Helping to Light the Way
The Case for Civic, Geographic, Economic, and Interdisciplinary Social Studies Thinking
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- Description
- Contents
- About
Helping to Light the Way: The Case for Civic, Geographic, Economic, and Interdisciplinary Social Studies Thinking addresses a long standing imbalance in social studies education. While the C3 Framework has energized classrooms and scholarship—particularly around historical thinking—far less attention has been devoted to strengthening students’ reasoning in civics, economics, and geography. This uneven focus has left teachers with fewer concrete models for cultivating disciplinary literacy and argumentation across the full spectrum of social studies.
This book responds to that need with practical, classroom ready guidance. Each chapter offers thoughtfully designed activities and assessments that help K–12 educators deepen students’ engagement with civic, economic, geographic, and interdisciplinary ways of thinking. Contributors translate disciplinary expectations into actionable strategies, providing clear steps that teachers, methods instructors, and pre service educators can implement immediately.
Organized into four sections aligned with key disciplinary lenses, the book showcases approaches that illuminate how students can investigate public issues, analyze spatial patterns, reason about economic choices, and synthesize insights across fields. The result is a collection that supports teachers in meeting the ambitious aims of the C3 Framework while enriching students’ capacity to understand and navigate an increasingly complex world.
Helping to Light the Way equips educators with the tools, structure, and inspiration needed to expand disciplinary thinking beyond history and toward a more balanced, rigorous, and empowering vision of social studies learning.
Introduction: The Road Ahead in Social Studies Education with the C3 Framework; Jeremiah C. Clabough and William B. Russell III
- Chapter 1. Fostering Students’ Civic Literacy Skills by Teaching Public Issues; Rebecca Bidwell
- Chapter 2. Fostering Interdisciplinary Deliberations about Climate Change Policy in Secondary Social Studies Classrooms; Sarah Denney and Nick Soltis
- Chapter 3. Annette Feels Free: Investigating Civic Thinking in Women’s History through the Story of a “Real Life Mermaid”; Alyssa Whitford
- Chapter 4. When Money Mattered: the Freedmen’s Bureau and the Politics of Economics; Timothy Lintner, Emma Chambers, and Palmer Wiggins
- Chapter 5. A Global Economic Simulation through Minecraft: Education; Christian Pirlet
- Chapter 6. Imperialism through an Economic Lens: What are the Long-Standing Consequences of British and French Colonization in Africa?; Natalie Keefer
- Chapter 7. Storypath: Teaching Geographic Thinking to Young Learners through a Project-Based Approach to Creating a Community Park; Margit E. McGuire and Laurie Stevahn
- Chapter 8. Mapping the Trail of Tears—Mobility, Power, and Place; Joshua L. Kenna and Dennis Matt Stevenson
- Chapter 9. “Possessed of Madness”: U.S. Domestic Imperialism, U.S. Army Indian Scouts, and the Plains Wars; Mark Pearcy
- Chapter 10. Race, Power, and Emotions: Interdisciplinary Approaches to Civic and Geographic Thinking for Secondary Social Studies Education; Brittany L. Jones, Anne-Lise Halvorsen, and Taneya Chavis
- Chapter 11. Using the DCL Curriculum to Explore Food Security Issues; Adriana Martinez, Tzu-Jung Lin, Haeun Park, Michael Glassman, Kevin Fulton, and Eric Anderman
- Chapter 12. Looking Beyond the Wall: Graphic Novels, Social Studies Literacy, and Life in the GDR; Caroline C. Sheffield
Jeremiah C. Clabough is Associate Professor of Social Science Education at the University of Alabama at Birmingham.
William B. Russell III is Professor of Social Science Education at The University of Central Florida, Orlando.