This themed issue looks at how to build K-12 students' disciplinary thinking, literacy, and argumentation skills in geography, civics, economics, and history. The articles in this themed issue provide a variety of activities to explore how to teach civics, geography, economics, and history in the ways outlined by the C3 Framework.
The new and past issues of social studies articles and lesson plans are free to access at the following link: https://sites.google.com/site/oregoncouncilforsocialstudies/O-J-S-S/o-j-s-s-issues.
The current issue (Vol. 7 No. 2) Includes the following authors and articles:
Cindy Coe. Utilizing Gallery Walks and Stations to Foster Inquiry, Compelling Questions and Academic Discourse in Social Studies Classrooms.
Scott L. Roberts, Stephanie L. Strachan, & Meghan K. Block. "The Room Where It Happens:" Using the "Great/Not so Great" Framework for Evaluating the Founders in Lower Elementary Social Studies.
Genevieve Caffrey & Wayne Journell. Humanizing Disciplinary Civic Education At the Elementary Level: An Exploration of Immigration and the Humanitarian Crisis at the U.S./Mexico Border.
Robert Cook & Paul J. Yoder. Finding Dewey and the C3 Framework: Lessons From a Government Unit on Local History.
Ronald V. Morris. Building Spatial Knowledge through Concepts.
Janie Hubbard. K-6 Students' Geographic Thinking and Inquiry into Earth's Landforms.
Joshua L. Kenna & William B. Russell III. An Inquiry into the Interstate Highway System: Was it the Best Investment.
Jeremiah Clabough & Deborah Wooten. Using Sharecropping to Develop Students' Interdisciplinary Social Studies Thinking and Literacy Skills.
Natalie Keefer. Creating an Instruction Manual for Sustainable Development: A Case Study Inquiry.
Mark Pearcy. "In One Direction Only" – Exploring the Impact of Imperialism between Belgium and the Democratic Republic of the Congo.