1. What is the C3 Framework? 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
Swan, Griffin, Lee & Grant, 2013 ©

2. Foundations of Social Studies
What is the C3 Framework?
Foundations of Social Studies
Prepares the nation’s young people for college, careers, and civic life;
Inquiry is its foundation;
Formed by core* disciplines of civics, economics, geography, and history;
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.
What is the C3 Framework?
Swan, Griffin, Lee & Grant, 2013 ©

3. Swan, Griffin, Lee & Grant, 2013 ©
What is the C3 Framework?
Inquiry Arc
of the C3 Framework
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4. 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
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6. Dimension 2—Applying Disciplinary Tools and Concepts
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7. Geography C3 Indicators
College, Career and Civic ready students:
Use geospatial and related technologies to create maps to display and explain the spatial patterns of cultural and environmental characteristics.
Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political and economic dynamics.
Use geographic data to analyze variations in the spatial patterns of cultural and environmental characteristics at multiple scales.
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8. Swan, Griffin, Lee & Grant, 2013 ©
Geography K-12 Pathway
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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.
What is the C3 Framework?
Swan, Griffin, Lee & Grant, 2013 ©

10. Swan, Griffin, Lee & Grant, 2013 ©
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.
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How was it developed?
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.
Swan, Griffin, Lee & Grant, 2013 ©

13. Social Studies Assessment, Curriculum and Instruction Collaborative
Arizona Arkansas Colorado District of Columbia Georgia Hawaii Iowa Illinois Indiana Kansas Kentucky Maine Maryland Michigan Missouri Montana Nebraska North Carolina Ohio Utah Washington Wisconsin Wyoming Los Angeles County University of Delaware

14. 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

15. Writing Team Keith C. Barton, Indiana University
Anand Marri, Columbia University
Stephen Buckles, Vanderbilt University
Chauncey Monte-Sano, University of Michigan
Flannery Burke, Saint Louis University
Robert Morrill, Virginia Polytechnic
Jim Charkins, California State University
Kathy Swan, University of Kentucky
S.G. Grant, Binghamton University
Karen Thomas-Brown, University of Michigan-Dearborn
Susan W. Hardwick, University of Oregon
Cynthia Tyson, The Ohio State University
John Lee, North Carolina State University
Bruce VanSledright, University of Maryland
Peter Levine, Tufts University
Merry Wiesner-Hanks University of Wisconsin-Milwaukee
Meira Levinson, Harvard University

16. Teacher Collaborative Council
Lisa Lacefield, Arkansas
Callie Marksbary, Indiana
John White, Arkansas
Amanda Jessee, Kansas
Mary G. Stevens, North Carolina
Charlee Passig Archuleta, Colorado
James K. Robb , Kansas
Barry Leonard, Kentucky
Traci Barger, North Carolina
Anton Schulzki, Colorado
Thad Elmore, Kentucky
Wendy Harrington, Delaware
Lonnie Moore, Nebraska
Rebecca K. Valbuena, California
Mary Lynn Reiser, Nebraska
Sally J. Meyer, Georgia
Michael A. Long, California
William S. Rakosnik, Georgia
Tim Dove, Ohio
Kimberly Loisel, Maryland
Gloria Wu, Ohio
Pamela M.T. (Takehiro) King, Hawaii
Dr. Donna Phillips, Maryland
Laura Finney, Ohio
Pam Merrill, Oklahoma
Carrie Sato, Hawaii
Shane Gower, Maine
Tara Gray, Washington
Mitzie Higa, Hawaii
Barbara Perry, Maine
Sabrina Shaw, Washington
Rob Dittmer, Iowa
David Johnson, Michigan
Lauren Mittermann, Wisconsin
Nancy Peterson, Iowa
Raymond Walker, Michigan
Beth Levinsky, Illinois
Tina Flood, Wisconsin
Jeffrey W. Lightfoot, Illinois
Debra Williams, Missouri
Michael Hutchison, Indiana
Roxanna Mechem, Missouri

17. 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

18. Next Steps When will the C3 Framework be published?
Over 3000 respondents from the social studies community provided targeted feedback on the C3 Framework during the month of April.
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 will be publishing the document in August 2013.
Swan, Griffin, Lee & Grant, 2013 ©

19. Next Steps States indicated they would make good use of the Framework:
How will the C3 Framework
be used?
Next Steps
States indicated they 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?
Swan, Griffin, Lee & Grant, 2013 ©