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The goal of social studies education is to develop responsible, informed, and engaged citizens to foster civic, global, historical, geographic, and economic literacy. The College, Career, and Civic Life (C3) Framework for Social Studies State Standards, released by the National Council for the Social Studies in 2013 was purposefully designed to meet this goal by providing guidance to states and local school districts to enhance the rigor of K-12 civics, economics, geography, and history.

This webcast features a lively discussion about the instructional pedagogy of the C3 Framework and how it impacts the teaching of history in the social studies classroom.

Viewers are invited to use all or any part of this webcast for students or professional development.  More resources to support implementation of the C3 Framework can be found at


Michelle M. Herczog, Ed.D., Consultant III, History-Social Science, Division of Curriculum and Instructional Services,  Los Angeles County Office of Education


·      Fritz Fischer, Professor of History and Director of History Education at the University of Northern Colorado and Past Chair, National Council for History Education

·      Chauncey Monte-Sano, Associate Professor, School of Education at the University of Michigan.

Table of Contents

Chapter One:

Welcome and Overview of the C3 Framework
Time Codes: 00:00 – 07:38

Dr. Herczog provides a brief overview of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards that includes
· Rationale, purpose, and goals of the C3 Framework
· Principles of the C3 Framework and the Inquiry Arc
· The Instructional Shifts for Social Studies

Chapter Two:
Dimension One: Developing Questions and Planning Inquiries for History Education
Time Codes: 07:39 – 13:58

Dr. Fischer and Dr. Monte-Sano describe how “questioning” is the primary technique utilized by historians to study and investigate historical sources and artifacts to construct knowledge. Historical investigation, driven by inquiry is an approach that should be utilized by students in classrooms as well. A short video demonstrates what this may look like in the classroom.

Chapter Three:
Dimensions Two and Three and the Importance of Content Knowledge and Skills
Time Codes: 13:59 – 28:02

Video vignettes and conversation with panelists describe how the inquiry process supports the acquisition of specific topical knowledge—in the process of investigating, students dig deeply into content, think about it carefully, make connections to prior knowledge, construct new knowledge, and make connections. Just as historians contextualize, analyze, evaluate, and utilize a variety of historical sources to construct knowledge, so should students in their quest to understand the events of the past and make conclusions based on evidence.

Chapter Four:
Dimension Four: Communicating Conclusions and Taking Informed Action
Time Codes: 28:03 – 36:22

The panelists describe how the teaching of history through an inquiry-based approach prepares students for college, career, AND civic life. The ability to think critically about information, ask important questions about issues presented, to be able to clearly articulate a position based on evidence, and then take informed action to address current problems are powerful skills that can be developed in the teaching of history as described in the C3 Framework. As Dr. Fischer comments, “This is the pay-off for students.”

Chapter Five:
Resources and Concluding Comments
Time Codes: 36:23 – 40:56

Dr. Herczog shares a number of instructional resources that support the teaching of inquiry-based history education.

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