Real Classrooms, Real Teachers

The C3 Inquiry in Practice

Edited by:
Kristy A. Brugar, University of Oklahoma
Kathryn L. Roberts, Wayne State University

A volume in the series: Teaching and Learning Social Studies. Editor(s): William B. Russell, University of Central Florida.

Published 2021

As social studies standards shift to place a higher emphasis on critical thinking, inquiry, interaction, and expression, many teachers are scrambling to figure out how to appropriately shift their instruction accordingly. This book provides examples and ideas for working with elementary and middle school students to build social studies skills and knowledge in order to become independent learners and thinkers. Teaching these skills helps to support students in ways which are important to them, and to society at large.

Real Classrooms, Real Teachers: The C3 Inquiry in Practice is aimed at in-service and pre-service teachers, grades 3-8. This text includes six sections: an introduction, one section for each of the four dimensions of the C3 Framework for Social Studies State Standards (National Council for the Social Studies, 2013), and a conclusion. Each chapter begins with a vignette based on a real-life social studies lesson authored by a practicing teacher or researcher. This is followed by a sample lesson plan associated with the vignette and suggestions for appropriate texts and supporting materials, as well as suggestions for modifications.

SECTION I: INTRODUCTION. Introduction, Kristy A. Brugar and Kathryn L. Roberts. How to Use this Book, Kathryn L. Roberts and Kristy A. Brugar. SECTION II DIMENSION 1: QUESTIONING. Dimension One: Developing Questions and Planning Inquiries, Stephanie L. Strachan. Developing Questions: Civics Inquiry into a Public Issue, Linda Doornbos. Centering History Instruction Around Primary Sources, Kristy A. Brugar. SECTION III DIMENSION 2: CONCEPTS AND TOOLS. Dimension 2: Applying Disciplinary Concepts and Tools, Kristy A. Brugar and Kathryn L. Roberts. Concepts and Tools, Civics: Gentrification in Jersey City, Mary McGriff and Omar Alvarez. Concepts and Tools, Economics: Learning about Concepts of Entrepreneurship from the Goo Crew, Annie McMahon Whitlock. Concepts and Tools, Geography: Mapping the Constitutional Convention, Kathryn L. Roberts and Kristy A. Brugar. Concepts and Tools, History: Bells, Boats, and Budding Historians, Alisa Kesler-Lund. SECTION IV DIMENSION 3: EVALUATING SOURCES. Dimension 3: Evaluating Sources and Using Evidence, Sean McBrady and Min Yu. Evaluating Sources, Troy Hicks. Evaluating Sources, Tom Bober. SECTION V DIMENSION 4: COMMUNICATING CONCLUSIONS AND TAKING INFORMED ACTION. Dimension 4: Communicating Conclusions and Taking Informed Action, Amy Allen. Communicating Findings: Crafting a Stance on Critical Social Issues, Cassie Brownell and Nicole Haney. Supporting “Lived Civics”: Taking Informed Action in a Fourth-Grade Classroom, Stephanie Serriere, Angie Kirkham, and Ana Carolina Diaz Beltran. SECTION VI CONCLUSION. Conclusion, Kamrin Ratcliff, Kathryn L. Roberts, and Kristy A. Brugar.