Transcript Document

College, Career, and Civic Life
C3 Framework
for Social Studies State Standards
ELEMENTARY
Adapted from achievethecore.org
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.
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.
Background: A Three Year State-led Effort
Social Studies Assessment, Curriculum and
Instruction (SSACI) Collaborative at CCSSO
• 23 states
• Los Angeles County Office of Education
• University of Delaware
15 Professional Organizations
17 Writers
50 Teachers
10 Editors
4 Graphic Designers
27 Curricular and Cultural Organizations
Over 3000 respondents
Vision Document
What 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
What are the Objectives of C3?
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.
8
What is the ultimate goal?
For students to study civics,
economics, geography, and
history to become active and
engaged citizens in the 21st
century.
9
Principles of the C3 Framework
• 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)
10
Principles of the C3 Framework
• Composed of deep and enduring
understandings, concepts, and skills
from the disciplines.
• Emphasizes skills and practices as
preparation for democratic decisionmaking.
• Shares in the responsibilities for literacy
instruction in K-12 education.
11
 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
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 disciplinespecific 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?
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.
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.
19
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?
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?
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?
Activity
Reflecting on the Shifts for Social Studies
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.
What Does This Look Like In the Classroom?
Adapted from achievethecore.org
Grade/Course
Essential Question
Enduring Understandings
State Standards
C3
Common Core Standards
3-5
Unit
African American History/Civic
Heroes
Lesson Title
Sweet Land of Liberty
Can the actions of individuals bring about social and political change?
The beliefs and ideals of a society influence the social, political, and economic decisions of that society.
Grade 3
1.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 equality
1.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 organizations
5.A.1 Examine differences between past and present time
b. Explain the relationship among events in a variety of timelines
6.D.1 Identify primary and secondary sources of information that relate to the topic/situation/problem being studied
a.
Gather and read appropriate print sources, such as textbooks, government documents, timelines, trade books, and web sites
Grades 3-5
D2.Civ.12.3-5 Explain how rules and laws change society and how people change rules and laws
D2.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
CC.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 knowledgeably
CC.5.R.I.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably
Connections
Students Outcomes
Political Science, African American History, Civic Dispositions
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
Vocabulary
Prior Knowledge
1.
2.
3.
4.
5.
6.
Recording of Marian Anderson singing at the Lincoln Memorial
Oral History of Oscar Chapman
Reading Oral History Worksheet
A Marble House Divided Article
Eleanor Roosevelt Article
Transcript of Eleanor Roosevelt Letter
7. Eleanor Roosevelt Letter (primary source)
8. Eleanor Roosevelt “My Day” Column
9. Venn Diagram
10. Civic Dispositions Worksheet
11. Biographical Sketch Planning Template
12. Chalk or White Board, Chart Paper,
Markers
Tier 2 – (academic language) – distinguished, personality, contralto, resignation
Tier 3 – (content language) - Assistant Secretary to the Interior, Daughters of the American Revolution, intolerance, racism, discrimination, segregation
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-Frameworkfor-Social-Studies.pdf
How can we can make a difference in social
studies instruction and students’ knowledge
and skills?
Let’s Talk About It!