College, Career, and Civic Life

C3 Framework for Social Studies State

Standards

Adapted from achievethecore.org

ELEMENTARY

Rationale for the C3 Framework

• Marginalization of the Social Studies

• Motivation of Students

• The Future of Our Democracy

In January 2010, National Council for the Social Studies convened 15 national

organizations in civics, economics, and history, to have a conversation about

common state standards for social studies.

A Sputnik Moment for the Social Studies

What is Social Studies?

Write your definition of social studies.

The social studies is an interdisciplinary exploration of the social sciences and humanities, including civics, history,

economics, and geography, in order to develop responsible, informed,

and engaged citizens and to foster civic, global, historical, geographic,

and economic literacy.

Social Studies Defined

Social Studies Assessment, Curriculum and Instruction (SSACI) Collaborative at CCSSO• 23 states• Los Angeles County Office of Education• University of Delaware

15 Professional Organizations17 Writers50 Teachers10 Editors4 Graphic Designers27 Curricular and Cultural OrganizationsOver 3000 respondents

Background: A Three Year State-led Effort

Vision DocumentWhat would you say are the objectives of the new Social Studies framework?

http://connected.socialstudies.org/blogs/john-lee/2014/02/21/new-video-on-c3-instruction

8

a) enhance the rigor of the social studies disciplines

b) build critical thinking, problem solving, and participatory skills to become engaged citizens

c) align academic programs to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies.

What are the Objectives of C3?

9

For students to study civics, economics,

geography, and history to become active and

engaged citizens in the 21st century.

What is the ultimate goal?

10

• Prepares the nation’s young people for college, careers, and civic life;

• Inquiry is at the heart of the social studies

• Formed by core* disciplines of civics, economics, geography, and history;

*Appendices for Psychology, Sociology, Anthropology (9-12)

Principles of the C3 Framework

11

• Composed of deep and enduring understandings, concepts, and skills from the disciplines. 

• Emphasizes skills and practices as preparation for democratic decision-making.

• Shares in the responsibilities for literacy instruction in K-12 education.

Principles of the C3 Framework

INQUIRYARC

CIVICLIFE

DISCIPLINARYLITERACY

C3 Foundations

THE INQUIRY ARC

Dimension 1 Developing Questions and Planning Inquiries

Dimension 2 Applying Disciplinary Tools and Concepts (Civics, Economics, Geography, and History)

Dimension 3 Evaluating Sources and Using Evidence

Dimension 4 Communicating Conclusions and Taking Informed Action

DISCIPLINARY LITERACY

Literacies derived from the Common Core State Standards in English language Arts/Literacy form an essential thread required by the actual demands of college, work, and civic life.

Disciplinary Literacy is the use of discipline-specific practices to access, apply, and communicate content knowledge.

How Does a Historian Read?

What reading behaviors and habits are needed to “read” this document?

How does that relate to:

Inquiry?

Disciplinary Literacy?

Civic Engagement?

How Does a Geographer Read?

What reading behaviors and habits are needed to “read” this document?

How does that relate to:

Inquiry?

Disciplinary literacy?

Civic Engagement?

How Does a Political Scientist Read?

What reading behaviors and habits are needed to “read” this document?

How does that relate to:

Inquiry?

Disciplinary literacy?

Civic Engagement?

CIVIC ENGAGEMENT

Active and responsible citizens are able to identify and analyze public problems, deliberate with other people about how to define and address issues, take constructive action together, reflect on their actions, create and sustain groups, and influence institutions both large and small. They vote, serve on juries when called, follow the news and current events, and participate in voluntary groups and efforts. 

19

Instructional Shifts for Social Studies

• Craft Questions That Matter

• Establish a collaborative context to support student inquiry.

• Integrate content and skills meaningfully.

• Articulate disciplinary literacy practices and outcomes.

• Provide tangible opportunities for taking informed action.

Compelling questions focus on real social problems, issues, and curiosities about how the world works•Intellectually meaty•Kid friendly

Examples:•Was the American Revolution revolutionary?•Was the Civil Rights movement of the 1960’s a success?•Why do we need rules?

Compelling and Supporting Questions

Supporting questions scaffold students’ investigations into the ideas and issues behind a compelling question.

Examples:• What were the regulations imposed on the

colonists under the Townshend Acts?• What legislation was enacted as a result of the

Civil Rights Movement?• What are some rules that families follow?

Compelling and Supporting Questions

Reflect and discuss…

How does questioning by teachers and questioning by students prepare students for college, career, and civic life?

Reflect and discuss…

• Why do you think it was important for the writers of the C3 Framework to make strong connections to the Common Core State Standards?

• What are some concerns with making those connections?

ActivityReflecting on the Shifts for Social Studies

What Does This Look Like In the Classroom?

Adapted from achievethecore.org

1. Inquiry is at the center.

2. Disciplinary integrity and interdisciplinary connections matter.

3. Informed action and application of knowledge is clear and present.

4. The Inquiry Arc represents an instructional arc – a frame for teaching and learning.

Grade/Course 3-5 Unit African American History/Civic Heroes

Lesson Title Sweet Land of Liberty

Essential Question Can the actions of individuals bring about social and political change?Enduring Understandings

The beliefs and ideals of a society influence the social, political, and economic decisions of that society.

State StandardsGrade 31.A.2 Explain how certain practices are connected with the democratic principles (skills, attitudes, and dispositions) of being a citizen a. Identify and explain democratic principles, such as individual rights and responsibilities, patriotism, common good, justice and equality1.B.2 Analyze the role of individual and group participation in creating a supportive community a. Explain the decision making process used to accomplish a community goal or solve a community problem c. Describe the actions of people who have made a positive difference in their community, such as community and civic leaders and organizations5.A.1 Examine differences between past and present time b. Explain the relationship among events in a variety of timelines6.D.1 Identify primary and secondary sources of information that relate to the topic/situation/problem being studieda. Gather and read appropriate print sources, such as textbooks, government documents, timelines, trade books, and web sites

C3Grades 3-5D2.Civ.12.3-5 Explain how rules and laws change society and how people change rules and lawsD2.His.2.3-5 Compare life in specific historical time periods to life today. D3. 3.3-5 Use evidence to develop claims in response to compelling questions

Common Core StandardsCC.3.R.I.9 Compare and contrast the most important points and key details presented in two texts on the same topic CC.4.R.I.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeablyCC.5.R.I.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably

Connections Political Science, African American History, Civic DispositionsStudents Outcomes Students will read excerpts from primary and secondary source documents to gather information about Marian Anderson’s concert delivered at the Lincoln Memorial and the

role of citizens in making social and political change.

Summative Assessment Students will identify one person who has created social and/or political change and write a brief description of that person and their accomplishments for a Good Citizen Hall of Fame display. Responses can be displayed on a real or virtual bulletin board.

Materials 1. Recording of Marian Anderson singing at the Lincoln Memorial 7. Eleanor Roosevelt Letter (primary source)2. Oral History of Oscar Chapman 8. Eleanor Roosevelt “My Day” Column3. Reading Oral History Worksheet 9. Venn Diagram4. A Marble House Divided Article 10. Civic Dispositions Worksheet5. Eleanor Roosevelt Article 11. Biographical Sketch Planning Template6. Transcript of Eleanor Roosevelt Letter 12. Chalk or White Board, Chart Paper, Markers

VocabularyTier 2 – (academic language) – distinguished, personality, contralto, resignationTier 3 – (content language) - Assistant Secretary to the Interior, Daughters of the American Revolution, intolerance, racism, discrimination, segregation

Prior Knowledge Students should have some understanding or awareness of the civil rights struggle. The event highlighted in this lesson took place prior to the Civil Rights Era but is considered by many to be a precursor to the Civil Rights Movement of the 1950’s and 1960’s

Where Can I Learn More?

http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf

How can we can make a difference in social studies instruction and students’

knowledge and skills?

Let’s Talk About It!