A Vision of 21st Century Citizenship:
Purpose, Practice, and Policy
T H E S U M M I T O N 2 1 ST C E N T U R Y L E A R N I N G
MARCH 26, 2015
WASHINGTON DC
SUSAN GRIFFIN
Executive Director
TED MCCONNELL
Executive Director
National Council for
The Social Studies
MICHELLE HERCZOG
President
Preparation for College, Career,
and Citizenship
The Civic Mission of Schools
The Partnership for 21st Century
Skills
21st Century Skills Framework
 21st Century Themes
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Global Awareness
Financial, Economic, Business & Entrepreneurship Literacy
Civic Literacy
Health Literacy
Environmental Literacy
 Information, Media & Technology Skills
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Information Literacy
Media Literacy
ICT Literacy
 Life & Career Skills
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Flexibility & Adaptability
Initiative & Self-Direction
Social & Cross-Cultural Skills
Productivity & Accountability
Leadership & Responsibility
Creativity
Critical
Thinking and
Problem
Solving
Partnership
for 21st
Century
Skills
Communication
Collaboration
Civic Literac
Published by
National Council for the Social Studies
September 17, 2013
socialstudies.org/c3
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
Collaboration is Key
Who is the Audience?
11
• States to upgrade their state
social studies standards and
for practitioners
• Local school districts, schools,
teachers and curriculum
writers to strengthen their
social studies programs.
What are the Objectives?
12
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 is the ultimate goal?
For students to study civics,
economics, geography, and
history to become active and
engaged citizens in the 21st
century.
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
Dimension 1:
Developing Questions & Planning Inquiries
• Constructing
Compelling
Questions
• Constructing
Supporting
Questions
• Determining
Helpful Sources
Dimension 2:
Applying Disciplinary Concepts and Tools
Civics
 Civic and Political Institutions
 Participation and Deliberation:
Applying Civic Virtues and
Democratic Processes
 Processes, Rules and Laws
Economics
 Economic Decision Making
 Exchange and Markets
 The National Economy
History
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Change, Continuity, and Context
Perspectives
‘Historical Sources and Evidence
Causation and Argumentation
Geography
• Geographic Representations:
Spatial Views of the World
• Human-Environment Interaction:
Place, Regions, and Culture
• Human Population: Spatial
Patterns and Movements
• Global Interconnections:
Changing Spatial Patterns
Dimension 3:
Evaluating Sources & Using Evidence
• Gathering and
Evaluating
Sources
• Developing
Claims and Using
Evidence
Dimension 4:
Communicating Conclusions & Taking
Informed Action
• Communicating
and Critiquing
Conclusions
• Taking Informed
Action
Guiding Principles 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.
Which states are implementing the
C3 Framework?
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Connecticut has updated and adopted a state social
studies framework aligned to the C3 Framework
•
Illinois is updating their state social studies standards
using the C3 Framework
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New York is creating a C3 Framework Toolkit for
classroom implementation
•
Florida, Oklahoma, Tennessee, Hawaii, California,
and others are utilizing the C3 Framework to re-shape
social studies instruction at the classroom level.
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The Way Forward
www.socialstudies.org/c3
Los Angeles County Office of Education
The College, Career, and Civic Life (C3) Framework
for Social Studies State Standards
Introductory Webcast and Lesson Plan Templates
http://www.lacoe.edu/CurriculumInstruction/HistorySocial
Science.aspx
The C3 Framework for Social Studies State Standards:
Implications for Civic Learning
http://www.lacoe.edu/CurriculumInstruction/HistorySocialScience.aspx
Michelle M. Herczog, Ed.D., Los Angeles County Office of Education with
• Mary Beth Tinker, First Amendment Activist, Tinker Tour USA
• Marshall Croddy, Task Force of Professional Organizations for the C3 Framework
• Peter Levine, Ph.D., Citizenship and Public Affairs Professor, Director of CIRCLE at
Tufts University
The C3 Framework for Social Studies State Standards:
Implications for History Education
http://www.lacoe.edu/CurriculumInstruction/HistorySocialScience.aspx
Michelle M. Herczog, Ed.D., Los Angeles County Office of Education with
• Fritz Fischer, Professor of History and Director of History Education at the University
of Northern Colorado and Past Chair, National Council for History Education and
• Chauncey Monte-Sano, Associate Professor, School of Education at the University
of Michigan.
NCSS Publications
www.socialstudies.org/c3
National Council for the Social Studies
Literacy Collaborative C3 Framework Initiative
MENU OF INVESTIGATIONS
 Introductory Overview for the General Public
 Introductory Overview of the C3 Framework for Educators
 What are the Instructional Shifts of the C3 Framework for
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Social Studies Teachers?
Dimension 1: Developing Questions and Planning Inquiries
Dimension 2: Applying Disciplinary Concepts and Tools
Dimension 3: Evaluating Sources and Using Evidence
Dimension 4: Communicating Conclusions and Taking
Informed Action
Meeting the Common Core State Standards for ELA:
Part One: How does the C3 Framework Align to the Common
Core
Meeting the Common Core State Standards for ELA:
Part Two: Reading Informational Text
What does
high quality
civic learning
look like in the
21st century?
Dimension 1:
Developing Questions & Planning Inquiries
Should the drinking age
be lowered from 21
to a younger age?
Dimension 2:
Applying Disciplinary Concepts and Tools
What content,
concepts, and tools
should we examine to
reach a conclusion?
Civics
Economics
History
Geography
Dimension 3:
Evaluating Sources & Using Evidence
 Go to ProCon.org and
click on “Minimal Legal
Drinking Age.”
 Read both the “pro” and
“con” arguments.
 Analyze arguments and
reach a conclusion.
Post your arguments (with evidence) at
https://todaysmeet.com/P21CitizenshipDCSummit
Dimension 4:
Communicating Conclusions & Taking
Informed Action
Stand up and form a line
“If you believe the drinking
age should be lowered,
stand to the left.
If you think the drinking age
should NOT be lowered,
stand to the right.
Dimension 4:
Communicating Conclusions & Taking
Informed Action
Ground Rules for Deliberation
 State your position in 2 minutes or less.
 Provide evidence to support your position.
 Listen respectfully to others.
 Feel free to change your position.
Dimension 4:
Communicating Conclusions & Taking
Informed Action
Time to Vote!!
Go to nearpod.com
Did we reach consensus?
Discuss how you would take informed action.
Why Vote? 5th Graders Take Informed Action!