C3 Framework for
Social Studies Standards
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?
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
What is the C3 Framework?
http://www.socialstudies.org/c3
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
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
What is the C3 Framework?
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
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
Origins and Development
PURPOSE 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 rigor
2) build critical thinking. problem-solving, and participatory skills
3) 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
Origins and Development
Relationship 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 ©
Relationship to Common Core
COMMON CORE
Other national Initiatives
How was it developed?
C3 Development – collaboration and broad input were essential
Task Force - key national organizations
related to social studies
SSACI – collaborative of 25 states and
institutions
Writing Team
Other Critical Voices
Teacher Collaborative Council
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
Task Force and
SSACI Collaborative
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
Arizona
Arkansas
Colorado
District of
Columbia
Georgia
Hawaii
Iowa
Illinois
Indiana
Kansas
Kentucky
Maine
Maryland
Michigan
Missouri
Montana
Nebraska
North Carolina
Ohio (Bill Muthig)
Utah
Washington
Wisconsin
Wyoming
Los Angeles
County
University of
Delaware
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Writing Team
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Keith C. Barton, Indiana University •
Stephen Buckles, Vanderbilt
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University
Flannery Burke, Saint Louis
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University
Jim Charkins, California State
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University
S.G. Grant, Binghamton University •
Susan W. Hardwick, University of
Oregon
John Lee, North Carolina State
University
Peter Levine, Tufts University
Meira Levinson, Harvard University
Anand Marri, Columbia University
Chauncey Monte-Sano, University of
Michigan
Robert Morrill, Virginia Polytechnic
Kathy Swan, University of Kentucky
Karen Thomas-Brown, University of
Michigan-Dearborn
Cynthia Tyson, The Ohio State
University
Bruce VanSledright, University of
Maryland
Merry Wiesner-Hanks University of
Wisconsin-Milwaukee
Teacher Collaborative Council
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Lisa Lacefield, Arkansas
John White, Arkansas
Charlee Passig Archuleta,
Colorado
Anton Schulzki, Colorado
Wendy Harrington,
Delaware
Sally J. Meyer, Georgia
William S. Rakosnik,
Georgia
Pamela M.T. (Takehiro)
King, Hawaii
Carrie Sato, Hawaii
Mitzie Higa, Hawaii
Rob Dittmer, Iowa
Nancy Peterson, Iowa
Beth Levinsky, Illinois
Jeffrey W. Lightfoot,
Illinois
Michael Hutchison,
Indiana
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Callie Marksbary, Indiana
Amanda Jessee, Kansas •
James K. Robb
, Kansas
Barry Leonard, Kentucky •
Thad Elmore, Kentucky
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Rebecca K. Valbuena,
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California
Michael A. Long,
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California
Kimberly Loisel, Maryland •
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Dr. Donna Phillips,
Maryland
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Shane Gower, Maine
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Barbara Perry, Maine
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David Johnson, Michigan •
Raymond Walker,
Michigan
•
Debra Williams, Missouri
Roxanna Mechem,
Missouri
Mary G. Stevens, North
Carolina
Traci Barger, North
Carolina
Lonnie Moore, Nebraska
Mary Lynn Reiser,
Nebraska
Tim Dove, Ohio
Gloria Wu, Ohio
Laura Finney, Ohio
Pam Merrill, Oklahoma
Tara Gray, Washington
Sabrina Shaw, Washington
Lauren Mittermann,
Wisconsin
Tina Flood, Wisconsin
Critical Voices
American Heritage
Bill of Rights Institute
C-Span
Center for Economic Education and Entrepreneurship, U of Delaware
Citizen Me
Colonial Williamsburg
Council of Economic Education
DBQ Project
Junior Achievement
Federal Judicial Center-History Office
Federal Reserve Bank of St. Louis, Economic Education
Freedom Forum First Amendment Center
Heritage Education Services—National Park Services
Library of Congress
Mikva Challenge, Chicago
National Archives
National Constitution Center
Newseum
Smithsonian Institution
Smithsonian American Art Museum
Smithsonian American Indian Museum
Teaching for Change
What So Proudly We Hail
When will the C3 Framework
be published?
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/c3
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
What is the C3 Framework?
Inquiry Arc
of the C3 Framework
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
What is the C3 Framework?
What is the C3 Framework?
Foundations of Social Studies
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.
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
What is the C3 Framework?
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
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
What is the C3 Framework?
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
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
1
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
2
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
3
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
4
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
What is the C3 Framework?
Swan, Griffin, Lee & Grant, 2013 ©
What is the C3 Framework?
We do that!
Think of a project or activity you use which you
would consider to be a good inquiry-based activity.
Teachergenerated
Studentgenerated
•
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?
Questioning is key to student learning. The C3 Framework encourages the
use of compelling and supporting questions, both teacher- and studentgenerated, as a central element of the teaching and learning process.
Dimension 1
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 processes
and 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- Disciplines
Dimension 2—Applying Disciplinary Tools and Concepts
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
Dimension
Disciplines
K-12
Geography 2Pathway
Geographic Representations: Spatial Views of the World
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
Dimension
Disciplines
K-12
Geography 2Pathway
Human-Environment Interaction: Place, Regions, and Culture
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
Dimension 2- Disciplines
What is the C3 Framework?
Civic Engagement
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
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
Dimension 2- Disciplines
What is the C3 Framework?
Civic Engagement
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
Dimension 3 - Evaluating Sources
Evidence
Using
and
What is the C3 Framework?
• Gathering and Evaluating Sources
• Developing Claims and Using Evidence
Dimension 3 - Evaluating Sources
Evidence
Using
and
What is the C3 Framework?
Each dimension has direct connections with the ELA/Literacy standards
What is the C3 Framework?
Common Core ELA
The 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.
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
What is the C3 Framework?
Conclusions and Taking Informed Action
Dimension 4 - Communicating
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
What is the C3 Framework?
Conclusions and Taking Informed Action
Dimension 4 - Communicating
What is the C3 Framework?
Conclusions and Taking Informed Action
Dimension 4 - Communicating
How will the C3 Framework
be used?
Next they
Steps
• States indicated
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?
Adapted from Swan, Griffin, Lee & Grant, 2013 ©
C3 Framework for
Social Studies Standards
Presented by Dan Langen
execdirocss@gmail.com
Adapted from Swan, Griffin, Lee & Grant, 2013 ©