C3 Teachers Social Studies and Young Learner
In 2022, 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 Emma Thacker Kathy Swan, John Lee, and S.G. Grant, the column features articles about designing inquiry-based curriculum and teaching 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: (March/April 2023) “This Is Your Moment—Seize It!” Barbara Johns, Black Agency, and the Empowerment of Youth by Beau Dickenson and Emma Thacker
In their article, Beau Dickerson and Emma Thacker provide counternarratives to traditional Civil Rights Movement instruction. Their IDM and classroom examples highlight young people’s agency, resilience, and dreams for the future.
Column 1: (September/October 2022) So We Want Kindergarteners to Argue? Developing Argumentation Skills in the Kindergarten Classroom by Patricia Krizan
In this article, the author examines how the New York State Social Studies Resource Toolkit supports argument discourse in social studies and then explores a primary teacher’s curricular and instructional decisions regarding the development of children’s argumentation skills. The study provides insights into how teachers can involve some of our youngest students in authentic, inquiry-based social studies learning that fosters argument discourse.
