Presentation is loading. Please wait.

Presentation is loading. Please wait.

What is the C3 Framework? College, Career and Civic Life (C3)

Similar presentations


Presentation on theme: "What is the C3 Framework? College, Career and Civic Life (C3)"— Presentation transcript:

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 Swan, Griffin, Lee & Grant, 2013 ©

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 Swan, Griffin, Lee & Grant, 2013 ©

5 Swan, Griffin, Lee & Grant, 2013 ©

6 Dimension 2—Applying Disciplinary Tools and Concepts
Swan, Griffin, Lee & Grant, 2013 ©

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. Swan, Griffin, Lee & Grant, 2013 ©

8 Swan, Griffin, Lee & Grant, 2013 ©
Geography K-12 Pathway Swan, Griffin, Lee & Grant, 2013 ©

9 Swan, Griffin, Lee & Grant, 2013 ©
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. Swan, Griffin, Lee & Grant, 2013 ©

11 Swan, Griffin, Lee & Grant, 2013 ©

12 Swan, Griffin, Lee & Grant, 2013 ©
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 ©


Download ppt "What is the C3 Framework? College, Career and Civic Life (C3)"

Similar presentations


Ads by Google