Social studies is more than just a subject—it provides the foundation for understanding and engaging with the world around us. According to the National Council for Social Studies (NCSS), social studies is the integrated study of social sciences and humanities to promote civic competence. This broad field draws upon various disciplines, such as anthropology, archeology, economics, geography, history, law, and philosophy.
At its core, social studies aims to equip students with the knowledge and skills needed to actively participate in civic affairs. It fosters an awareness of these critical issues and encourages students to think critically and develop well-informed solutions.
This blog post explores the critical role of social studies in shaping engaged, informed citizens and how the C3 Framework helps elevate the rigor of social studies education. By examining the connection between high-quality instructional materials and civic competence, it underscores the importance of preparing students to navigate and contribute to an increasingly complex world.
This blog post is part of a four-part series inspired by the eBook, High-Quality Instructional Materials for Social Studies: A Comprehensive Guide for Choosing Curriculum. In the series, we explore how HQIM enhances social studies education, boosts student achievement, and provides criteria for evaluating instructional materials. You’ll also learn about the positive impact of HQIM on academic performance and civic readiness, along with practical strategies for implementing HQIM effectively in the classroom. Download the full eBook and explore additional HQIM resources for a more in-depth look at these topics, along with useful checklists and resources.
A Decline in Civic Understanding
The 2022 National Assessment of Educational Progress (NAEP) U.S. History and Civics scores for eighth-grade students sounded an alarm: scores have dropped by an average of five points since 2018 and nine points since 2014. Although some of this decline can be attributed to the lost instructional time during the COVID-19 pandemic, it shows a critical need to devote more time and emphasis to social studies instruction, using high-quality instructional materials (HQIM) aligned with rigorous learning standards.
This decline isn’t just a matter of numbers–it reflects a deeper issue in how we should prepare students for the world they will soon inherit. Educators know that when students engage in lessons, it helps them improve their focus and take more ownership of their learning. Inquiry-based or active learning experiences can have a stronger impact on students and help them develop critical thinking and other necessary skills.
To tackle these multifaceted issues, a multidisciplinary approach is essential. As the NCSS highlights, social studies “promotes knowledge of and involvement in civic affairs…such as health care, crime, and foreign policy… Understanding these issues and developing resolutions to them require multidisciplinary education.” This holistic approach ensures that students are prepared to confidently navigate and contribute positively to an increasingly complex world.
A National Investment in Social Studies
In 2021, the Thomas B. Fordham Institute evaluated the caliber of state standards for social studies based on their content, clarity, rigor, and organization. The findings revealed significant gaps in state standards for civics and U.S. history and prompted a nationwide push for revision and improvement.
Responding to these concerns, the federal government increased funding for K-12 civics and history education funding from $7.75 million to $23 million as grants available to states. This investment represented a tripling of funds dedicated to these subjects in 2023, with continued allocation in the 2024 federal budget. This infusion of resources is a game-changer for educators and students alike. It has enabled states to expand access to culturally relevant content, address equity concerns, and enhance students’ digital skills and civic readiness.
Improving Social Studies State Standards with the C3 Framework
The College, Career, and Civic Life (C3) Framework, developed in 2013 by NCSS, serves as a guiding tool for states to elevate their social studies standards and to help practitioners strengthen the rigor of their social studies programs. This framework was created with a clear set of objectives:
- Enhance the rigor of the social studies disciplines: To deepen the academic challenge within social studies, encouraging students to engage more critically with the material and to explore topics in greater depth.
- Build critical thinking, problem-solving, and participatory skills to become engaged citizens: These skills are essential for students to become engaged citizens who can thoughtfully analyze complex issues, solve problems, and actively participate in civic life.
- Align programs to state standards for English Language Arts and Literacy in History and Social Studies: By ensuring that social studies programs are aligned with broader educational standards, the C3 Framework promotes coherence and consistency across disciplines, helping students develop strong literacy skills alongside their social studies knowledge.
While the C3 framework is not intended to determine the specific content for a social studies program, it can serve as a roadmap for states to upgrade their social studies standards and inform teaching practices across the country. By focusing on skills like critical thinking and civic participation, the C3 Framework helps prepare students not just for academic success, but for meaningful engagement in their communities and beyond.
Implementing the C3 Framework in Schools
The C3 Framework calls on educators to adopt instructional practices that enhance the rigor of social studies and ensure students develop critical thinking and problem-solving skills. Key instructional shifts include:
- Inquiry is at the center and drives instruction. Questions are used to spark curiosity, deepen engagement, and acquire rigorous content to enable student engagement.
- Interdisciplinary connections matter in social studies. Aspects of economics, geography, history, and civics weave together to inform deep learning experiences that reinforce students’ understanding of their place in the world.
- Collaboration, critical thinking, communication, and analysis: These help students apply knowledge to real-world problems and prepare students for college, life, and careers.
Inquiry as a framework for teaching and learning includes:
- Using compelling questions to focus on social problems and issues
- Supporting questions that scaffold students’ investigations
- Evaluating sources and using evidence
- Communicating conclusions and taking action.
To facilitate these shifts, leaders can help build educator capacity by providing meaningful professional development and access to high-quality instructional materials. Teachers, as lifelong learners, play an essential role in modeling civic engagement and rigorous learning in the 21st century.
The current state of social studies education in K-12 education presents both a challenge and an opportunity. As educators, administrators, and policymakers work to close the gaps in civic understanding, it is clear that adopting high-quality instructional materials and implementing frameworks like the C3 are crucial steps toward building a more informed and engaged citizenry. By focusing on inquiry-based learning, interdisciplinary connections, and active student engagement, we can help students not only meet academic standards but also thrive as active participants in their communities.
To delve deeper into how high-quality instructional materials can transform social studies education, including practical strategies for implementation, check out our comprehensive eBook. It offers a detailed framework for evaluating instructional materials, insights on state standards, and real-world examples to help guide your curriculum decisions.
