C3 Teachers Middle Level Learner Column
In 2023, C3 Teachers began a partnership with the National Council for the Social Studies (NCSS) to publish a Teaching the C3 Framework column in each issue of Social Education. Edited by Mary Beth Yerdon, Kathy Swan, John Lee, and S.G. Grant, the column features articles about inquiry-based teaching and learning with inquiry. Articles in our series appear below beginning with our most publication. Each entry includes a brief excerpt and link to the article at Social Education. An NCSS membership subscription is required to access most of the articles.
Column 2: (January/February 2023) Creating a Space for Hope Through Inquiry an Interview with Ckristina Bennett from Syracuse, New York
This might be Ckristina Bennett’s first full year in a social studies classroom, but she cut her teeth as a substitute teacher in the Syracuse City School District. This past fall, Ckristina brought her experience to one of Syracuse Latin School’s eighth-grade social studies classrooms. In her new classroom, Ckristina uses inquiry to support her culturally relevant and sustaining teaching. Despite the past year’s uptick in curricular oversight and controversy surrounding social studies content, Ckristina is not deflated. In fact, she says she sees hope in inquiry’s ability to facilitate relevant and sustaining content and for teaching the democratic discourse missing in our current social and political landscape. C3 Teachers sat down with Ckristina Bennett to discuss her first full year of teaching, using inquiry in the classroom, and teaching hard history by using an Inquiry Design Model (IDM) curricular loop
Column 1: (September/October 2022) C3 Teachers Talk Inquiry with First-Year Teacher Deja Rivers
Heading into your first year of teaching is always tough, but against the backdrop of the COVID-19 pandemic, recent political turmoil and social unrest, and increasing public rhetoric and policy aimed at curricular censorship, Deja Rivers’s first year is sure to be filled with both expected and unexpected challenges. However, as a recent graduate of the University of Kentucky’s School of Education, Deja knows a thing or two about implementing inquiry in the classroom. C3 Teachers sat down with Deja Rivers to discuss her experience working with inquiry, her expectations and plans for her first full year, and how she might navigate some of the recent curricular legislation on teaching history.
Read more at https://www.socialstudies.org/middle-level-learning/75/c3-teachers-talk-inquiry-first-year-teacher-deja-rivers