Goals for today Introduction Overview of the C3 Framework
Resources for each dimension Examples of district implementation
Examples of classroom implementation
Slide 3
Demands of todays teachers 21 st Century Skills Increased rigor
4 Cs-critical & creative thinking, collaboration, communication
Know, Understand, Do
Slide 4
Why??? Moving away from an industrial economy and toward a
knowledge economy Changing demographics Increasing global
interdependence Increasing technology
Slide 5
Slide 6
C3-College, Career & Civic Ready: Definition of social
studies Social studies is an interdisciplinary exploration of the
social sciences and humanities, including civics, economics,
geography, and history in order to develop responsible, informed
and engaged citizens and to foster civic, economic, global, and
historical literacy.
Slide 7
C3 - Guiding Principles Social studies: prepares students for
college, careers, and civic life is centered around inquiry
involves interdisciplinary applications. is composed of deep and
enduring understandings, concepts, and skills from the disciplines.
emphasizes skills and practices as preparation for democratic
decision-making.
Slide 8
C3 Framework for Social Studies Provides guidance for states to
enhance their standards Increases rigor Focuses on disciplinary and
interdisciplinary concept and practices Includes structures, tools,
and habits of mind of the disciplines Includes research and
scholarly argument
Slide 9
C3 - Learning Expectations Questions for exploration Knowledge:
what learners need to understand Processes: what learners will be
able to do Products: how learners demonstrate understanding
C3- Organization Within each dimension and subset, there are
indicators. For each indicator, there is a suggested K-12 Pathway.
The pathways are divided into grade bands K-2 3-5 6-8 9-12 Literacy
connections
Slide 12
So? DOK Content Literacy Rigor Relevancy Multiple Strategies
Trivia Memorization Lack of creativity Sage on the stage Whats NOT!
The Key Question: How are we changing our instruction to focus on
skill acquisition and practice as opposed to an amalgamation of
content knowledge?
Slide 13
Dimension 1- Developing Questions & Planning Inquiries It
is not the answer that enlightens, but the question. Decouvertes
Students who take responsibility for asking their own questions
become more productive and engaged in their learning.
Metacognition, or thinking about thinking, involves questioning our
individual learning processes. Questioning helps us solve problems
by developing, implementing, and evaluating plans of action. Active
learners are always questioning Foundation for Critical
Thinking
Slide 14
Who is asking the questions in classrooms? What strategies do
teachers use to have students ask questions?
Slide 15
Questions Can Lead to Enduring Understandings How are things,
events or people connected to each other? What is the cause and
what is the effect? How do they fit together? When is a conflict a
revolution? When is the correct answer not the best solution? Was
math discovered or invented? What is the evidence, and how reliable
is it? What provocative questions will foster inquiry,
understanding and transfer of learning? UbD- Grant Wiggins
Slide 16
Question Formulation Technique 1.Design a question focus
2.Produce questions 3.Work with closed-ended and open-ended
question 4.Prioritize questions 5.Plan next steps 6.Reflect Right
Question Institute
Slide 17
Dimension 2 Applying Disciplinary Tools & Concepts Thinking
Like a Political Scientist Thinking Like an Economist Thinking Like
a Geographer Thinking Like a Historian
Slide 18
Learning Progressions to Support the Use and Implementation of
the C3 Framework Available via DropBox Authored by Rebecca Bush
& David Johnson
Slide 19
Connecting DOK to C3: The Role of Learning Progressions
D2.His.1.6-8 Analyze connections among events and developments in
broader historical contexts. Define contextualization and give an
example (DOK 1 & 2) Use contextualization to compare events
from different places and/or time periods. (DOK 3) Identify
connections between events and developments across time. (DOK 2)
Analyze connections between events and developments across time.
(DOK 4)
Slide 20
Connecting DOK to C3: The Role of Learning Progressions
D2.Geo.4.K-2 Explain how weather, climate, and other environmental
characteristics affect peoples lives in a place or region. Define
climate. (DOK 1) Distinguish between weather and climate. (DOK 2)
Identify an environmental characteristic and how it could affect
the weather. (DOK 3)
Slide 21
Slide 22
Same VerbThree Different DOK Levels 5-U3.2.45 th grade Describe
the significance of the Treaty of Paris (establishment of the U.S.
and its boundaries). DOK 1- Describe the two main provisions of the
Treaty of Paris that wouldve concerned the United States. DOK 2-
Describe some of the potential problems between Native American
tribes and the British because the Treaty of Paris did not specify
a date when the British would leave their American forts. DOK
3-Describe a complex situation that could occur between any two of
the following groups of people due to the limitations of the Treaty
of Paris: Native Americans, British creditors, British soldiers,
loyalists, colonists. "I can recall what Webb's DOK is." "I can
recall critical characteristics of each of the four DOK levels
Slide 23
Increased Rigor & DoK Levels Under the "Understanding
National Markets" standard in HS: 2.1.4 Explain the relationships
between money, supply, inflation, and recessions. (original form:
DOK 2) Explain whether or not the relationships between money
supply, inflation, and recessions are different between
capitalistic and communist countries. DOK: 3 Explain how the
philosophies on the relationships between money supply, inflation,
and recessions are presented through the eyes of three different
economic viewpoints--Adam Smith (Neo-Classical), John Meynard
Keynes (Keynesian), and Milton Friedman (Monetarist). DOK: 4
Slide 24
Disciplinary Literacy Intermediate Literacy Basic/ Foundational
Literacy Increasing Specialization of Literacy Context Clues Text
Structure Text Features Content Literacy: Thinking like a chemist,
historian, literary critic!
Slide 25
Slide 26
Dimension 3 Evaluating Sources & Using Evidence National
Archives-document analysis sheets Library of Congress-primary
source analysis tool Document Based Questions-Beyond the Bubble
College Board-revised SAT Words in context Command of evidence
Analyzing a source Problems ground in real world context Founding
documents & global conversations
Slide 27
Gathering & Evaluating Sources Evaluating all Sources
Checking for Bias Assessing an argument Evaluating Web Sources
Authorship Sponsorship Purpose & Audience Currency
http://bcs.bedfordstmartins.com/resdoc5e/tips-for-evaluating-sources.htm
Slide 28
Discipline Specific Evaluation Tools
Slide 29
Dimension 4 Communicating Conclusions & Taking Action
Project Based Learning- Buck Institute
Slide 30
(Michigan Grade Level Content Expectations) (Michigan grade
level content expectations) (Result of integration of standards
above.)
Slide 31
Slide 32
(Michigan High School Content Expectations) (Integration of
above standards)
Slide 33
Slide 34
Slide 35
Slide 36
Slide 37
Slide 38
Contact Information: Rebecca Bush Social Studies Consultant
Ottawa Area Intermediate School District Holland, Michigan
[email protected] Alice Reilly Coordinator, K-12 Social Studies
Fairfax County Public Schools Fairfax, Virginia [email protected]
Questions... ???
