1. College, Career, and Civic Life C3 Framework for Social Studies State Standards Adapted from achievethecore.org SECONDARY

2. Rationale for the C3 Framework Marginalization of the Social Studies Motivation of Students The Future of Our Democracy

3. 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.

4. What is Social Studies? Write your definition of social studies.

5. 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.

6. 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 Background: A Three Year State-led Effort

7. 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

8. 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 are the Objectives of C3? 8

9. For students to study civics, economics, geography, and history to become active and engaged citizens in the 21 st century. What is the ultimate goal? 9

10. 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

11. 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. 11 Principles of the C3 Framework

13.  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

14. 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.

15. 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?

16. 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?

17. 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?

18. 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.

19. 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

20. 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?

21. 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?

22. Reflect and discuss… How does questioning by teachers and questioning by students prepare students for college, career, and civic life?

23. 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?

24. Activity Reflecting on the Shifts for Social Studies What Does This Look Like In the Classroom? Adapted from achievethecore.org 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.

25. Grade/Course8UnitHistory/U.S. HistoryLesson TitleWomen in the Civil War Essential QuestionCan the actions of individuals bring about social and political change? Enduring UnderstandingThe beliefs and ideals of a society influence the social, political, and economic decisions of that society. State Standards Grade 8 2.C.1 Analyze factors that affected relationships in the United States prior to 1877 a. Examine examples of conflict and compromise among different ethnic, religious, and gender groups 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 C3 D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant. D4.1.6-8. Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments. Common Core Standards CCSS ELA-RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS ELA-RH.6-8.1 CCSS ELA-RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions ConnectionsWomen’s History Student Outcomes After reading excerpts from primary source and secondary source documents students will have a better understanding of the role of women in the Civil War. Summative Assessment Students will select one of the women presented in the lesson and report on her role in the Civil War and her reason for participating. Stduents should include a response to the essential question -Can the actions of individuals bring about social and political change? using evidence from the research. Students will self select the final product from this list: written report, poem, song, journal or other written form. CCSS.ELA.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Materials 1.Picture #1 Camp Follower, #2 Nurse, #3 Vivandere, #4 Spy (for display) 6. Response Sheet for Women Soldiers of the Civil War 2.Pictures of Women 1850’s -1860’s for small group work 7. Copies of the poem Female Buffalo Soldier (optional) 3.Picture #5 Sarah Rosetta Wakeman (for display) 8. Debate Procedures 4.Lyrics to the Civil War Ballad Cruel War 5.Women Soldiers of the Civil War by DeAnne Blanton – Parts 1-3 Vocabulary Tier 2 – (academic language) – extant, deposition, guise, prepossessing (serving to impress favorably; pleasing: a prepossessing appearance.) Tier 3 – (content language) - bayou, vivandere (a vivandere, sometimes spelled vivandiere, was a combination nurse, cook, seamstress, and laundress who traveled with the Zouaves), Zouaves (a group of Civil War troops modeled after French fighters) Prior Knowledge Students should have some understanding of the Civil War and the impact that it had on the unity of the nation. They should also have an awareness of the status of women in the U.S. during this period.

26. Where Can I Learn More? http://www.socialstudies.org/system/files/c3/C3-Framework- for-Social-Studies.pdf

27. How can we can make a difference in social studies instruction and students’ knowledge and skills?

29. Let’s Talk About It!