Abstract
It is undeniable that students today are fundamentally different than those of previous generations and that many students of this generation do not enjoy history, as it is typically ranked as one of the least favorite subjects in K-12 schools. As educators increasingly move towards teaching in online environments, it is critical that history educators structure instruction to meet the needs of the student, while making it effective, engaging, and authentic. This chapter focuses on ways that educators, in a mixed-mode or online environment, can attend to the four dimensions of the College, Career, and Civic Life (C3) framework, specifically focusing on how to assist students in evaluating sources and using evidence, developing questions and planning inquiries, applying disciplinary concepts and tools, and communicating conclusions and taking informed action, in both face-to-face and online environments, as they prepare students for college, career, and civic life.
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