Published In

Oregon Journal of the Social Studies

Document Type


Publication Date

Winter 2015


Social sciences -- Study and teaching -- Curricula -- Standards -- United States, Social sciences -- Study and teaching -- Curricula -- United States


This study investigates the relationship between the literacy strategies used by social studies teacher candidates, the Common Core State Standards for English Language Arts and Literacy in History/Social Studies (CCSS), and the College, Career and Civic Life (C3) Framework. In an initial study the authors discovered that teacher candidates (TCs) in high-poverty schools tended to teach lower-level literacy strategies. We also explored the differences between TCs who were identified as using more high-level literacy strategies and those who used lower-level strategies. This follow- up study examines the work samples of six secondary social studies TCs in high poverty schools to understand the degree to which the literacy strategies they used address the CCSS and the C3 Framework. Using a cross case analysis, findings suggested that TCs who used CCSS literacy strategies and addressed the C3 Framework demonstrated skill in using increasingly complex literacy strategies, organized their instruction around compelling questions, and taught social studies through an inquiry perspective.


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