Foundations for C3 Inquiry & the Inquiry Design Model (IDM) John Lee, Ph.D. North Carolina State University C3teachers.org November 19, 2015 John Lee, Ph.D. North Carolina State University C3teachers.org November 19, 2015

C3 Framework is a state led effort facilitated by the National Council for the Social Studies (NCSS) to develop a resource for states to use when upgrading their state social studies standards. Collaboration and community is a central tenet of the work. Conscious effort to bring stakeholders who have not talked in the same room, for an extended period of time. Background and Process

Social Studies Assessment, Curriculum and Instruction Collaborative Arizona Arkansas Colorado Connecticut DC Delaware Georgia Hawaii Iowa Illinois Indiana Kansas Kentucky Maine Maryland Michigan Missouri Montana Nebraska North Carolina Ohio South Carolina Utah Washington Wisconsin Wyoming Los Angeles County

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

Writing Team Keith C. Barton, Indiana University Stephen Buckles, Vanderbilt University Flannery Burke, Saint Louis University Jim Charkins, California State 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 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, Ind Callie Marksbary, Indiana Amanda Jessee, Kansas James K. Robb, Kansas Barry Leonard, Kentucky Thad Elmore, Kentucky Rebecca K. Valbuena, California Michael A. Long, California Kimberly Loisel, Maryland Dr. Donna Phillips, Maryland Shane Gower, Maine Barbara Perry, Maine 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

Editorial Team Rosanna Fukado, Hawaii Department of Education Fay Gore, Lead Editor, North Carolina Department of Education Mitzie Higa, Teacher, Hawaii Kim Eggborn, Teacher, Maryland William Muthig, Lead Editor, Ohio Department of Education Marcie Taylor Thoma, Maryland Department of Education Maggie Herrick, Arkansas Department of Education Jessica Vehlwald, Teacher, Missouri

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 Critical Voices 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

What do we want social studies to be? We explore questions related to: – What it means to be human? – What it means to be humane? We use disciplinary perspectives to examine human issues, events, and ideas: – Political – Economic – Geographic – Historical We apply what we have learned in our civic lives.

C3 Foundations We explore questions related to: What it means to be human? What it means to be humane? We use disciplinary perspectives to examine human issues, events, and ideas: Political Economic Geographic Historical We apply what we have learned in our civic life.

C3 Foundations

Inquiry Content knowledge research Project-based work Student engagement literacy What you ALREADY do in you classrooms

C3 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 What is the C3 Framework? C3 Inquiry Arc

C3 Framework Organization

Dimension 2: Applying Disciplinary Tools and Concepts

History K-12 Pathway

C3 Foundations

What is the C3 Framework? 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. Common Core ELA

What is the C3 Framework? Foundational, Supportive, and Vital Connections to CC Anchor Standards Shared Language – e.g., argumentation, evidence, sources, discourse Graphical and Narrative Explanations threaded throughout C3 Common Core ELA

What is the C3 Framework? Questioning Selecting sources Gathering information from sources Evaluating sources Making claims Using evidence Constructing arguments and explanations Adapting arguments and explanations Presenting arguments and explanations Critiquing arguments and explanations Analyzing social problems Assessing options for action Taking informed action C3 Literacies Using deliberative processes Participating in school settings Following rules Inquiry Disciplinary Classifying historical sources Determining the purpose of an historical source Analyzing cause and effect in history Making economic decisions Using economic data Identifying prices in a market Reasoning spatially Constructing maps Using geographic data

C3 Foundations

What is the C3 Framework? 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. Civic Life

What is the C3 Framework? The Civic Arc of the C3. Civil and democratic discourse within a diverse and collaborative context. – e.g., Individually and with others, students will… – e.g., D2.Civ Use appropriate deliberative processes in multiple settings. Taking Informed Action Civic Life

Next Steps Foundation for new standards Companion to existing state standards Recalibrate Relationship with Literacy Professional Learning (In-service and pre-service) framed by an Instructional Arc Curriculum and Instruction Assessment reform To explain to policy makers: “What is social studies and how does it contribute to the 3 C’s?” How will the C3 Framework be used? What can the C3 do?

Big Finish C3 and Social Studies

Questions Tasks Sources

Today We are going walk through our Inquiry Design Model focusing on, –Questions –Tasks –Sources By the end of today, my hope is that: –You understand the C3 in action; –You walk away with some instructional tools; –You begin thinking about how C3 and IDM could impact Hawaii. Next