The "College, Career, and Civic Life (C3) Framework for Social Studies State Standards" (NCSS, 2013) places inquiry at the center of good social studies teaching and learning. Instead of social studies courses that emphasize rote memorization through the use of textbooks and lecture-based instruction, the C3 Framework asks teachers to…

This article describes in detail, the New York State (NYS) Social Studies Toolkit, a curriculum and instructional resource that builds out from the recently released New York State K-12 Social Studies Framework, which reflects the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. The Toolkit has been developed by…

The implementation of the C3 Framework has unfolded unlike any previous standards project. A grassroots movement rather than a top-down mandate, the C3 effort calls on teachers to be at the forefront of social studies reform. In New York State, the C3 Framework provided context and inspiration for the New York Social Studies Toolkit Project.…

The result of a three year state-led collaborative effort, the College, Career, and Civic Life (C3) Framework for Social Studies State Standards was developed to serve two audiences: for states to upgrade their state social studies standards and for practitioners--local school districts, schools, teachers and curriculum writers--to strengthen…

Criticizes the assumption that citizenship education is the defining mission of social studies. Cogently analyzes the defects of this argument, including a lack of related scholarship, inconsistent application from the schools, and little evidence of positive benefits. Proposes a curriculumwide integration of citizenship education. (MJP)

Examines the professional development opportunities that accompanied the New York State social studies draft framework to explore: (1) the range of opportunities teachers had to learn about the framework; (2) the content and instruction of these opportunities; and (3) teachers' responses to the framework and professional development opportunities.…

Argues for a conversational community within the social studies profession. Explores relevant attributes of such a community. Suggests that researchers ask (1) who speaks, (2) the topics of discourse, and (3) how language is used. Concludes that a conversational community does exist but is kept from its full potential by distrust between teachers…

Uses the example of New York State to illustrate how the rancorous political debate over education can render national standards irrelevant and contradictory. In appeasing so many factions the standards become inclusive to the point of obfuscation. Provides a brief overview of the controversy concerning national standards. (MJP)