Download C3 Framework - adesocialstudiesplace

Overview of the
Revised Social Studies
Curriculum Frameworks,
Disciplinary Literacy (Lenses),
C3 Framework & Inquiry Arc
Social Studies K-12
Summer 2015
Agenda Summer 2015
• Framework revisions (big shifts)
• Lenses of the Social Studies and
disciplinary literacy
• C3 Framework and the Inquiry Arc
(connections to CC Literacy)
Lunch
• Inquiry in the Classroom – Break-out
Framework Revisions
2014
Locating
the Documents
All Social
Studies
Frameworks
PDF or
Word
New Elements of the
Framework and the Big
Shifts
Introductory
Statements
appear on all
framework
documents
Practices
4 strands
13 content
standards
History in
K-4
emphasizes
historical
thinking
skills
Grade level
CC
Alignment
Student
Learning
Expectations
C3
Framework
Alignment
Footer &
Key
Thematic
titles to
guide
revision
H.O.
& Act
H.O.
& Act
Arkansas History Clarification
Grades 7-12
One semester (stand alone not
embedded) Arkansas History must be
taught in grades 7, 8, 9, 10, 11, OR 12.
It is a district decision where to place
that one-semester course.
Two one-semester Arkansas History
courses have been developed for use in
either Grades 7-8 OR Grades 9-12.
Required Courses for
Graduation
1 year World History
1 year United States History
1 semester Civics
1 semester Economics
AP Courses – World & US History, ADE enhanced
AP US Government & Politics will meet the
graduation requirements for Smart Core
Concurrent credit – second half of the survey
courses align to graduation requirement in US
and world history.
High School Elective Courses
The following one-semester social studies
courses do not need ADE course approval,
and must be taught as written.
African American
History
United States
Government
Psychology
Sociology
World Geography
Instructional Materials needs
Due to legislation in 2013, ADE no longer has any
roles in instructional materials (no review
committees, no state adoption lists…)
Arkansas Curriculum Services Association
http://www.arcurriculumservices.com/ contains a
list of publishing companies and their AR
representatives. Call/email them. Tom Fendley is
the association president; he is organizing or has
organized a textbook caravan for social studies.
Contact him for dates and locations.
What is Disciplinary
Literacy?
• What is the
teacher doing?
(give examples)
Act
• What are students
doing? (give
examples)
Social Studies
Lenses
NC Department of Public Instruction
Why does this matter?
Multiple content areas all require
something different from students
– how to read, question, and write in each
subject
– how to think about a topic from different
perspectives (historic, geographic,
economic, civic/political)
Each discipline has unique literacy
requirements
Historians Ask
• Whose knowledge is this?
• How are we connected to events and
people of the past?
• What has changed? What has remained
the same?
• What are facts? What are opinions?
• What perspectives are missing?
• What voices are silenced?
Geographers Ask
• Why does location matter? How does it matter?
• Where?
• Why there?
• Why do we care?
• How does the environment affect people's lives,
and what changes do people make to their
environment?
• How does geography affect history, economics,
government, and the culture of people?
Economists Ask
• What economic choices will lead to a society
with increased prosperity?
• Why do we have to make choices?
• What are the costs involved?
• What incentives do people face?
• How have past economic choices affected
this?
• What began the negative slope? How did the
nation regain economic momentum?
Political Scientists Ask
• How do people govern themselves?
• What does authority mean? Who has authority
and why? How is this different from
responsibility?
• What interests are being served by those in
power?
• How do policies impact society?
• Even when you work to give everyone an equal
voice, what can happen?
• Should people attempt to influence government
and, if so, how can they do so in a democracy?
Break (15 minutes)
Further Connections
• 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.
For Example, How bad was the
recent “Great Recession”?
• Civically – How did
• Geographically –
government policies
Was everyone
shape responses to
affected in the same
the recession?
way? Distribution of
effects? Why?
• Economically – What
are the employment • Historically – “Bad”
numbers and who
as compared to what
was affected? How
and to whom, when,
can markets respond?
how, and why?
Bruce VanSledright, University of North Carolina, Charlotte;
from presentation at SSACI Meeting Atlanta 2013
Act
College, Career, & Civic Life
C3 Framework for Social
Studies State Standards
Another document?
College, Career, & Civic Life
C3 Framework for Social
Studies State Standards
The focus is not content; rather, it is the
deep and enduring understandings,
concepts, and skills of the disciplines
(civics, economics, geography, history).
There are no dates, names, places.
C3 Framework
• Sets forth learning expectations and an
inquiry arc
• It provides guidance for enhancing the
rigor of K-12 Civics, Economics,
Geography, and History
How does the C3 Framework
affect my classroom?
C3 is
–Student inquiry / Student centered
–Skills are emphasized
More work planning units/lessons =
–More time for classroom facilitation
–Deeper learning and understanding for
students
Act
Inquiry Arc
Dimension 1 – Developing questions and
planning inquiries
Dimension 2 – Applying disciplinary concepts
and tools (this dimension mirrors
state standards)
Dimension 3 – Evaluating sources and using
evidence
Dimension 4 - Communicating conclusions and
H.O.
taking informed action
& Act
Putting it all in the
classroom and making
connections
Compelling ?s Are  Provocative
 Engaging
 Worth spending time on
Criteria for good compelling
questions
 Intellectually meaty
 Student / Kid friendly
Compelling ?s • Are grounded in curriculum - students may
have limited knowledge/foundation in the
beginning
• Address problems and issues found in and
across the disciplines of the social studies
• Require students to
– apply disciplinary concepts
– construct arguments and interpretations
Act
Compelling ?s
Examples:
Was the American Revolution
revolutionary?
Was the Civil Rights movement of the
1960’s a success?
Why do we need rules?
Was writing the Declaration of
Independence an act of treason?
Act
Compelling ?s Should
be sustained throughout the inquiry so students
keep returning to the question across the inquiry arc.
anchor and finish the inquiry.
help build students’ knowledge and understanding of
a topic.
Students ultimately communicate their conclusions.
H.O.
U.S. History Module – Is
Freedom Free?
ACTIVITY:
• What do you notice about the relationship
among supporting questions, the formative
performance task, and the historical sources?
• What is the role of the supporting questions?
• Must the summative performance task be an
essay, a formal piece of writing, an argument?
• What options could the teacher have chosen
rather than to have students in Grade 8 write a
historical argument essay to answer the
question? Share responses.
Act
Presenters / Facilitators
• Sue Geery – Norfork
• Laura Beth Arnold –
LRSD
• Bennie Lard – Hope
• Lisa Lacefield – Valley
View
• Vickie Yates – Virtual
AR
• Lantha Garmrath –
Paragould
• Lisa McGriff – Star City
• Sarah Pugh –
Bentonville
• Don Porter – LRSD
• David Freligh – Forrest
City
• Barry Watkins – Bay
• Margie Hunter – West
Memphis
• Schula Holley – LRSD
If you have questions regarding social
studies education please contact
Maggie Herrick
ADE Curriculum & Instruction
501-682-6584
[email protected]
LUNCH Break – 1 hour
Report to break-out rooms
after lunch