C3 Framework for Social Studies Standards Adapted from Swan, Griffin, Lee & Grant, 2013 © Preview Questions: If there were no barriers (time, access to

C3 F

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Adapted from Swan, Griffin, Lee & Grant, 2013 ©

Preview Questions:

If there were no barriers (time, access to resources, etc.), what would high quality learning in social studies look like?

Your legislator asks you to define in 3-4 bullet points why social studies education is essential. What do you tell her?

College, Career and Civic Life (C3)Framework for Social Studies State Standards:

State guidance for enhancing the rigor of K-12 civics, economics, geography and history

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http://www.socialstudies.org/c3


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The C3 Framework’s objectives are to

•enhance the rigor of the social studies disciplines; •build the critical thinking, problem solving, and participatory skills necessary for students to become engaged citizens; and•align academic programs in social studies to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies.

Michelle Herczog, NCSS President-Elect, 2013

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tPURPOSE AND OBJECTIVES of the C3 Framework

Why a framework and not a set of standards?- standards now viewed as top-down (state’s rights?)- framework is flexible for states and districts- NCSS Standards elaborate on content and can be used with C3 Framework

What audiences are served by the C3 Framework?- states- guide to upgrading their standards- practitioners- to improve their local programs

What are the objectives of the C3 Framework?1) enhance rigor2) build critical thinking. problem-solving, and participatory skills3) align academic programs in social studies to the Common Core State Standards in ELA and Literacy in History/Social Studies

2010 – 2011 : NCSS and the Campaign for the Civic Mission of Schools convened a meeting with 15 organizations to begin a conversation.

2011-2013 : C3 Framework writing, revision and publication

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tRelationship to Common Core Standards

• The Council of Chief State School Officers (CCSSO) copyrighted the term “Common Core” and has reserved it for the Common Core standards in Mathematics and Language Arts.

• The CCSSO collaborative – Social Studies Assessment Curriculum and Instruction (SSACI)- initiated a conversation that led to the C3 Framework task force…but…

• CCSSO decided it would not pursue or support national social studies standards, feeling it would distract from Common Core

Are Common Core and PARCC Assessments political ???

[Ohio SBOE Member] Smith said:

“My question is if the PARCC assessments are tied to a Socialist, Communist agenda. This will not facilitate this American culture that we live in. There is a growing number of people that have concerns about the agenda that is being promoted. When the door is opened, we do have to guard the democracy and the very core of this agenda because it is against the very principles that we were founded upon.”

September 2013

Swan, Griffin, Lee & Grant, 2013 ©

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COMMON CORE Other national Initiatives

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C3 Development – collaboration and broad input were essential

Task

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SSAC

I Col

labo

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e Task Force

American Association of Geographers

American Bar Association

American Historical Association

Center for Civic Education

Campaign for the Civic Mission of Schools

Constitutional Rights Foundation/USA

Constitutional Rights Foundation/Chicago

Council for Economic Education

National Council for Geographic Education

National Council for History Education

National Council for the Social Studies

National Geographic Society

National History Day

Street Law, Inc.

World History Association

SSACI Collaborative

Writi

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eam

Teac

her C

olla

bora

tive

Coun

cil

Criti

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sAmerican HeritageBill of Rights InstituteC-SpanCenter for Economic Education and Entrepreneurship, U of DelawareCitizen MeColonial WilliamsburgCouncil of Economic EducationDBQ ProjectJunior AchievementFederal Judicial Center-History OfficeFederal Reserve Bank of St. Louis, Economic EducationFreedom Forum First Amendment CenterHeritage Education Services—National Park ServicesLibrary of CongressMikva Challenge, ChicagoNational ArchivesNational Constitution CenterNewseumSmithsonian InstitutionSmithsonian American Art MuseumSmithsonian American Indian MuseumTeaching for ChangeWhat So Proudly We Hail

Next Steps• Over 3000 respondents from the social studies community provided targeted feedback on the C3 Framework during the month of April. * OCSS Executive Board and the Ohio S.S. Supervisors Network both provided feedback

• These stakeholders represented K-12 educators, university faculty, state education personnel, professional organization representatives, educational publishers, and cultural organizations.

• The respondents offered an overwhelmingly positive reaction to the content, structure, and format of the document.

• NCSS recently published the document. (CCSSO also published a version)

Get it online at: http://www.socialstudies.org/c3Whe

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Inquiry Arc of the C3 Framework

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1. Preparation for college, careers, and civic life;

2. Inquiry is its foundation;

3. core* disciplines of civics, economics, geography, and history;* the appendix includes Psychology, Sociology, and Anthropology

4. deep and enduring understandings, concepts, and skills

5. skills and practices as preparation for democratic decision-making.

6. Shares responsibilities for literacy instruction in K-12 education.

Foundations of Social Studies


Dimension 1: Developing Questions and Planning InquiriesDimension 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

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Dimension 1: Developing Questions and Planning InquiriesDimension 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

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1


2


3


4

Swan, Griffin, Lee & Grant, 2013 ©

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Wha

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Teacher-generated

Student-generated

Think of a project or activity you use which you would consider to be a good inquiry-based activity.

• Who generates the compelling or essential question and the supporting questions that guide the work?

• Who identifies the potential sources of information, narrows or expands them, and identifies the most effective path for research and workflow?

• Who determines the criteria for evaluating the evidence?

• Who identifies the best medium or media to communicate the findings?

Dim

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Questioning is key to student learning. The C3 Framework encourages the use of compelling and supporting questions, both teacher- and student-generated, as a central element of the teaching and learning process.

C3 Framework, 2013

The Four Dimensions highlighted in the table, center on the use of questions to spark curiosity, guide instruction, deepen investigations, acquire rigorous content, and apply knowledge and ideas in real world settings to enable students to become active and engaged citizens in the twenty-first century.

Social Education, Sept., 2103

Compelling Questions - Compelling questions focus on enduring issues and concerns….and unresolved issues that require students to construct arguments in response. •“Was the American Revolution revolutionary?”

Supporting Questions- focus on descriptions, definitions, and processesand require students to construct explanations that advance claims of understanding in response. •“What were the regulations imposed on the colonists under the Townshend Acts?”

Dimension 2—Applying Disciplinary Tools and Concepts


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Geo

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Geographic Representations: Spatial Views of the World D

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Dis

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Geo

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Dim

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esHuman-Environment Interaction: Place, Regions, and Culture

Wha

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Now more than ever, students need the intellectual power to recognize societal problems, ask good questions and develop robust investigations into them, consider possible solutions and consequences, separate evidence-based claims from parochial opinions, and communicate and act upon what they learn.

C3 Framework, 2013

Now more than ever, students need the intellectual power to recognize societal problems, ask good questions and develop robust investigations into them, consider possible solutions and consequences, separate evidence-based claims from parochial opinions, and communicate and act upon what they learn.

C3 Framework, 2013

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Wha

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Dim

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Wha

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3 -

Eva

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ourc

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Usi

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• Gathering and Evaluating Sources

• Developing Claims and Using Evidence

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Each dimension has direct connections with the ELA/Literacy standards

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Common Core ELAThe C3 Framework fully incorporates and extends the expectations for literacy learning put forward in the ELA Common Core. We view the literacy skills detailed in the ELA Common Core as establishing a foundation for inquiry in social studies. These literacy skills are an indispensable part of social studies.



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Most inquiries will culminate in a range of activities and assessments that support the goals of college and career readiness. They should also support the third feature of the C3 Framework: readiness for civic life.

C3 Framework, 2013

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Next StepsH

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• States indicated they would make good use of the Framework:– For standards creation;– As a companion to existing standards;– To guide professional development and development

of curricular resources;– To explain to policy makers: “What is social studies

and how does it contribute to the 3 C’s?”– Other?


C3 F

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Presented by Dan Langen

[email protected]

Documents

C3 Framework for Social Studies Standards Adapted from Swan, Griffin, Lee & Grant, 2013 © Preview Questions: If there were no barriers (time, access to