Introduction to the Social Studies

Frameworks

For O/N BOCES Curriculum Council

A new paradigm for social studies

• Traditionally it has been facts first, thinking later

* * * * *

• The C3 Inquiry Arc highlights thinking with a purpose and answering compelling questions

INQUIRYARC

CIVICLIFE

DISCIPLINARYLITERACY

C3 Foundations

• 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

Wha

t is

the

C3

Fra

mew

ork?

C3 In

quiry

Arc

Inquiry Arc

NY Social Studies Framework 3 Instructional Shifts

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KEY IDEAS

CONCEPTUAL UNDERSTANDINGS

CONTENTSPECIFICATIONS

Inte

rdep

ende

nt

Instructional Shift #1:Focus on key ideas to foster student inquiry, collaboration, and informed action

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From To

Teacher as Disseminator

Students Learn Facts from Textbook

Students Retell Interpretations

Students Investigate the Social Sciences Using

Multiple Sources

Teacher as Facilitator of Investigation

Students Construct Interpretations and

Communicate Conclusions

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Instructional Shift #2:Focus on Conceptual Understanding

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Transfer and Connections

Facts

Breadth of Topics Depth within Topics

From

Recall

Concepts and Content Knowledge

To

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Instructional Shift #3: Integrate Content and Skills Purposefully

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FROM A Social Studies Classroom Where…

TO A Social Studies Classroom Where…

Students experience limited nonfiction reading class or

textbook focused instruction

Students learn to read, discuss, and write like social scientists

Students develop literacy skills and social studies practices

separately

Students develop disciplinary literacy skills and social science

practices in tandem

Students learn content knowledgeStudents integrate and apply concepts, skills, and content

knowledge

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Arc of Inquiry

Balance of Content and Skills

How History Works

• History is interpretive.

• History is contested and contestable-

• We contest it through reading and writing, speaking and listening.

• History is an argument in favor of a particular narrative based on evidence.

• Some events or issues are more significant than others.

How History Works

•Who the author is matters.

•The author’s purpose matters.

•A single text is problematic.

•Multiple texts are crucial.

Disciplinary Literacy

Connections between the C3 Framework and the CCR Anchor Standards

Dimensions ELA Connections

D1: Developing Questions and Planning Inquiries

R1W7SL1

D2: Applying Disciplinary Concepts and Tools

R1-10W7SL1L6

D3: Evaluating Sources and Using Evidence R1-10W1, 2, 7-10

SL1 D4: Communicating Conclusions and Taking Action

R1W1-8SL1-6

Common Core Skills

• Reading Key Ideas and DetailsCraft and StructureIntegration of Knowledge & IdeasRange of Reading & Text Complexity

• WritingText Types and PurposesProduction and Distribution of WritingResearch to Build and Present KnowledgeRange of Writing

• Speaking and ListeningComprehension and CollaborationPresentation of Knowledge and Ideas

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Digging in…Common Core Learning Standards • The kinds of reading and writing we want our students to know and

be able to do in order to think critically and learn social studies content

• Citing evidence• Reading closely• Writing from sources• Conducting research

• Social science and historical thinking skills to prepare students for civic participation, college, and careers.

• Infused with social studies content – a way of thinking in the social studies classroom

Digging in…

Social Studies Practices• Gathering, Using and Interpreting Evidence• Chronological Reasoning and Causation• Comparison and Contextualization• Geographic Reasoning• Economics and Economic Systems• Civic Participation

Our task…

To marry the global vision of the C3 Framework to the content specifics of the NYS Framework in a way that honors, supports, and extends teachers’ and students’ best practices within the classroom.

But this is tricky work

• Social studies plagued by too much content

• Social studies instruction dominated by a mindset that we have to teach every person, place, and event before we ask students to make sense of it.

Test Development Timeline• Recommendation:

• 2 year mandated Global History and Geography* • 10th grade Regents exam (only 10th grade content)*pending Board approval

• June 2018 for Global History- (today’s 7th graders)• June 2019 for U.S. History• The proposed timeline is intended to allow schools to development curriculum

and teachers opportunities to become familiar with the skills, practices, and content in the new Social Studies Framework as well as to make shifts in instruction

• It is also to allow for the development, piloting, and field testing of new types of items linked to the new framework that will be used on the new Regents Exam

• Will not be vended out 19

Timelines & Toolkits

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NYS K-12 Social Studies Resource Toolkit

The NYS Social Studies Toolkit project bridges the C3 Framework and the NYS K-12 Social Studies Framework

• Collaborative project with SUNY Binghamton • Resource Toolkit to equip teachers and districts to design curriculum

and instruction• Each grade level: 1 annotated inquiry• Each grade level: 5 “blueprints” (summary of 5 more compelling question inquiries)

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Toolkit inquiry elements

• Compelling Question—based on Framework Key Ideas

• Supporting Questions—develop the content

• Formative Performance Tasks—demonstrate emerging understandings

• Featured Sources—provide background knowledge

• Summative Task—demonstrates evidence-based arguments

• Taking Informed Action—offers opportunities for thoughtful engagement

Intellectually Rigorous• Reflects an enduring issue, concern, or debate in the field

• Demands the use of multiple disciplinary lenses and perspectives

• Reflects a quality or condition that we know children care about

• Honors and respects children’s intellectual efforts

• Uses compelling questions –

• Why is Albany the capital of NY?

• What is the capital of NY?