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The issue highlights teaching approaches aligned to the C3 Framework, emphasizing questioning, evaluating sources, using evidence, and acting on conclusions. Contributions describe students crafting voting-rights pamphlets, using deliberative forums, analyzing political ads with critical media literacy, and producing civic zines and classroom “archaeology” projects to motivate informed participation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/voting-rights-practicing-deliberation-media-literacy-civic-zines/448547/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/voting-rights-practicing-deliberation-media-literacy-civic-zines/448547.png","ImageObject",300,407,{"name":92,"@type":93},"Valentina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the issue emphasize about learning democracy in classrooms?","Question",{"text":112,"@type":113},"It emphasizes asking questions, evaluating sources, using evidence to communicate conclusions, and taking informed action. The editors describe classrooms where students help steer curriculum and engage in research, deliberation, analysis, writing, and action.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does one featured article connect voting rights history to civic participation?",{"text":117,"@type":113},"In “Cultivating Curiosity and Active Citizenship: Teaching Voting and the History of Voting Rights,” fifth graders study voting-rights history and create pamphlets to spur voter turnout in their community.",{"name":119,"@type":110,"acceptedAnswer":120},"What classroom activities are highlighted for media literacy and civic action?",{"text":121,"@type":113},"The issue includes critical media literacy work, such as scaffolding analysis of political advertisements, and student-created civic zines and homemade magazines based on current event topics to support informed civic 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WhatDemocracyLooksLike!voterOf the  \nfUture.中Ⅲl…中   |中Hs33In4354yiiiult8  Jd323770J 3A08人VJ8Y'Y)0y311]CEGt00700/00291110-01nAQuartety forQIYd  \n6eisod SnCURnNT R/VOL  \nuojenue6J0Mo  ye dollege  1yod UON  McDonoghgesclke Library8425 w st M&Nichols RoadDetrdit,MI 48221  \nJoin NCSS nextfall for the96thAnnual Conferencein Washington,DC  \nWashington will beyours to discoverat the 96th NCSS Annual Conference,December 2-4,2016.Join NCSSas it  \nretumsto the nation's capital for theworld's largest and most comprehensive social studies professional  \ndevelopment conference.  \nAttend the 96thNCSS Annual Conference to gain new ideas,resources,and skills as the conference engagesyou  \nin rich and varied leaming opportunities.Join more than 3,000 of your peersfromacross the United States and  \naround the world in Washington,to share the most up-to-date knowledge,ideas,research,and expertise insocial  \nstudies education.  \nNCSS  \nRegistration opuns in June www.socialstudies.org/conference  \nEDITORS'NOTESOur conversationwith you about\"This is whatAndreaS.LibrescoDemocracy Looks Like!\"  \nIf you have attended a protest rally in the last ten years,you have undoubtedly heard this call and response:\"TeHme what democracy looks like.\"\"THIS is what democracylooks like!\"  \nWehave always liked the assumptionin that chant that democ-racy can be secn.It can be seen in protesters on the strcet;invoting booths:inletters to the editor;in citize1-created flyers;in a free press:in official documents.from the Magna Carta tothe Bill of Rights to the Nineteenth Amendment to the VotingRights Act;and in deliberative meetings in classrooms,schools,towns.state legislatures.federal branches of government,andinternational bodies.  \nIt is worth noting that the College.Career,and Civic Live(C3)Framework for Social Studies State Standards offers astructure by which to explore what democracy looks like,withts emphasis on devcloping questions,evaluating sources.andusing evidence toward thc end of communicating conclusionsand takng informed action.As that guiding document notes.“active and responsible citizens identify and analyze publicproblems;deliberate with othcr people about how to defincand adcress issues:take constructive,collaborative action:reflecton their actions;create andsustain groups:and influencenstitutions both large and small.”  \nThe authorsmthis issue describe classrooms where democ-racy is alive and well—where teachers trust students to helpsteer the curriculum and where they allocate time for studentstoreserch,deliberate.analyze,write,and act on complex socialISSuc's.  \nIn“Cultivating Curiosity and Active Citizenship:TeachingVotng and theHlistory of Votmg Rights.\"Rebecca Vatbuenadescribes how her fifth graders'study of the history of votingrights inforned theircre.atton of pamphlets to spur voter turnoutn their cunmunity.  \nIn\"Dchberation and Democracy:How Histor SimulationsEqup Studentsfor Cvic Participation.\"Lorraine S.McGarryand Donan M.Stoicovy describe their use of dehberatrveforums with ther fifth graders as a structure for teachng his-  \nJeannette Balantic  \ntorical decision points and considering difficult current socialproblems.  \n\"'I Don't Buy It':Critical Media Literacy in the Fifth Grade\"by Alice Miriam Sullivan explains how she scaffolded stu-dents'learning regarding the analysis of political advertisements.thereby enhancing their ability tobe informed.cngaged citizensin an election year and beyond.The classroom handouts forthese activities constitute the PULLOUT for this issue.  \nIn \"Activist Education:Nurturing Students to Work forSocial Change.\"ffth grade teachers,Lauren Brown,ArieHleNotternan,AllisonOnteH,Elena Rappaport,and JenniferSherwood detail their study of historical and current socialaction movements that culminated in students creating theirown plans for social change on a variety of issues.  \nRoi Kawai","cbCaiqII048TN4S0","https://ap.wps.com/l/cbCaiqII048TN4S0","pdf",3105684,"English","# Editors' Notes\n## Civic Zines and Classroom Practice\n## Featured Teaching Approaches\n## Questions for Reflection","[{\"question\":\"What does the issue emphasize about learning democracy in classrooms?\",\"answer\":\"It emphasizes asking questions, evaluating sources, using evidence to communicate conclusions, and taking informed action. The editors describe classrooms where students help steer curriculum and engage in research, deliberation, analysis, writing, and action.\"},{\"question\":\"How does one featured article connect voting rights history to civic participation?\",\"answer\":\"In “Cultivating Curiosity and Active Citizenship: Teaching Voting and the History of Voting Rights,” fifth graders study voting-rights history and create pamphlets to spur voter turnout in their community.\"},{\"question\":\"What classroom activities are highlighted for media literacy and civic action?\",\"answer\":\"The issue includes critical media literacy work, such as scaffolding analysis of political advertisements, and student-created civic zines and homemade magazines based on current event topics to support informed civic action.\"}]","Voting Rights - Practicing Deliberation - Media Literacy - Civic Zines | PDF",1790727750,62]