developing questions and planning inquiries, applying disciplinary concepts and tools, and communicating conclusions and taking informed action, in both face-to-face and online environments, as they prepare students for college, career, and civic life.

Participatory Literacy and Taking Informed Action in the Social Studies

2022 ◽  
pp. 1125-1141
Author(s):  
Casey Holmes ◽  
Meghan McGlinn Manfra
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
School Setting ◽  
Democratic Participation ◽  
Civic Life ◽  
College Career ◽  
The Social ◽  
Participatory Technologies ◽  
Participatory Literacy ◽  
K 12

The purpose of the social studies is to prepare students for life as citizens in a democratic society, and this requires attention to the variety of digital spaces inhabited by our K-12 students in today's increasingly digitized world. Incorporating participatory technologies into structured inquiries in the social studies may help develop students' skills and abilities in critically sourcing, evaluating, sharing, and creating media, and provides the opportunity for increasingly democratic participation and civic engagement both in and out of the school setting. In this chapter, the authors suggest the integration of participatory literacy with the College, Career, and Civic Life (C3) framework as a means of supporting students in taking informed action.

Participatory Literacy and Taking Informed Action in the Social Studies

2020 ◽  
pp. 40-56
Author(s):  
Casey Holmes ◽  
Meghan McGlinn Manfra
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
School Setting ◽  
Democratic Participation ◽  
Civic Life ◽  
College Career ◽  
The Social ◽  
Participatory Technologies ◽  
Participatory Literacy ◽  
K 12

The purpose of the social studies is to prepare students for life as citizens in a democratic society, and this requires attention to the variety of digital spaces inhabited by our K-12 students in today's increasingly digitized world. Incorporating participatory technologies into structured inquiries in the social studies may help develop students' skills and abilities in critically sourcing, evaluating, sharing, and creating media, and provides the opportunity for increasingly democratic participation and civic engagement both in and out of the school setting. In this chapter, the authors suggest the integration of participatory literacy with the College, Career, and Civic Life (C3) framework as a means of supporting students in taking informed action.

scholarly journals Economics and the civic mission of social studies education: Two critiques of neoclassicism

2019 ◽  
Vol 18 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Erin C Adams
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
Social Studies Education ◽  
State Standards ◽  
Democratic Society ◽  
Content Standards ◽  
Neoclassical Theory ◽  
Good Citizenship ◽  
Theoretical Assumptions ◽  
K 12

This article examines the theoretical assumptions underlying K-12 economic curriculum and the consequences of this curriculum for citizenship education and democracy. Specifically, the article discusses scholarship related to the critique of neoclassic economic theory’s role in influencing the Voluntary National Content Standards in Economics and the trickle-down effects into state standards and textbooks. From the literature, the author uncovers two main critiques of neoclassicism: that neoclassic theory is unrealistic and impersonal. Neoclassic theory has enormous consequences for the civic mission of social studies. The author investigates the extent to which neoclassical theory makes for good citizenship and is desirable for a democratic society.

Dimensions of Success Integrating the C3 Framework and ESL Instruction

2018 ◽  
pp. 250-269
Author(s):  
Katherine Barko-Alva ◽  
Stephen S. Masyada
Keyword(s):  
English Language Learners ◽  
Social Studies ◽  
English Language ◽  
Lesson Plan ◽  
Linguistically Diverse ◽  
Second Grade ◽  
Civic Life ◽  
Four Dimensions ◽  
Elementary Social Studies ◽  
Esl Instruction

This chapter provides a theoretical foundation for considering how the four dimensions of the C3 (i.e., college, career, and civic life) framework may be used as a means to provide English language learners (ELLs) with equitable access to academic language and content instruction within the context of an elementary social studies classroom. In addition, this chapter offers insight in preparing students, especially ELLs, for the demands of civic life. The authors approach this discussion by narratively modeling a lesson plan targeting a second grade, ESL, social studies classroom. This chapter seeks to integrate research-based practices within both the social studies and ESL frameworks while illustrating the feasibility of using the C3 framework to serve the needs of culturally and linguistically diverse student populations.

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.

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.

scholarly journals The Case for Commemoration Controversies in Canadian History Education

2021 ◽  
Vol 44 (2) ◽  
pp. 434-465
Author(s):  
Lindsay Gibson
Keyword(s):  
Social Studies ◽  
Civic Education ◽  
Teaching And Learning ◽  
History Education ◽  
Historical Thinking ◽  
Historical Consciousness ◽  
Education History ◽  
Canadian History ◽  
Learning History ◽  
K 12

Commemorations are events or actions that honour and memorialize significant events, people, and groups from the past. In recent years there have been numerous contentious debates about commemorations of historical events and people in countries around the world, including Canada. In this article I argue that commemoration controversies should be an essential part of teaching and learning history in K–12 schools because they have the potential to be meaningful and relevant for students, they address civic education competencies central to history and social studies curricula in Canada, and they provide rich opportunities for advancing students’ historical consciousness and historical thinking. In the final section of the article I describe how six second-order historical thinking concepts can be used to invite students to think historically about commemorations. Keywords: historical commemorations, public history, history teaching and learning, citizenship education, history education, historical consciousness, historical thinking, social studies education

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.

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