Social Education Vol. 77 No. 6

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Sources and Strategies
Helping Students Visualize the Process of Change with Historic Images
STEPHEN WESSON AND CHERYL LEDERLE
The featured photographs by Lewis Hine can help launch a lesson about child labor reform and demonstrate how public debate can fuel legislative action.

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Teaching about Gay Civil Rights: U.S. Courts and the Law
ROBERT W. BAILEY AND BARBARA C. CRUZ
Examining the issue of gay civil rights through court decisions and government legislation will give students a deeper understanding of democratic processes within the context of human rights and legislative studies.

304
Looking at the Law
A Look Ahead: Supreme Court Likely to Have a Blockbuster Term
CATHERINE HAWKE
This term, the Supreme Court has already considered hot button issues such as campaign finance and affirmative action, and will soon hear cases dealing with international child kidnappings, the Fair Housing Act, and the First Amendment and reproductive rights.

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Education for Peace and Understanding
CHARLES HAYNES
An innovative program for schools that promotes respect and understanding between major religions enables students to engage with peers around the world via videoconferencing.

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Against the Grain: Teaching Historical Complexity
DAVE NEUMANN
Skilled teachers confront students’ assumptions about history and then strategically counter those notions to underscore the complexity of the past.

314
Surfing the Net
What’s New and Updated on My Favorites/Bookmarks for Teaching Social
Studies with the Internet
C. FREDERICK RISINGER
The list of favorite social studies websites for teachers highlights sites with quality lesson plans, resources, and professional development tools.

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Special Section:

Introduced and edited by Michelle M. Herczog

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Beating the Odds: The College, Career, and Civic
Life (C3) Framework for Social Studies State
Standards
KATHY SWAN AND SUSAN GRIFFIN
The C3 Framework is the culmination of an unprecedented collaboration between professional organizations representing the different social studies disciplines.

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From Inquiry Arc to Instructional Practice:
The Potential of the C3 Framework
S. G. GRANT
Teaching through an inquiry approach demands scaffolding and the skilled use of questions that enables even young children to examine issues of substance and interest.

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Is the Common Core Good for Social Studies? Yes, but.•.
JOHN LEE AND KATHY SWAN
The Common Core State Standards has opened up an opportunity for educators to re-frame literacy instruction in the social studies.

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The Links between the C3 Framework and the NCSS National Curriculum
Standards for Social Studies
MICHELLE M. HERCZOG
Like the NCSS national standards, which outline content and concepts for teachers and curriculum developers, the C3 Framework delineates pedagogical approaches and guides states in upgrading their social studies standards.

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Can Assessment Improve Learning? Thoughts on the C3 Framework
BRUCE VANSLEDRIGHT
The C3 Framework shifts the conversation away from tests and towards assessments that allow students to show how well they understood what they have learned.

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Taking Informed Action to Engage Students in Civic Life
MEIRA LEVINSON AND PETER LEVINE
When students work together as citizens in response to rigorous inquiry in the social studies, they foster a more engaged, democratic, and revitalized public life.

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From Receivers to Producers: A Principal’s Perspective on using the C3
Framework to Prepare Young Learners for College, Career, and Civic Life
MICHAEL LONG
First graders in Los Angeles investigate rules and laws in society in a civics lesson that illustrates the inquiry approach of the C3 Framework.

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Exploring the Black Death: The Medieval View and Response
MICHAEL M. YELL
In this lesson, which supports the C3 Framework’s Inquiry Arc, students explore primary sources and hypothesize on how medieval people understood and coped with the Black Death.