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Muetterties, Carly; Swan, Kathy – Social Education, 2019
Change comes when individuals transform themselves first and then move outward into the world. The C3 Framework lays out a vision for civic action within Dimension 4 of the Inquiry Arc in a section titled "Taking Informed Action." The Framework emphasizes that "It is important to note that taking informed action … should be grounded…
Descriptors: Middle School Students, Activism, Social Action, Civics
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Kawashima-Ginsberg, Kei; Kiesa, Abby – Social Education, 2019
Young people must systematically learn to become voters, and this is especially the case for those who grow up with little to no access to structured civic opportunities like extracurricular activities and community organizing. With those principles in mind, and based on 2018 research and experience with practitioners and partners, the authors…
Descriptors: Voting, Civics, Extracurricular Activities, Community Action
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Ferrarini, Tawni; Gwartney, James – Social Education, 2018
Many U.S. politicians have criticized the trade relations between the United States and countries like Canada, Mexico, and China. They argue that more is imported into the United States from these countries than is exported to these countries from the United States. Political action is needed, they claim. This article is designed to help educators…
Descriptors: Barriers, International Trade, International Relations, Public Officials
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Sigward, Dan – Social Education, 2016
This lesson prompts students to explore the ways that individuals, groups, communities, and nations define who belongs and who does not. The outlined activities examine what it means to belong by introducing the idea of a "universe of obligation," the term sociologist Helen Fein coined to describe the circle of individuals and groups…
Descriptors: Teaching Methods, Citizenship Responsibility, Social Responsibility, Case Studies
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Schur, Joan Brodsky – Social Education, 2015
Once the Ottoman Empire joined the Central Powers on October 28, 1914, the fate of the Empire hinged on the outcome of World War I. The Ottomans waged war on multiple fronts: in the Caucasus against Russia, and to defend the Gallipoli Peninsula and the Arab territories against the British and French empires. One hundred years later, we live in a…
Descriptors: War, Teaching Methods, History Instruction, College Preparation
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Social Education, 2015
The Industrial Revolution is the subject of one of the high school inquiries of the New York State Toolkit. Social Education presents the following excerpts from the inquiry as an example of a typical Toolkit lesson. The supporting questions include: (1) Where did people move to and from during the Industrial Revolution?; (2) How did daily life…
Descriptors: Industrialization, High School Students, Lesson Plans, Teaching Methods