Presentation on theme: "College, Career, and Civic Life C3 Framework for Social Studies State Standards ELEMENTARY Adapted from achievethecore.org."— Presentation transcript:
1College, Career, and Civic Life C3 Framework for Social Studies State Standards ELEMENTARYAdapted from achievethecore.org
2Rationale for the C3 Framework Marginalization of the Social StudiesMotivation of StudentsThe Future of Our Democracy
3A Sputnik Moment for the Social Studies 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.
4Write your definition of social studies. What is Social Studies?Write your definition of social studies.
5Social Studies Defined 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.
6Background: A Three Year State-led Effort Social Studies Assessment, Curriculum and Instruction (SSACI) Collaborative at CCSSO23 statesLos Angeles County Office of EducationUniversity of Delaware15 Professional Organizations17 Writers50 Teachers10 Editors4 Graphic Designers27 Curricular and Cultural OrganizationsOver 3000 respondents
7Vision DocumentWhat would you say are the objectives of the new Social Studies framework?
8What are the Objectives of C3? a) enhance the rigor of the social studies disciplinesbuild critical thinking, problem solving, and participatory skills to become engaged citizensalign academic programs to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies.
9What is the ultimate goal? For students to study civics, economics, geography, and history to become active and engaged citizens in the 21st century.
10Principles of the C3 Framework Prepares the nation’s young people for college, careers, and civic life;Inquiry is at the heart of the social studiesFormed by core* disciplines of civics, economics, geography, and history;*Appendices for Psychology, Sociology, Anthropology (9-12)
11Principles of the C3 Framework 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.
13THE INQUIRY ARCDimension Developing Questions and Planning InquiriesDimension Applying Disciplinary Tools and Concepts (Civics, Economics, Geography, and History)Dimension Evaluating Sources and Using EvidenceDimension Communicating Conclusions and Taking Informed Action
14DISCIPLINARY 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.CLICK
15How 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?
16How 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?
17How 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?
18CIVIC ENGAGEMENTActive 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.
19Instructional Shifts for Social Studies Craft Questions That MatterEstablish 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.
20Compelling and Supporting Questions Compelling questions focus on real social problems, issues, and curiosities about how the world worksIntellectually meatyKid friendlyExamples:Was the American Revolution revolutionary?Was the Civil Rights movement of the 1960’s a success?Why do we need rules?
21Compelling 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?
22Reflect and discuss…How does questioning by teachers and questioning by students prepare students for college, career, and civic life?
23Reflect 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?
24Activity Reflecting on the Shifts for Social Studies Inquiry is at the center.Disciplinary integrity and interdisciplinary connections matter.Informed action and application of knowledge is clear and present.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
25Enduring Understandings Grade/Course3-5UnitAfrican American History/Civic HeroesLesson TitleSweet Land of LibertyEssential QuestionCan the actions of individuals bring about social and political change?Enduring UnderstandingsThe 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 citizena. 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 communitya. Explain the decision making process used to accomplish a community goal or solve a community problemc. 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 timeb. 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 studiedGather and read appropriate print sources, such as textbooks, government documents, timelines, trade books, and web sitesC3Grades 3-5D2.Civ Explain how rules and laws change society and how people change rules and lawsD2.His Compare life in specific historical time periods to life today.D Use evidence to develop claims in response to compelling questionsCommon Core StandardsCC.3.R.I.9 Compare and contrast the most important points and key details presented in two texts on the same topicCC.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 knowledgeablyConnectionsPolitical Science, African American History, Civic DispositionsStudents OutcomesStudents 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 AssessmentStudents 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.MaterialsRecording of Marian Anderson singing at the Lincoln Memorial Eleanor Roosevelt Letter (primary source)Oral History of Oscar Chapman Eleanor Roosevelt “My Day” ColumnReading Oral History Worksheet Venn DiagramA Marble House Divided Article Civic Dispositions WorksheetEleanor Roosevelt Article Biographical Sketch Planning TemplateTranscript of Eleanor Roosevelt Letter Chalk or White Board, Chart Paper,MarkersVocabularyTier 2 – (academic language) – distinguished, personality, contralto, resignationTier 3 – (content language) - Assistant Secretary to the Interior, Daughters of the American Revolution, intolerance, racism, discrimination, segregationPrior KnowledgeStudents 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