Final Draft C3 Framework for Social Studies State Standards

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ILE PAGE

Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History

C3 FRAMEWORKFOR SOCIAL STUDIES STATE STANDARDS

COLLEGE, CAREER & CIVIC LIFE


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Te College, Career, and Civic Lie (C3) Framework or Social Studies State Standards:

Guidance or Enhancing the Rigor o K-12 Civics, Economics, Geography, and History is

the product o a collaboration among the ollowing een proessional organizations

committed to the advancement o social studies education:

American Bar Association

American Historical Association

Association o American Geographers

Campaign or the Civic Mission o Schools

Center or Civic Education

Constitutional Rights Foundation Chicago

Constitutional Rights Foundation USA

Council or Economic Education

National Council or Geographic Education

National Council or History Education

National Council or the Social Studies

National Geographic Society

National History Day

Street Law, Inc.

World History Association

Te publisher o the document is National Council or the Social Studies, Silver Spring, MD.

Te text o the document, and/or excerpts rom it, may be reely reproduced. Tere is no

need to apply to National Council or the Social Studies or permission to reproduce the

text or excerpts.

Te ollowing reerence inormation should be used in the citation o this document:

National Council or the Social Studies (NCSS), Te College, Career, and Civic Lie (C3)

Framework or Social Studies State Standards: Guidance or Enhancing the Rigor o K-12

Civics, Economics, Geography, and History(Silver Spring, MD: NCSS, 2013).


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C3 Framework 3

Table o

INTRODUCTION

The Process of Developing the College, Career, and Civic Life (C3) Frameworkfor Social Studies State Standards ...................................................................................................................... 7

C3 Framework Leadership Team ....................................................................................................................... 7

Writing Team ........................................................................................................................................................ 8

Project Participants .............................................................................................................................................. 9

C3 Framework Task Force of Professional Organizations .................................................................................. 9

C3 Framework Teacher Collaborative Council ................................................................................................. 10

HOW TO READ THE C3 FRAMEWORK

Overall Document Organization ....................................................................................................................... 12

Inquiry Arc .......................................................................................................................................................... 12

Overview of English Language Arts/Literacy Common Core Connections .................................................... 12

Dimensions and Subsections ............................................................................................................................ 12

Unique Structure of Dimension 2 ...................................................................................................................... 12

C3 Framework Indicators and K-12 Pathways ................................................................................................... 13

Appendices ........................................................................................................................................................ 13

What Is Not Covered ......................................................................................................................................... 14

THE INQUIRY ARC OF THE C3 FRAMEWORK

Narrative of the Inquiry Arc of the C3 Framework ........................................................................................... 16

Overview of the Connections with the English Language Arts/Literacy Common Core Standards .............. 20

DIMENSION 1. Developing Questions and Planning Inquiries.................................................................. 23

English Language Arts/Literacy Common Core Connections .............................................................. 26

DIMENSION 2. Applying Disciplinary Concepts and Tools ....................................................................... 29

CIVICS.................................................................................................................................................... 31

Civic and Political Institutions

Participation and Deliberation: Applying Civic Virtues and Democratic Principles

Processes, Rules, and Laws

CONTENTS


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4 C3 Framework

ECONOMICS ........................................................................................................................................35

Economic Decision Making

Exchange and Markets

The National Economy

The Global Economy

GEOGRAPHY........................................................................................................................................40

Geographic Representations: Spatial Views of the WorldHuman-Environment Interaction: Place, Regions, and Culture

Human Population: Spatial Patterns and Movements

Global Interconnections: Changing Spatial Patterns

HISTORY................................................................................................................................................45

Change, Continuity, and Context

Perspectives

Historical Sources and Evidence

Causation and Argumentation

English Language Arts/Literacy Common Core Connections ..............................................................50

DIMENSION 3. Evaluating Sources and Using Evidence ............................................................................53

Gathering and Evaluating Sources.........................................................................................................54

Developing Claims and Using Evidence ................................................................................................55


DIMENSION 4. Communicating Conclusions and Taking Inormed Action .............................................59

Communicating and Critiquing Conclusions .........................................................................................60

Taking Informed Action ..........................................................................................................................62


APPENDICES

Appendix A: C3 Framework Disciplinary Inquiry Matrix ..................................................................................66

Appendix B: Psychology Companion Document for the C3 Framework ........................................................ 69

Appendix C: Sociology Companion Document for the C3 Framework ......................................................... 73

Appendix D: Anthropology Companion Document for the C3 Framework ...................................................77

Appendix E: Scholarly Rationale for the C3 Framework .................................................................................. 82

Reerences ...................................................................................................................................................... 92

Glossary o Key Terms in the C3 Framework ............................................................................................... 96

Biographical Sketches o the C3 Framework Writing Team ....................................................................107


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Introduction 5

INTRODUCTIONIN THE COLLEGE, CAREER, AND CIVIC LIFE (C3) FRAMEWORK FOR

SOCIAL STUDIES STATE STANDARDS, THE CALL FOR STUDENTS TO

BECOME MORE PREPARED FOR THE CHALLENGES OF COLLEGE

AND CAREER IS UNITED WITH A THIRD CRITICAL ELEMENT:

PREPARATION FOR CIVIC LIFE. ADVOCATES OF CITIZENSHIP

EDUCATION CROSS THE POLITICAL SPECTRUM, BUT THEY ARE

BOUND BY A COMMON BELIEF THAT OUR DEMOCRATIC REPUBLIC

WILL NOT SUSTAIN UNLESS STUDENTS ARE AWARE OF THEIR

CHANGING CULTURAL AND PHYSICAL ENVIRONMENTS; KNOW

THE PAST; READ, WRITE, AND THINK DEEPLY; AND ACT IN WAYS

THAT PROMOTE THE COMMON GOOD. THERE WILL ALWAYS BE

DIFFERING PERSPECTIVES ON THESE OBJECTIVES. THE GOAL

OF KNOWLEDGEABLE, THINKING, AND ACTIVE CITIZENS,

HOWEVER, IS UNIVERSAL.


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6 C3 Framework

Representatives rom a group o state education

agencies and rom the leading organizations in social

studies and its individual disciplines collaborated to

create a Framework to provide states with voluntary

guidance or upgrading existing social studies stan-

dards. Tis Framework does not include all that can

or should be included in a set o robust social studies

standards, and intentionally preserves the critical

choices around the selection o curricular content

taught at each grade level as a decision best made by

each state. Te Framework aims to support states in

creating standards that prepare young people or e-

ective and successul participation in college, careers,

and civic lie.

Te C3 Framework

1

is centered on an Inquiry Arcaset o interlocking and mutually supportive ideas that

rame the ways students learn social studies content. By

ocusing on inquiry, the ramework emphasizes the dis-

ciplinary concepts and practices that support students

as they develop the capacity to know, analyze, explain,

and argue about interdisciplinary challenges in our

social world. It includes descriptions o the structure

and tools o the disciplines, as well as the habits o mind

common in those disciplines. aken together, the C3

Framework provides guidance to states on upgrading

state social studies standards to include the applicationo knowledge within the disciplines o civics, econom-

ics, geography, and history as students develop ques-

tions and plan inquiries; apply disciplinary concepts

and tools; evaluate and use evidence; and communicate

conclusions and take inormed action.

Te C3 Framework ocuses on inquiry skills and key

concepts, and guidesnot prescribesthe choice

o curricular content necessary or a rigorous social

studies program. Content is critically important to the

disciplines within social studies, and individual state

leadership will be required to select appropriate and

relevant content. States that decide to incorporate the

Inquiry Arc and concepts o the C3 Framework into

their state standards will then need to engage in a rig-

orous local process o selecting the appropriate content

to be taught at each grade level to ensure that students

develop the knowledge and skills to be civic-ready

beore graduation. Te concepts expressed in the C3

Framework illustrate the disciplinary ideas, such as

political structures, economic decision making, spatial

patterns, and chronological sequencing, that help

organize the curriculum and content states select.

As a core area in the K-12 curriculum, social studies

prepares students or their postsecondary utures, in-

cluding the disciplinary practices and literacies needed

or college-level work in social studies academic cours-

es, and the critical thinking, problem solving, and

collaborative skills needed or the workplace. Te C3

Framework encourages the development o state social

studies standards that support students in learning to

be actively engaged in civic lie. Engagement in civic

lie requires knowledge and experience; children learn

to be citizens by working individually and together ascitizens. An essential element o social studies educa-

tion, thereore, is experientialpracticing the arts and

habits o civic lie.

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 rom

parochial opinions; and communicate and act upon what they learn. And most

importantly, they must possess the capability and commitment to repeat that process

as long as is necessary. Young people need strong tools or, and methods o, clear anddisciplined thinking in order to traverse successully the worlds o college, career,

and civic lie.

1 The abbreviation C3 Framework will be used regularly in thisdocument to reer to the College, Career, and Civic Lie (C3)Framework or Social Studies State Standards.


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Introduction 7

Reecting the shared responsibility or literacy learn-

ing put orward by the Common Core State Standards

or English Language Arts and Literacy in History/

Social Studies, Science, and echnical Subjects (NGA

and CCSSO, 2010a),2 the C3 Framework ully incor-

porates and extends the expectations rom the grades

K5 English Language Arts standards and the grades

612 standards or Literacy in History/Social Studies,

Science, and echnical Subjects. Te C3 Framework

also recognizes the importance o literacy within the

Common Core State Standards or Mathematics (NGA

and CCSSO, 2010b), and acknowledges mathematical

practices as they apply to social studies inquiry.

National Council or the Social Studies, one o een

collaborating organizations, is publishing the C3

Framework to provide this signicant resource or all

states to consider in their local processes or upgrad-

ing state social studies standards.

The Process o Developing the College,Career, and Civic Lie (C3) Frameworkor Social Studies State Standards

Te College, Career, and Civic Lie (C3) Framework

or Social Studies State Standards was conceptualized

by individual state leaders in social studies education

and supported by een proessional organizations

representing our core social studies content areas:

civics, economics, geography, and history. Te C3Framework was written by experts in the academic

disciplines and social studies education in collabo-

ration with classroom teachers, state social studies

education leaders, and representatives o proessional

organizations.

Work on the C3 Framework began in 2010 with the de-

velopment o an initial conceptual guidance document

written by individuals rom the Council o Chie State

School Ocers (CCSSO) Social Studies Assessment,

Curriculum, and Instruction state collaborative and by

representatives rom the proessional associations. Te

ramework writers were selected in consultation with

the participating proessional associations. Feedback

was solicited throughout the process rom stakehold-

ers, including invitational reviews with proessional

organizations, teachers, and critical riends.

C3 Framework Leadership Team

Te ollowing members o the C3 Framework

Leadership eam worked collaboratively to guide

and manage the C3 Framework project:

Project Director and Lead Writer

Kathy Swan, Ph.D.,

Associate Proessor,

Social Studies Education,

University o Kentucky

Chair, C3 Framework ask Force of

Professional Organizations

Susan Grifn,

Executive Director,


Senior Advisors and

Contributing Writers

S.G. Grant, Ph.D.,Founding Dean o the Graduate School o Education,

Binghamton University

John Lee, Ph.D.,

Associate Proessor o Social Studies Education,

North Carolina State University

C3 Framework Design eam:

Citizen: Me worked with the Leadership eam to

visualize the Inquiry Arc and to design the C3Framework. Tank you to designers Becky Colley,

Sarah OConnor, and especially to Monica Snellings

and DK Holland, or their proessionalism, talent and

commitment to the teaching o civics in our schools.

C3 Framework Production eam:

Gene Cowan and Monica Snellings

2 The abbreviations Common Core Standards or ELA/Literacy andELA/Literacy Common Core Standards will be used regularly in thisdocument to reer to the Common Core State Standards or EnglishLanguage Arts and Literacy in History/Social Studies, Science, andTechnical Subjects. Citations o the Common Core State Standards inthis document identiy their publishers and date o publication (NGAand CCSSO, 2010) . The detailed reerence inormation can be oundin the Reerences section on page 92 below.


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8 C3 Framework

Kathy Swan, Ph.D. (Lead Writer),

Associate Proessor, Social Studies Education,

University o Kentucky

Keith C. Barton, Ed.D.,

Proessor o Curriculum and Instruction and

Adjunct Proessor o History, Indiana University

Stephen Buckles, Ph.D.,

Senior Lecturer in Economics, Vanderbilt UniversityFlannery Burke, Ph.D.,

Associate Proessor o History, Saint Louis University

Jim Charkins, Ph.D.,

Proessor Emeritus o Economics at Caliornia

State University, San Bernardino; Executive Director

o the Caliornia Council on Economic Education

S.G. Grant, Ph.D.,

Founding Dean o the Graduate School o Education,

Binghamton University

Susan W. Hardwick, Ph.D.,

Proessor Emeritus o Geography at the University

o Oregon

John Lee, Ph.D.,


North Carolina State University

Peter Levine, D.Phil.,

Lincoln Filene Proessor o Citizenship and Public

Afairs and Director o the Center or Inormation

and Research on Civic Learning and Engagement(CIRCLE), us Universitys Jonathan isch

College o Citizenship and Public Service

Meira Levinson, D.Phil.,

Associate Proessor o Education, Harvard University

Anand Marri, Ph.D.,


eachers College, Columbia University

Chauncey Monte-Sano, Ph.D.,

Associate Proessor o Educational Studies,

University o MichiganRobert Morrill, Ph.D.,

Proessor Emeritus o Geography, Virginia

Polytechnic Institute and State University

Karen Thomas-Brown, Ph.D.,

Associate Proessor o Social Studies Education and

Multiculturalism, University o Michigan-Dearborn

Cynthia Tyson, Ph.D.,

Proessor o Social Studies Education, Te Ohio State

University

Bruce VanSledright, Ph.D.,

Proessor o History and Social Studies Education,

University o North Carolina at Charlotte

Merry Wiesner-Hanks, Ph.D.,

Distinguished Proessor and Chair o the Department

o History, University o Wisconsin-Milwaukee

Note: A special thank you to Lauren Colley, Rebecca

Mueller, and Emma Tacker, Graduate Assistants atthe University of Kentucky, who each provided sup-

port to the C3 Framework Writers and eam.

C3 Framework Writing Team

Te writing team included experts in K-12 social studies education and the academic disciplines o civics,

economics, geography and history. Individuals were selected based on recommendations rom the proessional

associations engaged in the process o developing the C3 Framework. Te writing team worked in both dis-

ciplinary and interdisciplinary teams, and solicited eedback rom stakeholders on dras at regular intervals

throughout the development process. Biographical sketches o the ollowing writing team members are included

at the end o this publication:


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Introduction 9

C3 FRAMEWORK TASK FORCE OF

PROFESSIONAL ORGANIZATIONS

Te ask Force o Proessional Organizations was

ormed in 2010, and with the state social studies col-

laborative, initiated and guided the development o the

C3 Framework. Representatives rom the ask Force

organizations provided eedback to the writers.

American Bar AssociationAmerican Historical Association

Association o American Geographers

Campaign or the Civic Mission o Schools

Center or Civic Education

Constitutional Rights Foundation Chicago

Constitutional Rights Foundation USA

Council or Economic Education

National Council or Geographic Education

National Council or History Education


National Geographic Society

National History Day

Street Law, Inc.

World History Association

C3 FRAMEWORK ADVISORY WORKING

GROUP OF BEHAVIORAL AND SOCIAL

SCIENCE PROFESSIONAL ORGANIZATIONS

Te Advisory Working Group o Behavioral and Social

Science Proessional Organizations rst met in 2013 to

advise on the role o the behavioral and social sciences

in the C3 Framework and provide eedback on the

document. Tese organizations worked together to

create Appendices B, C, and D as companion docu-ments to the C3 Framework. Although the organiza-

tions have contributed these appendices, their partici-

pation does not necessarily imply the endorsement o

the C3 Framework.

American Anthropological Association

American Psychological Association

American Sociological Association

C3 FRAMEWORK EDITORIAL COMMITTEE

Te ollowing state collaborative members and teach-

ers provided additional guidance to the writing team

to ensure efective individual state implementation o

the Framework:

Editorial Committee Co-Chair

Fay Gore, North Carolina

Editorial Committee Co-Chair

William Muthig, Ohio

Kim Eggborn, Maryland

Maggie Herrick, Arkansas

Mitzie Higa, Hawaii

Marcie Taylor Thoma, Maryland

Jessica Vehlwald, Missouri

C3 Framework Project Participants

Te C3 Framework writing team worked in collaboration with the ollowing project participants to rene the

document. Representatives rom the CCSSO Social Studies Assessment, Curriculum, and Instruction (SSACI)

state collaborative, Los Angeles County Oce o Education and University o Delaware (which are aliate mem-

bers o SSACI), the C3 Framework ask Force o Proessional Organizations, and the C3 Framework eacher

Collaborative Council critiqued early dras and provided eedback to the writers. In the last year o the project,

additional stakeholders were asked to provide eedback on the C3 Framework.


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10 C3 Framework

C3 FRAMEWORK CRITICAL VOICES

Listed below are the stakeholders contacted or an invitational review prior to publication o the C3 Framework.

American Association o School Administrators

American Association o School Librarians

American Federation o eachers

American Heritage

Bill o Rights Institute

C-SPAN

Citizen: Me

Center or Economic Education and Entrepreneurship,

University o Delaware

Colonial Williamsburg

DBQ Project

Junior Achievement

Federal Judicial Center-History Oce

Federal Reserve Bank o St. Louis,

Economic Education

Heritage Education Services-National Park Service

Library o Congress

National Archives

National Center or Literacy Education

National Constitution Center

National Council or Accreditation o

eacher Education

Newseum

Partnership or 21st Century Skills

Smithsonian Institution

Smithsonian American Art Museum

National Museum o the American Indian

eaching or Change

What So Proudly We Hail

C3 FRAMEWORK TEACHER COLLABORATIVE COUNCIL

Te state social studies collaborative chose highly qualied K-12 educators rom 21 states to provide eedback on

early dras o the C3 Framework. Members o the eacher Collaborative Council are listed below by state:

Arkansas

Lisa Laceeld

John White

Caliornia

Michael A. Long

Rebecca K. Valbuena

Colorado

Charlee Passig Archuleta

Anton Schulzki

DelawareWendy Harrington

Georgia

Sally J. Meyer

William S. Rakosnik

Hawaii

Mitzie Higa

Pamela M..

(akehiro) King

Carrie Sato

Illinois

Beth Levinsky

Jefrey W. Lightoot

Indiana

Michael HutchisonCallie Marksbary

Iowa

Rob Dittmer

Nancy Peterson

Kansas

Amanda Jessee

James K. Robb

Kentucky

Tad Elmore

Barry Leonard

Maine

Shane Gower

Barbara Perry

Maryland

Kimberly Eggborn

Donna Phillips

MichiganDavid Johnson

Raymond Walker

Missouri

Roxanna Mechem

Debra Williams

Nebraska

Lonnie Moore

Mary Lynn Reiser

North Carolina

raci Barger

Mary G. Stevens

Ohio

im Dove

Laura Finney

Gloria Wu

Oklahoma

Pam Merrill

Washingtonara Gray

Sabrina Shaw

Wisconsin

ina Flood

Lauren Mitterman


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How to Read the C3 Framework 11

HOW TO READTHE C3 FRAMEWORK


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12 C3 Framework

Inquiry Arc.Te Inquiry Arc highlights the structure

o and rationale or the organization o the Frame-

works our Dimensions. Te Arc ocuses on the nature

o inquiry in general and the pursuit o knowledge

through questions in particular.

Overview o the Connections with the ELA/

Literacy Common Core Standards. Te C3

Framework recognizes the important role that the

Common Core State Standards or ELA/Literacy play

in dening K-12 literacy expectations in most states.

Tis overview outlines how the C3 Framework con-

nects to and elaborates on the ELA/Literacy Common

Core Standards or social studies inquiry.

In addition to the overview o Common Core connec-tions, each o the our Dimensions includes graphical

and narrative descriptions o how the C3 Framework

connects with the standards to guide states and local

jurisdictions in incorporating these expectations as

they upgrade their state social studies standards.

Dimensions and Subsections. Te C3 Framework

is organized into the our Dimensions, which supporta robust social studies program rooted in inquiry.

Dimensions 2, 3 and 4 are urther broken down into

subsections. For example, Dimension 2, Applying

Disciplinary Concepts and ools, includes our

subsectionscivics, economics, geography, and

historywhich include descriptions o the structure

and tools o the disciplines as well as the habits o

mind common in those disciplines.See able 1 or a

graphical representation o the organization o the C3

Framework.

Unique Structure o Dimension 2. Dimension

2 has an additional layer o three to our categories

OVERALL DOCUMENT ORGANIZATION Te C3 Framework begins with

two narrative explanations: the Inquiry Arc, which provides the organizing structure

or the document; and the Overview o English Language Arts/Literacy Common Core

Connections, which highlights the important relationship between the C3 Framework

and the Common Core State Standards or ELA/Literacy. Next, the C3 Framework

presents the ollowing our Dimensions:1Developing questions and planninginquiries;2 Applying disciplinary concepts and tools;3 Evaluating sources and

using evidence; and4 Communicating conclusions and taking informed action.

Te C3 Framework closes with ve appendices.

DIMENSION 1:

DEVELOPING QUESTIONS

AND PLANNING INQUIRIES

DIMENSION 2:

APPLYING DISCIPLINARY

TOOLS AND CONCEPTS

DIMENSION 3:

EVALUATING SOURCES

AND USING EVIDENCE

DIMENSION 4:

COMMUNICATING

CONCLUSIONS AND

TAKING INFORMEDACTION

Developing Questions andPlanning Inquiries

Civics Gathering and EvaluatingSources

Communicating andCritiquing Conclusions

Economics

Geography Developing Claims and UsingEvidence

Taking Inormed Action

History

TABLE 1: C3 Framework Organization


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within each disciplinary subsection. Tese categories

provide an organizing mechanism or the ounda-

tional content and skills within each discipline. For

example, within the subsection o economics, there

are our categories: (1) Economic Decision Making;

(2) Exchange and Markets; (3) Te National Economy;

and (4) Te Global Economy.See able 2 or a graph-

ical representation o the categories within the our

disciplinary subsections in Dimension 2.

C3 Framework Indicators and K-12 Pathways.

Within each subsection or category is a set o College,

Career, and Civic Readiness Indicators or the end o

grade 12. For each C3 Indicator, there is a suggested

K-12 Pathway or how students might develop pro-

ciency or a particular skill or concept. Tese Pathways

acknowledge students developing capacity or un-

derstanding more sophisticated ideas and completing

more demanding inquiries across the grade bands o

K2, 35, 68, and 912. Each Pathway includes three

developmental Indicators and the culminating C3

Indicator. Te Indicators suggest student prociency

by the end o grades 2, 5, 8, and 12 with an under-

standing that these skills and concepts will be taught

within and throughout the grade band. States will

decide how these suggested Pathways inorm their

processes or developing and upgrading state social

studies standards.

Appendices. Te C3 Framework concludes with ve

appendices:

Appendix A: C3 Framework Disciplinary

Inquiry Matrix. Te Disciplinary Inquiry Matrix

articulates how the our Dimensions o the C3

Framework connect to and build upon one another

through the use o a content-specic example.

Appendix B: Psychology Companion Document

or the C3 Framework. Te PsychologyCompanion Document was created by the

American Psychological Association and articu-

lates the key disciplinary tools and concepts central

to the discipline o psychology. C3 Indicators

are listed or the 9-12 grade band, a corollary or

Dimension 2. Psychology adds its unique and

important perspective to the content-specic

example presented in Appendix A: C3 Framework

Disciplinary Inquiry Matrix.

Appendix C: Sociology Companion Document

or the C3 Framework. Te Sociology Companion

Document was created by the American

Sociological Association and articulates the key

disciplinary tools and concepts central to the

discipline o sociology. C3 Indicators are listed or

the 9-12 grade band, a corollary or Dimension 2.

Sociology adds its unique and important perspec-

tive to the content-specic example in Appendix A:

C3 Framework Disciplinary Inquiry Matrix.

Appendix D: Anthropology Companion

Document or the C3 Framework. TeAnthropology Companion Document was created

CIVICS ECONOMICS GEOGRAPHY HISTORY

Civic and Political Institutions Economic Decision Making Geographic Representations:Spatial Views o the World

Change, Continuity, andContext

Participation andDeliberation: Applying Civic

Virtues and DemocraticPrinciples

Exchange and Markets Human-EnvironmentInteraction: Place, Regions,and Culture

Perspectives

Processes, Rules, and Laws The National Economy Human Population: SpatialPatterns and Movements

Historical Sources andEvidence

The Global Economy Global Interconnections:Changing Spatial Patterns

Causation and Argumentation

TABLE 2: Dimension 2Applying Disciplinary Tools and Concepts


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14 C3 Framework

by the American Anthropological Association

and articulates the key disciplinary tools and

concepts central to the discipline o anthropology.

Anthropology adds its unique and important per-

spective to the content-specic example in Appendix

A: C3 Framework Disciplinary Inquiry Matrix.

Appendix E:Scholarly Rationale or the C3Framework. Tis appendix articulates the reason-

ing behind the creation o the C3 Framework and

addresses the research base that supports the ideas

represented. Now more than ever, students need

the intellectual power to recognize societal prob-

lems; ask good questions and develop robust in-

vestigations into them; consider possible solutions

and consequences; separate evidence-based claims

rom parochial opinions; and communicate and

act upon what they learn. And most importantly,

they must possess the capability and commitmentto repeat that process as long as is necessary. Young

people need strong tools or, and methods o,

clear and disciplined thinking in order to traverse

successully the worlds o college, career, and civic

lie. Te C3 Framework and its Inquiry Arc mark a

signicant departure rom past attempts to devel-

op a robust social studies program. Te scholarly

argument supports and underpins the unda-

mental shi in direction and practice that the C3

Framework embodies.

Te appendices are ollowed by reerences and two

concluding sections.

Glossary o Key erms in the C3 Framework.

Te glossary denes and provides examples o key

concepts and terms. Te examples are illustrative

but are not exhaustive. Te denitions and exam-

ples are intended to encourage a broad exchange o

ideas about social studies content, and should con-

tribute to a coherent vision o how social studies

might be enlivened and enriched by the use o the

C3 Framework.

C3 Framework Writing eam Biographical

Sketches. Te writing team includes members who

have expertise in K-12 social studies education and

the academic disciplines o civics, economics, geog-

raphy, and history. Te selection o individuals was

based on recommendations rom the proessional

associations and state education agencies engaged

in the process o developing the C3 Framework.

What Is Not Covered in the C3 Framework

Te C3 Framework is intended to serve as a resource

or states to consider as they upgrade their existing

state social studies standards. Te Framework pro-

vides guidance on the key concepts and skills students

should develop through a robust social studies pro-

gram o study, but intentionally does not address all o

the elements states will need to consider in developing

and upgrading standards. Tere are three main areas

not addressed by the ramework:

Content Necessary or a Rigorous Social Studies

Program. Te C3 Framework ocuses on the

concepts that underlie a rich program o social

studies education. Te oundational concepts in

Dimension 2 outline the scope o the disciplinaryknowledge and tools associated with civics,

economics, geography, and history. Reerences

are made to a range o ideas, such as the U.S.

Constitution, economic scarcity, geographical

modeling, and chronological sequences. However,

the particulars o curriculum and instructional

contentsuch as how a bill becomes a law or the

diference between a map and a globeare im-

portant decisions each state needs to make in the

development o local social studies standards.

Other Disciplines Beyond Civics, Economics,

Geography, and History Te disciplines repre-

sented in the C3 Framework are not the only ones

relevant to a rich social studies curriculum. Other

disciplines, such as anthropology, psychology, and

sociology, while not covered in the main body o

the C3 Framework, are important lenses or under-

standing the human experience (see Appendices

B, C, and D). Anthropology is the scientic study

o humans, past and present; psychology is the

scientic study o the mind and behavior; andsociology is the scientic study o the social lives o

people, groups and societies. All have countless ap-

plications to everyday lie. Indeed, the study o the

behavioral and social sciences enhances student

preparation or college, careers, and civic lie by

promoting critical thinking, inquiry, problem-solv-

ing, evidence-based reasoning and communication


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skills, as well as multi-cultural and global under-

standings, the ability to work with diverse groups,

and a deep sense o personal and social respon-

sibility (American Anthropological Association,

2013; American Psychological Association, 2011;

American Sociological Association 2009). 3

Te behavioral and social sciences align well tothe C3 Framework, which ocuses on the our core

social studies disciplines, but some are not includ-

ed in the body o the ramework. Tese behavioral

and social sciences are most requently taught at

the high school level, though eforts are underway

to better integrate behavioral and social science

concepts in the K-8 age bands. Te C3 Framework

has been constructed as a K-12 Framework ofering

specic guidance across the grade bands o K-2,

3-5, 6-8, and 9-12. Te tough decision was made

early in the development o this ramework toocus only on the our ederally dened core social

studies areas (i.e., civics, economics, geography,

and history) to streamline the development process

and produce a concise document.

Te exclusion o some behavioral and social sci-

ences rom the main body o this document should

not be seen as minimizing the importance o these

other disciplines in a robust social studies curric-

ulum. o that extent, proessional organizations

aliated with these areas have been consultedand have created discipline-specic resources to

align to this ramework document. For example,

Appendices B and C were created by the American

Psychological Association and American

Sociological Association to align with Dimension

2 as well as other aspects o the C3 Framework.

Appendix D is a parallel companion document cre-

ated by the American Anthropological Association.

Tese supporting documents should be seen as an

extension o this ramework, as complementary

materials that will urther the intention o prepar-

ing students or civic lie. We encourage all readers

to reer to and use these additional resources.

Te Diferent Abilities Children Bring to their

Schooling. Te C3 Framework is largely silent on

the diferent abilities children bring to their school-

ing. Te C3 Indicators and K-12 Pathways individ-

ually and together describe the concepts and skills

students develop in a rich, ambitious program o

studies. Some students will need ar more assis-

tance and support than others in reaching the

aims o each Dimension. All children deserve the

opportunity to learn. o be successul, students

will need varying degrees o scafolding to support

their learning. Smart, thoughtul, and imaginative

teachers are widely recognized as key to powerul

learning experiences; or English language learn-

ers, students with special needs, and struggling

readers and writers, such teachers are invaluable.

YOUNG PEOPLE need strong tools or, andmethods o, clear and disciplined thinking inorder to traverse successully the worlds ocollege, career, and civic lie.

3 The detailed reerence inormation or works cited can be ound in theReerences section on page 92 below.


16/110Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History

C3 FRAMEWORKFOR SOCIAL STUDIES STATE STANDARDS

COLLEGE, CAREER & CIVIC LIFETHE INQUIRY ARCOF THE C3 FRAMEWORK

16 C3 Framework


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THE PRIMARY PURPOSE o the College, Career, and Civic Lie (C3) Framework

or Social Studies State Standards is to provide guidance to states on the concepts,

skills, and disciplinary tools necessary to prepare students or college, career, and

civic lie. In doing so, the C3 Framework ofers guidance and support or rigorous

student learning. Tat guidance and support takes orm in an Inquiry Arca set

o interlocking and mutually reinorcing ideas that eature the our Dimensions oinormed inquiry in social studies:1Developing questions and planning inquiries;

2 Applying disciplinary concepts and tools;3 Evaluating sources and using evidence;

and4 Communicating conclusions and taking inormed action.

Dimension 1 eatures the development o questions

and the planning o inquiries. With the entire scope

o human experience as its backdrop, the content o

social studies consists o a rich array o acts, concepts,

and generalizations. Te way to tie all o this content

together is through the use o compelling and support-

ing questions.

Questioning is key to student learning. Te C3

Framework encourages the use o compelling and

supporting questions, both teacher- and student-gen-

erated, as a central element o the teaching and

learning process. For example, a compelling question

like Was the American Revolution revolutionary? is

both intriguing to students and intellectually honest.Such a question can be vigorously explored through

the disciplines o civics, economics, geography, and

history. It is also sensitive to the idea that students are

interested in how and why events are characterized

as they are. Supporting questions assist students in

addressing their compelling questions. For example,

questions like What were the regulations imposed on

the colonists under the ownshend Acts? will help

students understand the many dimensions o the war

as they orm their conclusions about the magnitude o

change associated with those Acts.

Developing compelling and supporting questions

is challenging, and teachers will need to provide

guidance and support in craing them, especially

or young learners. Te Indicators or Dimension 1

present a developmentally appropriate, scalable, and

assessable set o ideas through which students can

demonstrate their increasingly independent acility

with recognizing, developing, and articulating power-

ul questions.

Dimension 2, Applying Disciplinary Concepts and

ools, provides the backbone or the Inquiry Arc.

Working with a robust compelling question and a set

o discrete supporting questions, teachers and students

determine the kind o content they need in order to

develop their inquiries. Tis process is an artul bal-

ancing act because the interplay between Dimensions

1 and 2 is dynamic: students access disciplinary

knowledge both to develop questions and to pursue

those questions using disciplinary concepts and tools.

Children typically begin proposing solutions to com-pelling questions based on their experiences. Because

social studies content is based in human experience,

students will have hunches about the questions under

study. Rich social studies teaching, however, ofers

students opportunities to investigate those questions

more thoroughly through disciplinary (civic, econom-

ic, geographical, or historical) and multi-disciplinary

means. Dimension 2 sets orth the conceptual content

that denes the disciplines, such as the historians

habit o describing how the perspectives o people in

the present shape their interpretations o the past. Tispractice, along with the curricular content and the

distinctive habits o mind rom the other social science

disciplines, inorms students investigations and con-

tributes to an inquiry process or social studies.

In some cases, the compelling questions posed will

draw on content largely rom a single discipline.

eachers and students may pull primarily rom

The Inquiry Arc o the C3 Framework 17


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economics, or example, to answer the compelling

question, How will an increase in the minimum

wage afect local job opportunities or teens?

Why are there rules? invites inquiry into key civics

concepts. Many compelling questions, however, can

best be explored through the use o multiple dis-

ciplines. Recall the question, Was the American

Revolution revolutionary? Students will need to

examine a range o economic, geographic, historical,

and civic concepts in order to cra a ull-bodied,

evidence-based response to this question. In similar

ashion, a contemporary environmental question

such as What path should a new transcontinental

pipeline take? or Should the pipeline be built at all?

demands the use o economic, historical, and civic as

well as spatial concepts and tools.

With compelling and supporting questions in hand

and a sense o the relevant concepts and ideas, the

Inquiry Arc o the C3 Framework turns toward the

matter o sources and evidence. Social studies is an

evidence-based eld. Te disciplinary concepts

represented in Dimension 2 provide a solid base

rom which students can begin constructing answers

to their questions. Equally important, however, is

knowing how to ll in the gaps in their knowledge

by learning how to work rom sources and evidence in

order to develop claims and counter-claims.

HELPING STUDENTS DEVELOP a capacityor gathering and evaluating sources andthen using evidence in disciplinary ways isa central eature o the Inquiry Arc represented

by Dimension 3, Evaluating Sources and UsingEvidence.

Sources come in many orms, including historical and

contemporary documents, data rom direct observa-

tion, graphics, economic statistics, maps, legislative

actions, objects, and court rulings. Access to these

and other digital sources is now more readily available

than ever. Te availability o source materials, how-

ever, does not translate automatically into their wise

use. Students must be mindul that not all sourcesare equal in value and use and that sources do not, by

themselves, constitute evidence. Rather, evidence con-

sists o the material students select to support claims

and counter-claims in order to construct accounts,

explanations, and arguments. Helping students devel-

op a capacity or gathering and evaluating sources and

then using evidence in disciplinary ways is a central

eature o the Inquiry Arc represented byDimension 3,

Evaluating Sources and Using Evidence.

A compelling question such as Was the Civil RightsMovement o the 1960s a success? demands that

students draw evidence rom more than one or two

sources. A wide range o perspectives is available in

both primary and secondary orm. Having students

gather, evaluate, and use a rich subset o those sourc-

es ofers them opportunities to identiy claims and

counter-claims and to support those claims with

evidence. Making and supporting evidence-based

claims and counter-claims is key to student capacity to

construct explanations and arguments.

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Developing explanations and making and supporting

arguments can take orm in individual essays, group

projects, and other classroom-based written assess-

ments, both ormal and inormal. But students need

not be limited to those avenues. Although there is

no substitute or thoughtul and persuasive writing,

the Framework advocates expanding the means by

which students communicate their preliminary and

nal conclusions. As the Indicators or Dimension 4

(Communicating Conclusions and aking Inormed

Action) demonstrate, those means include a range o

venues and a variety o orms (e.g., discussions, de-

bates, policy analyses, video productions, and porto-

lios). Moreover, the manner in which students work to

create their solutions can difer. Students need oppor-

tunities to work individually, with partners, in small

groups, and within whole class settings. Readiness

or college, career, and civic lie is as much about the

experiences students have as it is about learning any

particular set o concepts or tools. Tus, the learning

environments that teachers create are critical

to student success. Students will ourish to the extent

that their independent and collaborative eforts are

guided, supported, and honored.

Active and responsible citizens identiy and analyze

public problems; deliberate with other people about

how to dene and address issues; take constructive,

collaborative action; reect on their actions; create

and sustain groups; and inuence institutions both

large and small. Tey vote, serve on juries, ollow the

news and current events, and participate in voluntary

groups and eforts. eaching students to act in these

waysas citizenssignicantly enhances preparation

or college and career. Many o the same skills that are

needed or active and responsible citizenshipwork-

ing efectively with other people, deliberating and

reasoning quantitatively about issues, ollowing the

news, and orming and sustaining groupsare also

crucial to success in the 21st century workplace and in

college. Individual mastery o content oen no longer

suces; students should also develop the capacity to

work together to apply knowledge to real problems.

Tus, a rich social studies education is an education

or college, career, and civic lie.

In one sense, Dimension 4 closes the Inquiry Arc.

But learning is reexive and recursivenew disci-

plinary knowledge can be the source o new ques-

tions, communicating ideas in one setting can lead to

new ideas about evidence, and new historical sources

can lead to new disciplinary and interdisciplinary

concepts. Te Inquiry Arc o the C3 Framework

ofers states guidance or developing standards with

multiple opportunities or students to develop as

thoughtul, engaged citizens.

ACTIVE AND RESPONSIBLE CITIZENSidentiy and analyze public problems; deliberatewith other people about how to dene andaddress issues;take constructive, collaborative

action; refect ontheir actions;create andsustain groups; and infuence institutionsboth large and small.



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Te Common Core State Standards or English

Language Arts and Literacy in History/Social Studies,

Science, and the echnical Subjects call on socialstudies teachers to share in the responsibilities or

literacy instruction in K-12 education (NGA and

CCSSO, 2010a). Te expectations or literacy learn-

ing in grades K5 are established through the our

strands o Reading, Writing, Speaking and Listening,

and Language. For grades 612, the ELA/Literacy

Common Core Standards provide specic literacy

standards or Reading and Writing in History/Social

Studies. Te C3 Framework ully incorporates and

extends the expectations or literacy learning put

orward in the Common Core Standards or ELA/Literacy on three levels (able 3).

Connections between the C3 Framework

and the College and Career Readiness (CCR)

Anchor Standards. Each strand o the CommonCore State Standards or English Language Arts/

Literacy is headed by a set o College and Career

Readiness (CCR) Anchor Standards that are identical

across all grades and content areas, including social

studies. Te authors o the C3 Framework view the

literacy skills detailed in the ELA/Literacy Common

Core College and Career Readiness (CCR) Anchor

Standards as establishing a oundation or inquiry in

social studies, and as such all CCR Anchor Standards

should be an indispensable part o any states so-

cial studies standards. Many specic CCR AnchorStandards are directly supportive o the C3 Framework,

DIMENSION

1

ANCHOR

STANDARDS

DIMENSION

2

ANCHOR

STANDARDS

DIMENSION

3

ANCHOR

STANDARDS

DIMENSION

4

ANCHOR

STANDARDS

DevelopingQuestionsand PlanningInquiries

R1W7SL1

Civics

R1-10W7SL1L6

GatheringandEvaluatingSources

R1-10W1, 2, 7-10

SL1

Communi-cating andCritiquingConclusions

R1W 1-8SL1-6

Economics

Geography DevelopingClaimsand UsingEvidence

TakingAction

History

TABLE 4: Connections between the C3 Framework and the CCR Anchor Standards in the ELA/LiteracyCommon Core Standards

FOUNDATIONAL All ELA/Literacy Common Core Standards

SUPPORTIVE Reading 1-10; Writing 1, 7-9; Speaking and Listening 1-6; Language 6

VITAL Reading 1; Writing 7; Speaking and Listening 1

TABLE 3: Connections between the C3 Framework and the CCR Anchor Standards in the ELA/LiteracyCommon Core Standards

OVERVIEW OF THE CONNECTIONS WITH THE ENGLISHLANGUAGE ARTS/LITER ACY COMMON CORE STANDARDS

20 C3 Framework


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while three o these CCR Anchor Standards are vital

to social studies inquiry.

Te connections between the C3 Framework and the

ELA/Literacy Common Core Standards are compre-

hensive and consistent. Te CCR Anchor Standards

or the ELA/Literacy Common Core Standards, par-

ticularly those in the Reading, Writing, and Speaking

and Listening strands, provide a useul context or

illustrating the broader connections across and within

each Dimension. Tese supportive connections are

detailed or each o the Dimensions in able 4.4

Te CCR Anchor Standards in able 4 ocus on a wide

range o inquiry practices that contribute to the litera-

cy oundations in social studies. Social studies students

should use and attend to the skills described in these

standards to assist them in ocusing their inquiries

and research practices. Te C3 Framework emphasizes

and elaborates on those skills in the Common Core

Standards that explicitly connect to inquiry, and rec-

ognizes the shared responsibility social studies plays in

honing key literacy skills.

Tree CCR Anchor Standards (and their correspond-

ing grade-specic standards) are particularly vital

to social studies inquiry. Common Core Anchor

Standard or Reading 1 asks students to read texts

closely to both determine explicit inormationlodged within the body o the text as well as draw

logical inerences based on the text (NGA and

CCSSO, 2010a, p. 10). Students are also expected to

cite specic textual evidence when writing or speak-

ing to support conclusions drawn rom the text (NGA

and CCSSO, 2010a, p. 10). Te C3 Framework stresses

the role evidence plays in the our Dimensions: ex-

plicitly in Dimension 3, which ocuses on developing

claims and using evidence, and inerentially in devel-

oping questions answered with evidence in Dimension

1 or communicating conclusions supported by evi-dence in Dimension 4. Te emphasis on evidence also

connects the disciplines in Dimension 2.

Additionally, Common Core Anchor Standard or

Writing 7 is broadly relevant or inquiry in social stud-

ies. Writing Standard 7 calls on students to conduct

short as well as more sustained research projects based

on ocused questions, demonstrating understanding

o the subject under investigation (NGA and CCSSO,

2010a, p. 18). Te C3 Framework elevates research

as a process o inquiry that inorms the Indicators

in all our Dimensions. Dimension 2 establishes the

tools and concepts rom the social studies disciplines

that are relevant or inquiry. Dimensions 1, 3, and 4

describe the general social studies inquiry skills and

processes that support argumentation, explanation,

and taking inormed action.

Finally, Common Core Anchor Standard or Speaking

and Listening 1 has broad application across the our

Dimensions. Speaking and Listening Standard 1 calls

on students to prepare or and participate efectively

in a range o conversations and collaborations with

diverse partners, building on others ideas and ex-

pressing their own clearly and persuasively (NGA and

CCSSO, 2010a, p. 22). Indicators in the C3 Framework

describe the types o collaboration needed or specic

skills and understandings. For example, a Dimension

1 Indicator states, By the end o grade 2, individually

and with others, students construct compelling ques-

tions. Te C3 Framework acknowledges civil and

democratic discourse within a diverse, collaborative

context as both a purpose and outcome o a strong,

meaningul, and substantive social studies education.

Shared Language. Language and concepts rom

the ELA/Literacy Common Core Standards weredeliberately used in specic Indicators across the

C3 Framework Dimensions. For example, the terms

argumentand explanation; claim and counterclaim; in-

ormation and evidence; andpoint o view and opinion

appear regularly in the ELA/Literacy Common Core

Standards and throughout the Dimensions o the C3

Framework.5

4 As Common Core states upgrade their social studies standards, they

will want to incorporate the grade-specic standards or K-5 and thegrade-band specic standards or literacy in social studies or grades6-12 that correspond to the CCR anchor standard with the samenumber.

5 Although the ELA/Literacy Common Core Standards and the C3Framework both emphasize the unique skill o constructing evidence-based arguments, dierent terms are used: opinion in the ELA/Literacy Common Core Standards or grades K5 and argumentthroughout the C3 Framework.



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22 C3 Framework


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DevelopingQuestions& PLANNING

INQUIRIESQUESTIONS AND THE DESIRE TO ANSWER THEM give lie to inquiry

and thus to the C3 Framework. Questions arise rom students innate curiosity about

the world and rom their eforts to make sense o how that world works.

Central to a rich social studies experience is the

capability or developing questions that can rame

and advance an inquiry. Tose questions come in

two orms: compelling and supporting questions.

Compelling questions ocus on enduring issues and

concerns. Tey deal with curiosities about how things

work; interpretations and applications o disciplinary

concepts; and unresolved issues that require students

to construct arguments in response. In contrast, sup-

porting questions ocus on descriptions, denitions,

and processes on which there is general agreementwithin the social studies disciplines, and require stu-

dents to construct explanations that advance claims

o understanding in response.

Consider an example relevant to early elementary

students. A compelling question that students might

generate is, Why do we need rules? Tis question

reects the two primary qualities o a compelling

question: (1) It reects a social concern that students

nd engaging; and (2) It reects an enduring issue in

the eld o civics. A teacher and her students might

take such a question in a number o directions, but

or curricular purposes, it makes sense to dene some

parameters that give shape to the inquiry. Supporting

questions help dene those curriculum parameters.Examples o supporting questions include, What

are some rules that amilies ollow? What are some

school rules? or What classroom rules have you

Dimension 1



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Constructing Compelling Questions

Te construction o compelling questions should

include the ollowing Indicators, which are detailed

in the suggested K-12 Pathway or College, Career,

and Civic Readiness in able 5.

TABLE 5: Suggested K-12 Pathway or College, Career, and Civic Readiness

Dimension 1, Constructing Compelling Questions

BY THE END OF GRADE 2* BY THE END OF GRADE 5* BY THE END OF GRADE 8 BY THE END OF GRADE 12

INDIVIDUALLY AND WITH OTHERS, STUDENTS CONSTRUCT COMPELLING QUESTIONS, AND

D1.1.K-2. Explain why thecompelling question is im-portant to the student.

D1.1.3-5. Explain why compel-ling questions are importantto others (e.g., peers, adults).

D1.1.6-8. Explain how a ques-tion represents key ideas inthe eld.

D1.1.9-12. Explain how a ques-tion refects an enduring issuein the eld.

D1.2.K-2. Identiy disciplinaryideas associated with a com-pelling question.

D1.2.3-5. Identiy disciplinaryconcepts and ideas associat-ed with a compelling questionthat are open to dierentinterpretations.

D1.2.6-8. Explain points oagreement experts haveabout interpretations and ap-plications o disciplinary con-cepts and ideas associatedwith a compelling question.

D1.2.9-12. Explain points oagreement and disagreementexperts have about inter-pretations and applicationso disciplinary concepts andideas associated with a com-pelling question.

* Students, particularly beore middle school, will need considerable guidance and support rom adults to construct quest ions that are suitable orinquiry.

ollowed in the past? Supporting questions, then,

help guide the development o an inquiry into a

compelling question.

Te development o compelling and supporting ques-

tions is a sophisticated intellectual activity. Students,

particularly beore middle school, will need consid-

erable guidance and support rom adults to construct

questions that are suitable or inquiry. Beginning in

grade 6, students should be able to take increasing

responsibility or their learning so that by grade 12

they are able to construct questions and plan inquiries

more independently.

Questions are just the starting point or an inquiry.

o develop an inquiry, students will also determine

the data sources needed to help answer compelling

and supporting questions. Te ve indicators in

Dimension 1 describe the questioning and planning

skills needed to initiate inquiry.

CENTRAL to a rich social studies experienceis the capability or developing questions that

CAN FRAME AND ADVANCE AN INQUIRY.Those questions come in two orms: compellingand supporting questions.

24 C3 Framework


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Constructing Supporting Questions

Te construction o supporting questions includes

the ollowing Indicators, which are detailed in the

suggested K-12 Pathway or College, Career, and Civic

Readiness in able 6.


Dimension 1, Constructing Supporting Questions

BY THE END OF GRADE 2* BY THE END OF GRADE 5* BY THE END OF GRADE 8 BY THE END OF GRADE 12

INDIVIDUALLY AND WITH OTHERS, STUDENTS CONSTRUCT SUPPORTING QUESTIONS, AND

D1.3.K-2. Identiy acts andconcepts associated with asupporting question.

D1.3.3-5. Identiy the disci-plinary concepts and ideasassociated with a supportingquestion that are open tointerpretation.

D1.3.6-8. Explain points oagreement experts haveabout interpretations and ap-plications o disciplinary con-cepts and ideas associatedwith a supporting question.

D1.3.9-12. Explain points oagreement and disagreementexperts have about inter-pretations and applicationso disciplinary concepts andideas associated with a sup-porting question.

D1.4.K-2. Make connec-tions between supportingquestions and compellingquestions.

D1.4.3-5. Explain howsupporting questions helpanswer compelling questionsin an inquiry.

D1.4.6-8. Explain how the rela-tionship between supportingquestions and compel-ling questions is mutuallyreinorcing.

D1.4.9-12. Explain howsupporting questions con-tribute to an inquiry and how,through engaging sourcework, new compelling andsupporting questions emerge.

* Students, particularly beore middle school, will need considerable guidance and support rom adults to construct questions that are suitable orinquiry.

Determining Helpul Sources

Te third set o Indicators or Dimension 1 is detailedin the suggested K-12 Pathway or College, Career,

and Civic Readiness in able 7: Determine the kinds

o sources that will be helpul in answering compelling

and supporting questions, taking into considerationthe multiple points o view represented in an argu-

ment, the structure o an explanation, the types o

sources available, and the potential uses o the sources.


Dimension 1, Determining Helpul Sources

BY THE END OF GRADE 2 BY THE END OF GRADE 5 BY THE END OF GRADE 8 BY THE END OF GRADE 12

INDIVIDUALLY AND WITH OTHERS, STUDENTS

D1.5.K-2. Determine the kindso sources that will be helpulin answering compelling andsupporting questions.

D1.5.3-5. Determine the kindso sources that will be helpulin answering compellingand supporting questions,taking into consideration thedierent opinions peoplehave about how to answer thequestions.

D1.5.6-8. Determine the kindso sources that will be helpulin answering compelling andsupporting questions, takinginto consideration multiplepoints o views represented inthe sources.

D1.5.9-12. Determine the kindso sources that will be helpulin answering compelling andsupporting questions, takinginto consideration multiplepoints o view representedin the sources, the types osources available, and thepotential uses o the sources.



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ENGLISH L ANGUAGE ARTS/LITER ACY COMMON CORECONNECTIONS: DIMENSION 1

Questioning plays an important role in social stud-

ies as well as in the ELA/Literacy Common Core

Standards. Expectations or using questions to interro-gate texts are consistently communicated in the ELA/

Literacy Common Core Standards. One o the key

design eatures o the ELA/Literacy Common Core

Standards is to emphasize research skills through-

out the standards. Specically, the Common Core

Standards argue, to be ready or college, workorce

training, and lie in a technological society, students

need the ability to gather, comprehend, evaluate, syn-

thesize, and report on inormation and ideas, to con-

duct original research in order to answer questions

(NGA and CCSSO, 2010a, p. 4). Te C3 Frameworkelaborates on the emphasis o the ELA/Literacy

Common Core Standards on answering questions

by establishing specic Indicators or students con-

structing compelling questions to initiate inquiry and

supporting questions to sustain that inquiry.

able 8 details connections between Dimension 1 and

the College and Career Readiness Anchor Standards

in the ELA/Literacy Common Core Standards. Tese

connections are urther elaborated with examples.

Connections between the C3 Framework and

the College and Career Readiness Anchor

Standards. While the connections between the C3

Framework and the ELA/Literacy Common Core

Standards are comprehensive and consistent, three

CCR Anchor Standards (and their corresponding

grade-specic standards) within the ELA/Literacy

Common Core Standards have deeper connections

within Dimension 1.

Common Core Anchor Reading Standard 1 clearly in-

dicates the importance o evidence in raming and an-

swering questions about the texts students are reading

and researching. Tis crucial standard asks students

to look or explicit inormation lodged within the

body o the text as well as to draw logical inerences

based on what they read (NGA and CCSSO, 2010a, p.

10). Reading Standard 1 also expects students to cite

specic textual evidence when writing or speaking

to support conclusions drawn rom the text (NGA

and CCSSO, 2010a, p. 10). Te C3 Framework stressesthis ocus on evidence by prioritizing a wide range

o inquiry-based activities that result in inormation

gathering on the part o students in response to plan-

ning and developing lines o inquiry.

Common Core Anchor Writing Standard 7 is particu-

larly relevant or posing questions as an initial activity

in research and inquiry in social studies. Writing

Standard 7 calls on students to base their research on

ocused questions, demonstrating understanding o

the subject under investigation (NGA and CCSSO,2010a, p. 18). Te C3 Framework elaborates on the pro-

cess o developing questions by making distinctions

about the types o questions useul or initiating and

sustaining an inquiry, and by having students explain

how the construction o compelling and supporting

questions is connected to the disciplinary process o

inquiry.

TABLE 8: Connections between Dimension 1 and the CCR Anchor Standards in the ELA/LiteracyCommon Core Standards

ELA/LITERACY CCR ANCHOR

STANDARDS CONNECTIONS

Anchor Reading Standard 1

Anchor Writing Standard 7

Anchor Speaking and Listening Standard 1

SHARED LANGUAGE Questioning; Argument; Explanation; Point o View

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Common Core Anchor Speaking and Listening

Standard 1 also has broad application or Dimension 1.

Speaking and Listening Standard 1 calls on students to

prepare or and participate efectively in a range o

conversations and collaborations with diverse part-

ners, building on others ideas and expressing their

own clearly and persuasively (NGA and CCSSO,

2010a, p. 22). Dimension 1 asks students to engage in

the sophisticated intellectual activity o constructing

compelling and supporting questions. Students,

particularly beore middle school, will need consider-

able guidance and support rom adults and peers to

construct suitable questions or inquiry. Such guidance

and support will play out through conversations and

collaboration. Learning in social studies is an inher-

ently collaborative activity, and Speaking and

Listening Standard 1 is thus especially relevant in

Dimension 1.

A students ability to ask and answer questions when

reading, writing, and speaking and listening is an

important part o literacy and represents a ounda-

tion or learning in social studies. Troughout the

C3 Framework, students are expected to practice and

improve the questioning skills specied in the ELA/

Literacy Common Core Standards. In Dimension 1 o

the C3 Framework, students turn to questions as a way

to initiate and sustain inquiry, and connect these ques-

tioning literacies to those suggested by ELA/LiteracyCommon Core Writing Standard 7. In alignment with

the Common Core Standards, the C3 Framework

views the skill o asking questions and the desire to

answer them as being so undamental to the inquiry

process that inquiry cannot begin until students have

developed questioning skills.

Te questioning skills emphasized in the C3

Framework reect the academic intentions o the

disciplines that make up social studies and the special

purposes o social studies as preparation or civic lie.

Social studies teachers have an important role to play

in supporting students as they develop the literacy

questioning skills ound in the ELA/Literacy Common

Core Standards, and can do this most efectively

through helping their students learn the habits and

skills needed to conduct inquiry in social studies and

to live productively as democratic citizens.

Shared Language. Te ELA/Literacy Common

Core Standards closely align with the Indicators in

Dimension 1. In places, the connections between the

Common Core Standards and the C3 Framework

Indicators are so close that the same language is used.

Te concept o questioning is part o this shared

language, but in addition, the terms argument, ex-

planation, andpoint o view are consistently used in

both the ELA/Literacy Common Core Standards and

Dimension 1.

Te ELA/Literacy Common Core Standards em-

phasize questioning as a mechanism or supporting

reading and as a tool to prompt research. Te C3

Framework emphasizes the use o questioning as a

prompt or disciplinary inquiry. A unique distinction

is made in the C3 Framework between compelling and

supporting questions. Tis distinction is closely tied

to the types o thinking and student-generated prod-ucts that result rom inquiry. In distinguishing these

products, the C3 Framework utilizes the distinction

between argumentation and explanation as described

in ELA/Literacy Common Core Writing Anchor

Standards 1 and 2. Tus, by design, compelling ques-

tions lead to arguments, and supporting questions lead

to explanations.



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Dimension 2

ApplyingDisciplinaryConcepts& TOOLSTHE FOUR CORE DISCIPLINES within social studies provide the intellectual

context or studying how humans have interacted with each other and with the

environment over time. Each o these disciplinescivics, economics, geography, and

historyofers a unique way o thinking and organizing knowledge as well as systems

or veriying knowledge. Dimension 2 ocuses on the disciplinary concepts and tools

students need to understand and apply as they study the specic content typically

described in state standards. Tese disciplinary ideas are the lenses students use in their

inquiries, and the consistent and coherent application o these lenses throughout the

grades should lead to deep and enduring understanding.

A key distinction between a ramework and a set o

content standards is the diference between conceptual

and curricular content. Curricular content species

the particular ideas to be taught and the grade levels at

which to teach them; conceptual content is the big-ger set o ideas that rame the curricular content. For

example, rather than identiy every orm o govern-

mental power, the C3 Framework expects students in

grades 68 to explain the powers and limits o the

three branches o government, public ocials, and bu-

reaucracies at diferent levels in the United States and

in other countries. Similarly, rather than delineate

every kind o map, the C3 Framework expects students

in grades 35 to create maps and other graphic repre-

sentations o both amiliar and unamiliar places.

Te C3 Framework takes this approach o describing

concepts and skills rather than curricular contentbecause there are signicant diferences among states

in terms o what is taught and when. I and when the

Irish potato amine might be taught, or example, is

a decision best le to state and local decision makers.

Te C3 Framework in general, and Dimension 2 in

particular, is intended to serve as a rame or organiz-

ing curricular content, rather than a prescription or

the specic content to be taught.



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Civics:What is the

line betweenliberty andresponsibility?

History:When didAmericansgain theirliberty?

Geography:How does libertychange romplace to place?

Economics:Does moreliberty meanmore prosperity?

WHAT DOES LIBERTY LOOK LIKE?COMPELLING QUESTIONS THROUGH DISCIPLINARY LENSES

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CIVICS

IN A CONSTITUTIONAL DEMOCRACY, productive civicengagement requires knowledge o the history, principles, and

oundations o our American democracy, and the ability to participate

in civic and democratic processes. People demonstrate civic engagement

when they address public problems individually and collaboratively

and when they maintain, strengthen, and improve communities and

societies. Tus, civics is, in part, the study o how people participate in

governing society.

Because government is a means or addressing common or publicproblems, the political system established by the U.S. Constitution is an

important subject o study within civics. Civics requires other knowledge

too; students should also learn about state and local governments;

markets; courts and legal systems; civil society; other nations systems

and practices; international institutions; and the techniques available to

citizens or preserving and changing a society.

Civics is not limited to the study o politics and society; it also

encompasses participation in classrooms and schools, neighborhoods,

groups, and organizations. Not all participation is benecial. Tis

ramework makes requent reerence to civic virtues and principlesthat guide participation and to the norm odeliberation (which means

discussing issues and making choices and judgments with inormation

and evidence, civility and respect, and concern or air procedures).

What denes civic virtue, which democratic principles apply in given

situations, and when discussions are deliberative are not easy questions,

but they are topics or inquiry and reection. In civics, students learn

to contribute appropriately to public processes and discussions o real

issues. Teir contributions to public discussions may take many orms,

ranging rom personal testimony to abstract arguments. Tey will also

learn civic practices such as voting, volunteering, jury service, and

joining with others to improve society. Civics enables students not onlyto study how others participate, but also to practice participating and

taking inormed action themselves.

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TABLE 9: Suggested K-12 Pathway or College, Career, and Civic ReadinessDimension 2, Civic and Political Institutions



D2.Civ.1.K-2. Describe rolesand responsibilities o peoplein authority.

D2.Civ.1.3-5.Distinguishthe responsibilities and pow-ers o government ocials atvarious levels and branches ogovernment and in dierenttimes and places.

D2.Civ.1.6-8. Distinguishthe powers and responsi-bilities o citizens, politicalparties, interest groups, andthe media in a variety ogovernmental and nongov-ernmental contexts.

D2.Civ.1.9-12.Distinguishthe powers and responsibili-ties o local, state, tribal, na-tional, and international civicand political institutions.

D2.Civ.2.K-2. Explain howall people, not just ocialleaders, play important rolesin a community.

D2.Civ.2.3-5. Explain how ademocracy relies on peoplesresponsible participation, anddraw implications or howindividuals should participate.

D2.Civ.2.6-8.Explain spe-cic roles played by citizens(such as voters, jurors, taxpay-ers, members o the armedorces, petitioners, protesters,and oce-holders).

D2.Civ.2.9-12. Analyze therole o citizens in the U.S. po-litical system, with attentionto various theories o democ-racy, changes in Americansparticipation over time, andalternative models rom othercountries, past and present.

D2.Civ.3.K-2. Explain theneed or and purposes orules in various settings insideand outside o school.

D2.Civ.3.3-5. Examine theorigins and purposes o rules,laws, and key U.S. constitu-tional provisions.

D2.Civ.3.6-8. Examine theorigins, purposes, and impacto constitutions, laws, treaties,and international agreements.

D2.Civ.3.9-12. Analyzethe impact o constitutions,laws, treaties, and interna-tional agreements on themaintenance o national andinternational order.

D2.Civ.4.K-2.

Begins in grades 35

D2.Civ.4.3-5. Explain howgroups o people make rulesto create responsibilities andprotect reedoms.

D2.Civ.4.6-8. Explain thepowers and limits o the threebranches o government,public ocials, and bureau-cracies at dierent levels inthe United States and in othercountries.

D2.Civ.4.9-12. Explain howthe U.S. Constitution estab-lishes a system o governmentthat has powers, responsi-bilities, and limits that havechanged over time and thatare still contested.

D2.Civ.5.K-2. Explain whatgovernments are and some otheir unctions.

D2.Civ.5.3-5. Explain theorigins, unctions, and struc-ture o dierent systems o

government, including thosecreated by the U.S. and stateconstitutions.

D2.Civ.5.6-8. Explain the or-igins, unctions, and structureo government with reerence

to the U.S. Constitution, stateconstitutions, and selectedother systems o government.

D2.Civ.5.9-12. Evaluate cit-izens and institutions eec-tiveness in addressing social

and political problems at thelocal, state, tribal, national,and/or international level.

D2.Civ.6.K-2. Describehow communities work toaccomplish common tasks,establish responsibilities, andulll roles o authority.

D2.Civ.6.3-5. Describeways in which people benetrom and are challenged byworking together, includingthrough government, work-places, voluntary organiza-tions, and amilies.

D2.Civ.6.6-8. Describe theroles o political, civil, andeconomic organizations inshaping peoples lives.

D2.Civ.6.9-12. Critiquerelationships among gov-ernments, civil societies, andeconomic markets.

Civic and Political Institutions

In order to act responsibly and efectively, citizens

must understand the important institutions o their

society and the principles that these institutions are

intended to reect. Tat requires mastery o a body o

knowledge about law, politics, and government.

Indicators o Dimension 2Civic and Political

Institutionsare detailed in the suggested K-12

Pathway or College, Career, and Civic Readiness in

able 9.

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TABLE 10: Suggested K-12 Pathway or College, Career, and Civic ReadinessDimension 2, Participation and Deliberation



D2.Civ.7.K-2. Apply civic

virtues when participating inschool settings.

D2.Civ.7.3-5.Apply civic

virtues and democratic princi-ples in school settings.

D2.Civ.7.6-8. Apply civic

virtues and democratic princi-ples in school and communitysettings.

D2.Civ.7.9-12.Apply

civic virtues and democraticprinciples when working withothers.

D2.Civ.8.K-2. Describedemocratic principles such asequality, airness, and respector legitimate authority andrules.

D2.Civ.8.3-5. Identiy corecivic virtues and demo-cratic principles that guidegovernment, society, andcommunities.

D2.Civ.8.6-8. Analyze ideasand principles contained inthe ounding documents othe United States, and explainhow they infuence the socialand political system.

D2.Civ.8.9-12. Evaluatesocial and political systemsin dierent contexts, times,and places, that promote civicvirtues and enact democraticprinciples.

D2.Civ.9.K-2. Followagreed-upon rules or dis-cussions while respondingattentively to others when

addressing ideas and makingdecisions as a group.

D2.Civ.9.3-5. Use delibera-tive processes when makingdecisions or reaching judg-ments as a group.

D2.Civ.9.6-8. Comparedeliberative processes usedby a wide variety o groups invarious settings.

D2.Civ.9.9-12. Use appropri-ate deliberative processes inmultiple settings.

D2.Civ.10.K-2. Comparetheir own point o view withothers perspectives.

D2.Civ.10.3-5. Identiy thebelies, experiences, perspec-tives, and values that underlietheir own and others pointso view about civic issues.

D2.Civ.10.6-8. Explainthe relevance o personalinterests and perspectives,civic virtues, and democraticprinciples when people ad-dress issues and problems ingovernment and civi

Final Draft C3 Framework for Social Studies State Standards

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