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Guiding Inquiry With Biography Breaks and the C3 Framework
Author(s) -
Young Terrell A.,
Miner Amy Baird
Publication year - 2015
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1415
Subject(s) - biography , reading (process) , psychology , process (computing) , unit (ring theory) , mathematics education , social studies , pedagogy , sociology , computer science , literature , political science , art , law , operating system
The purpose of this article is to explore how teachers can use biography breaks to address the National Council of the Social Studies C3 inquiry framework and in the process meet requirements of the Common Core State Standards. We begin by illustrating and explaining biography breaks. Then we introduce the C3 framework and explain as well as demonstrate how reading picture‐book biographies can provide engaging contexts for the C3 inquiry process. A fifth grade classroom unit is taken through the entire process; then two shorter illustrations show how teachers of younger grades use biographies to incorporate the C3 inquiry framework with social studies content for their students.