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 with economics education experts Jim Charkins and Brian Held about the teaching of economics in the social studies classroom and how it aligns to the C3 Framework for Social Studies State Standards.
Viewers are invited to use all or any part of this webcast for students or professional development.
Michelle M. Herczog, Ed.D., Consultant III, History-Social Science, Division of Curriculum and Instructional Services, Los Angeles County Office of Education
- Dr. Jim Charkins, former Executive Director of the California Council on Economic Education and current Director of the Center for Economics Education at California State University, San Bernardino.
- Brian Held, Teacher, Loyola High School and recognized as California Economics Teacher of the Year (2010) and National Economics Teacher of the Year (2015). Currently serving as President of the California Association of School Economics Teachers.
Table of Contents
Chapter One: Welcome and Overview of the C3 Framework
Time Codes: 00:00 – 10:27
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 Guiding Principles for Social Studies
Chapter Two: Economics and the C3 Framework
Time Codes: 10:28 – 13:43
Jim Charkins, former Executive Director of the California Council on Economic Education and current Director of the Center for Economics Education at California State University, San Bernardino provides his perspective of the C3 Framework as an instructional tool for high quality social studies education.
Chapter Three: What is High Quality Economics Education?
Time Codes: 13:44 – 22:58
Dr. Charkins and Mr. Held describe key economic ideas and concepts for all students to understand, beginning at young ages.
- Goals and resources
- Human capital
- Benefit/cost analysis
- Principle of exchange
- How markets work
- Distributive effects
- Role of government
- Employment, inflation, deflation, interest rates
- Income distribution
- Globalization – positive and negative effects and for whom
Chapter Four: Compelling Questions for Economics Education
Time Codes: 22:59 – 22:25
Dr. Charkins shares a number of compelling questions that can spark inquiry, research, and analysis of multiple perspectives regarding economics and economic issues in today’s world.
Chapter Five: The Need to Include Economics Education in the Study of History
Time Codes: 22:26 – 26:15
Dr. Charkins describes how the Spice Trade and the explorations of Columbus, like many other historic events, were influenced by economic factors.
Chapter Six: Economics Education Resources to Help Students Evaluate Sources and Develop Claims
Time Codes: 26:16 – 28:26
Mr. Held discusses how Federal Reserve Economic Data is a valuable tool for helping students analyze and draw conclusions about complex economic issues and concepts.
Chapter Seven: Understanding Economic Understandings in Today’s World
Time Codes: 28:27 – 30:14
Dr. Charkins discusses how the implications of open trade and other economic issues need to be carefully examined and analyzed in order for citizens and policymakers to make informed decisions about them.
Chapter Eight: “The Decision Making Apron”
Time Codes: 30:15 – 35:13
Dr. Charkins demonstrates how the Decision Making Apron provides a fun, lively, relatable approach to help students of all ages learn about cost/benefit analysis. Mr. Held describes how he uses the apron with his high school students in effective ways.
Chapter Nine: High School Students Take Informed Action.
Time Codes: 35:14 – 41:25
Mr. Held describes how his high school students teach economic concepts to students in pre-school, up to grade 8 in local schools. They utilize the Decision Making Apron, children’s literature, and other techniques to help young students understand cost/benefit analysis, opportunity costs, and the importance of human capital as their most valuable resource. He also describes the benefits to high school students in building their own content knowledge, communication skills, self-confidence, and empathy for young learners.
Chapter Ten: Resources to Support Economics Education
Time Codes: 41:26 – 41:46
Chapter Eleven: Concluding Comments
Time Codes: 41:47 - End