THE C3 FRAMEWORK, INQUIRY, AND STANDARDS

It Can All Come Together!

Who are we?

Steve Masyada, Florida Joint Center for Citizenship

James Rodgers, New Visions High School for Advanced Math and Science (New York)

Objectives

Discuss quality instruction in the social studies Introduce the Inquiry portion of the C3 Framework Discuss the importance of, and research base

for, inquiry in the social studies Discuss implementation of inquiry based learning

in a standards driven classroom All materials available at http://

c3andstandards.wikispaces.com/The+C3+Framework+and+State+Standards

Let’s hear from you at https://todaysmeet.com/C3atNCSS

What Makes For Quality Instruction In The Social Studies?

Meaningful & Authentic Key concepts and themes are developed in depth Skills necessary to help students thrive in their community, both

local and global Teachers are reflective in planning, implementation, and assessing

meaningful curriculum

Integrative The subjects that comprise social studies are integrated in each

unit/lesson

Active Active lessons require students to process and think about what

they are learning.

Taken from: A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy – A Position Statement of National Council for the Social Studies May 2008

What Makes For Quality Instruction In The Social Studies?

Value-Based Curriculum express values embodies in our democratic form of

government i.e. justice, equality and freedom Teachers are aware of their own values and how those values influence

their teaching Students engage in experiences that develop fair-mindedness,

simulations, critical thinking, decision making and learn to apply value-based reasoning when addressing problems and issues

Challenging Student work reflects a balance between retrieval and recitation of

content and a thoughtful examination of concepts in order to provide intellectual challenges

Taken from: A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy – A Position Statement of National Council for the Social Studies May 2008

Questions?

What is Inquiry?

‘The seeking of truth’ (Chard, 2004)

Grounded in writings of John Dewey (Kaplan, 2002) Education should help students prepare for

democracy now and in the future.

Advantages of Inquiry Helps students identify and

refine “real” questions into learning projects;

Provides students with opportunities to learn with more freedom while reinforcing the basic skills;

Provides students with opportunities to utilize more varied learning styles;

Incorporates interdisciplinary study;

Encourages collaboration among students;

Works with any age group and develops student research and questioning skills;

Acknowledges students’ “funds of knowledge” (Chard 2004).

The Goal of Social Studies

Engaging students in investigating significant themes and questions, with people, their values, and choices as central focus (Barton and Levstik, 2001)

Active citizenship and learning (Meyerson and Secules, 2001)

How might inquiry help us with these goals?

Connecting Inquiry to a K-12 Social Studies Framework

• Developing Concept-Based Units promotes INQUIRY.

• Inquiry-based learning goes beyond gathering facts.

• Inquiry-based learning engages students in deeper learning, so the shift from gathering concrete facts to investigating complex and abstract ideas and relationships promotes INQUIRY.

Connecting Inquiry to a K-12 Social Studies Framework

• Teaching to generalizations not only involves teaching with the end in mind.

• It strongly helps set the stage for and encourages INQUIRY.

Connecting Inquiry to a K-12 Social Studies Framework

• Questioning is the heart of inquiry learning.

• Students must ask relevant questions and develop ways to search for answers and generate explanations.

• Emphasis is placed upon the process of thinking as this applies to student interaction with concepts, big ideas, data, topics, issues, and problems.

• Inquiry is possible in all sorts of standards models!

Connecting Inquiry to a K-12 Social Studies Framework

The performance task requires students to intentionally engage in tasks that ask them to write, develop, create, or design a product or performance which demonstrates knowledge, skills, or understandings in a larger and meaningful context (authentic purpose and audience).

The C3 Framework

Inquiry and the C3 Framework

Inquiry at the heart! • Formed by core* disciplines of civics,

economics, geography, and history.• Composed of deep and enduring

understandings, concepts, and skills from the disciplines. 

• Emphasizes skills and practices as preparation for democratic decision-making.

Inquiry Arc in C3 Framework Set of interlocking and mutually reinforcing ideas

featuring four dimensions of informed inquiry in social studies: Developing questions and planning inquiries Applying disciplinary tools and concepts Evaluating sources and using evidence Communicating conclusions and taking

informed action

Questions?

Inquiry In Action: North Carolina State Standards

• 7.G.1.3 Explain how natural disasters (e.g. flooding, earthquakes, monsoons and tsunamis), preservation efforts and human modification of the environment (e.g. recycling, planting trees, deforestation, pollution, irrigation systems and climate change)affect modern societies and regions.

• Generalization: Preservation efforts and human modifications to the environment may result in consequences that transform conditions for human life.

After the publication of A Nation at Risk, many states implemented education standards for all schools to achieve.

In the last 30 years, these standards have become an integral part of education. Working in conjunction with the testing movement, these standards hold great influence in modern schools.

While some might argue these standards are stifling, each of the required North Carolina Essential Standards for K-12 Social Studies courses lend themselves in some way to inquiry!

Developing Questions

• 7.G.1.3 Explain how natural disasters (e.g. flooding, earthquakes, monsoons and tsunamis), preservation efforts and human modification of the environment (e.g. recycling, planting trees, deforestation, pollution, irrigation systems and climate change)affect modern societies and regions.

• Generalization: Preservation efforts and human modifications to the environment may result in consequences that transform conditions for human life.

As you develop your unit, what powerful questions can be used to guide inquiry?

‘How can we modify physical and geographic conditions to protect against natural disasters?’

‘What should the role of government be in environmental safety and protection?’

Disciplinary Tools and Concepts

• 7.G.1.3 Explain how natural disasters (e.g. flooding, earthquakes, monsoons and tsunamis), preservation efforts and human modification of the environment (e.g. recycling, planting trees, deforestation, pollution, irrigation systems and climate change)affect modern societies and regions.

• Generalization: Preservation efforts and human modifications to the environment may result in consequences that transform conditions for human life.

The historian examines past modifications.

The geographer maps out changes in the environment.

The economist considers the financial impact of government efforts.

The political scientist considers the legislation and public policy implications.

The cultural researcher considers social changes resulting from modifications.

Sources and Evidence

• 7.G.1.3 Explain how natural disasters (e.g. flooding, earthquakes, monsoons and tsunamis), preservation efforts and human modification of the environment (e.g. recycling, planting trees, deforestation, pollution, irrigation systems and climate change)affect modern societies and regions.

• Generalization: Preservation efforts and human modifications to the environment may result in consequences that transform conditions for human life.

This connects easily to what we already do in our standards!

Remember that we want to encourage students to use a variety of outside resources for this, and to consider their resources carefully.

How much guidance do you want to give them on resources? Do you want to provide them a rubric to analyze the appropriateness of sources? How much freedom should they be allowed in selecting sources?

Communication and Action

• 7.G.1.3 Explain how natural disasters (e.g. flooding, earthquakes, monsoons and tsunamis), preservation efforts and human modification of the environment (e.g. recycling, planting trees, deforestation, pollution, irrigation systems and climate change)affect modern societies and regions.

• Generalization: Preservation efforts and human modifications to the environment may result in consequences that transform conditions for human life.

What this looks like might differ based on the inquiry model that you are using.

Connect it to your performance task as you plan your unit!

Inquiry In Action: New York State Standards & The Common Core

CCSS.ELA-LITERACY.RH.9-10.3 (CC) Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

9.3 (D) Classical Civilizations: (NYS): Classical civilizations in Eurasia and Mesoamerica employed a variety of methods to expand and maintain control over vast territories. They developed lasting cultural achievements. Both internal and external forces led to the eventual decline of these empires.

Generalization: The collapse of civilizations may be driven by shared causes relating to political, economic, social, and military decline.

In 2009, the National Board of Governors Center for Best Practices, working in conjunction with the Council of Chief States Schools Officers and the US Department of Education developed the Common Core States Initiative. 

The Common Core was later tied to federal grant money through the Race to the Top Initiative. The goal of this endeavor was develop college and career readiness for all US students.  

Similarly to the state standards in North Carolina, the states that have adopted the Common Core standards (including New York and 42 other states) are allowed the capacity to focus on inquiry within the social studies classroom.

Developing Questions

CCSS.ELA-LITERACY.RH.9-10.3 (CC) Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

9.3 (D) Classical Civilizations: (NYS): Classical civilizations in Eurasia and Mesoamerica employed a variety of methods to expand and maintain control over vast territories. They developed lasting cultural achievements. Both internal and external forces led to the eventual decline of these empires.

Generalization: The collapse of civilizations may be driven by shared causes relating to political, economic, social, and military decline.

As you develop your unit, what powerful questions can be used to guide inquiry?

Why were these great civilizations not able to protect themselves from decline?

Are any great civilizations sustainable, including the modern United States?

Inquiry In Action: Texas State Standards & C-Scope Social Studies: U7 L1 (C-Scope) The lesson

provides students with an understanding of reasons for U.S. involvement in World War II through identifying Italian, German, and Japanese dictatorships and the attack on Pearl Harbor. Students examine the dictators rise to power and involvement in WWII as well as, the impact of the attack on Pearl Harbor.

TEK 113.41. US History Studies Since 1877 (TXS) (7)   The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to: (A)  Identify reasons for U.S. involvement in World War II, including Italian, German, and Japanese dictatorships and their aggression, especially the attack on Pearl Harbor

Generalization Citizen perceptions of conflict may be shaped by changes in foreign policy.

In 2010, the Texas Education Service Center developed a curriculum management tool called C-Scope. At its height, C-Scope was adopted by more than 80 percent of the districts in Texas at some point

C-Scope offered a variety of curriculum assistance for schools that ranged from scope and sequence to minute-specific lesson plans, with a specific focus on state tested standards.

The standardized instruction portion of C-Scope was discontinued as a result of political pressure generated by teachers. However, many schools still utilize the previous lessons plans created for past years. Despite the stifling nature of a standardized instruction program, a focus on inquiry learning is still possible in social studies classrooms.

Developing Questions

Social Studies: U7 L1 (C-Scope) The lesson provides students with an understanding of reasons for U.S. involvement in World War II through identifying Italian, German, and Japanese dictatorships and the attack on Pearl Harbor. Students examine the dictators rise to power and involvement in WWII as well as, the impact of the attack on Pearl Harbor.

TEK 113.41. US History Studies Since 1877 (TXS) (7)   The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to: (A)  Identify reasons for U.S. involvement in World War II, including Italian, German, and Japanese dictatorships and their aggression, especially the attack on Pearl Harbor

Generalization Citizen perceptions of conflict may be shaped by changes in foreign policy.

As you develop your unit, what powerful questions can be used to guide inquiry?

Is war ever justified? What should the United

States global role be in terms of militarism?

How did US involvement in World War II shape the modern world?

Questions?

Challenges

Length of class periods

Pressures of coverage Administrative

pressure! Breadth versus

depth

Discomfort with approach

Potential for disorganization

Other challenges?

Questions to Ask

Effective planning is vital! What would be some questions to ask

yourself as you plan?

Rubrics and Exemplars

Do I have rubrics and exemplars? Why would this question matter? Should exemplars be shown? If so, what kind?

Formative Assessment Do I include effective formative

assessment? What makes EFFECTIVE formative

assessment in an inquiry model approach?

Time

Is there enough TIME? Do we actually NEED to make time?

Authenticity

Is it AUTHENTIC? What does this phrase mean to you? What would it mean to your students within

an inquiry model?

Quality and Rigor

Does the culture encourage quality and rigor?? How can classroom culture influence

creation, production, and outcomes within an inquiry model?

Questions?

How to Avoid Problems Recognize that mistakes are okay!

Mistakes can be learning experiences. Modeling, practice, and feedback is key!

Active listening and full group attention. Discuss the differences! Planning can’t be locked in stone!

Vega, V. (2012). Project-Based learning research review. Edutopia. Retrieved 01 November 2013 from http://www.edutopia.org/pbl-research-learning-outcomes.

Contact us!

Steve MasyadaFlorida Joint Center For Citizenship@SocialStudyMasystephen.masyada@ucf.eduhttp://floridacitizen.org/

James Rodgers New Visions High School for Advanced Math and Science JRodgers26@charter.newvisions.org