Teaching with inquiry is ambitious and can be gratifying, but at the same time presents some daunting challenges. Inquiry needs the spark that comes from a good compelling question. Teachers have to balance content and skills. They have to select sources and figure out how to carry the momentum of the inquiry into Taking Informed Action. This new NCSS Bulletin features chapters from 15 curriculum partners who pick up the challenge of designing meaningful inquiry in social studies. The book presents exciting ideas for teaching with inquiry using the C3 Framework and is the first comprehensive instructional guide to using the C3 in the classroom.
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The powerful social studies inquiries in this book bring the College, Career, and Civic Life (C3) Framework to life. They are based on the Inquiry Design Model (IDM), a curricular approach that animates social studies standards and integrates the four dimensions of the C3 Inquiry Arc.
The editors of this book invited outstanding social studies curricular organizations to take the IDM challenge and contribute units based on IDM blueprints about topics that are central to K-12 social studies. The resulting inquiries cover an impressive range of subjects: teaching students about the concept of money and how to understand maps; engaging students in historical investigations of Indian Removal, slavery and the failure of Reconstruction, and the Holocaust; exploring social changes such as the historical impact of bicycles and the present-day effects of the use of robots in manufacturing; and dealing with current issues such as gun control, media literacy, the minimum wage, and the controversy over school bathrooms. This book is a companion volume to the popular NCSS publication, Teaching the C3 Framework. The editors of the book are the lead authors of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards.