Exit Tickets by Hannah Price https://padlet.com/hprice6_2/b32tiduvkdnw29tb Exit tickets for EDMU 523 en-us 2025-05-12 03:31:14 UTC 2025-05-12 03:55:29 UTC hello@padlet.com https://elvis.padletcdn.com/1/fetch/e_in/pixabay.com/get/g6a0238defbdf4eeafc2272b97bc162f14740665419141b59ca1751807fc76cdbf5dd32aceff1953a450a6b34c3cf5bf9.jpg Week 2 Exit Ticket hprice6_2 https://padlet.com/hprice6_2/b32tiduvkdnw29tb/wish/3445762779 Three key takeaways from the C3 Framework lesson are its emphasis on inquiry-based learning, the integration of disciplinary literacy, and the importance of preparing students for civic life. First, the framework promotes student curiosity and critical thinking by encouraging them to ask compelling questions and explore complex issues, making social studies more engaging and meaningful. Second, it integrates the tools and concepts of history, civics, geography, and economics, helping students think and communicate like professionals in those fields. Third, the framework aims to develop informed, active citizens by linking classroom learning to real-world civic participation. From the readings, my “weather” is partly cloudy with growing sunshine, meaning that while I see the value and potential of these ideas, I still feel a bit uncertain about fully implementing them. The History-Social Science Framework and the NCSS position statement both reinforce the need for powerful, student-centered learning rooted in inquiry, relevance, and active engagement. These ideas are inspiring, but also come with challenges, like balancing content requirements and managing open-ended discussions. Overall, the readings and the C3 Framework paint a hopeful vision for social studies education that encourages deeper thinking, student voice, and civic responsibility.

Two key words from the weekly video are Asking and Engagement.

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