Materials & Resources for C3 Implementation Rebecca Bush Alice Reilly Got Skills???

Goals for today Introduction Overview of the C3 Framework Resources for each dimension Examples of district implementation Examples of classroom implementation

Demands of today’s teachers 21 st Century Skills Increased rigor 4 Cs-critical & creative thinking, collaboration, communication Know, Understand, Do

Why??? Moving away from an industrial economy and toward a knowledge economy Changing demographics Increasing global interdependence Increasing technology

C3-College, Career & Civic Ready: Definition of social studies “Social studies is an interdisciplinary exploration of the social sciences and humanities, including civics, economics, geography, and history in order to develop responsible, informed and engaged citizens and to foster civic, economic, global, and historical literacy.”

C3 - Guiding Principles Social studies: prepares students for college, careers, and civic life is centered around inquiry involves interdisciplinary applications. is composed of deep and enduring understandings, concepts, and skills from the disciplines. emphasizes skills and practices as preparation for democratic decision-making.

C3 Framework for Social Studies Provides guidance for states to enhance their standards Increases rigor Focuses on disciplinary and interdisciplinary concept and practices Includes structures, tools, and habits of mind of the disciplines Includes research and scholarly argument

C3 - Learning Expectations Questions for exploration Knowledge: what learners need to understand Processes: what learners will be able to do Products: how learners demonstrate understanding

C3 College, Career & Civic Ready: 4 Dimensions Dimension 1: Developing questions & planning inquiries Dimension 2: Applying disciplinary tools & concepts (civics, economics, geography & history) Dimension 3: Evaluating sources & using evidence Dimension 4: Communicating conclusions & taking informed action

C3- Organization Within each dimension and subset, there are indicators. For each indicator, there is a suggested K-12 Pathway. The pathways are divided into grade bands – K-2 – 3-5 – 6-8 – 9-12 Literacy connections

So…………?  DOK  Content Literacy  Rigor  Relevancy  Multiple Strategies  Trivia  Memorization  Lack of creativity  Sage on the stage What’s NOT! The Key Question: How are “we” changing our instruction to focus on skill acquisition and practice as opposed to an amalgamation of content knowledge?

Dimension 1- Developing Questions & Planning Inquiries It is not the answer that enlightens, but the question. Decouvertes Students who take responsibility for asking their own questions become more productive and engaged in their learning. Metacognition, or thinking about thinking, involves questioning our individual learning processes. Questioning helps us solve problems by developing, implementing, and evaluating plans of action. Active learners are always questioning Foundation for Critical Thinking

Who is asking the questions in classrooms? What strategies do teachers use to have students ask questions?

Questions Can Lead to Enduring Understandings How are things, events or people connected to each other? What is the cause and what is the effect? How do they fit together? When is a conflict a revolution? When is the “correct” answer not the best solution? Was math discovered or invented? What is the evidence, and how reliable is it? What provocative questions will foster inquiry, understanding and transfer of learning? UbD- Grant Wiggins

Question Formulation Technique 1.Design a question focus 2.Produce questions 3.Work with closed-ended and open-ended question 4.Prioritize questions 5.Plan next steps 6.Reflect Right Question Institute

Dimension 2 – Applying Disciplinary Tools & Concepts Thinking Like a Political Scientist Thinking Like an Economist Thinking Like a Geographer Thinking Like a Historian

Learning Progressions to Support the Use and Implementation of the C3 Framework Available via DropBox Authored by Rebecca Bush & David Johnson

Connecting DOK to C3: The Role of Learning Progressions D2.His Analyze connections among events and developments in broader historical contexts. Define contextualization and give an example (DOK 1 & 2) Use contextualization to compare events from different places and/or time periods. (DOK 3) Identify connections between events and developments across time. (DOK 2) Analyze connections between events and developments across time. (DOK 4)

Connecting DOK to C3: The Role of Learning Progressions D2.Geo.4.K-2 Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region. Define climate. (DOK 1) Distinguish between weather and climate. (DOK 2) Identify an environmental characteristic and how it could affect the weather. (DOK 3)

Same Verb—Three Different DOK Levels 5-U3.2.4—5 th grade Describe the significance of the Treaty of Paris (establishment of the U.S. and its boundaries). DOK 1- Describe the two main provisions of the Treaty of Paris that would’ve concerned the United States. DOK 2- Describe some of the potential problems between Native American tribes and the British because the Treaty of Paris did not specify a date when the British would leave their American forts. DOK 3-Describe a complex situation that could occur between any two of the following groups of people due to the limitations of the Treaty of Paris: Native Americans, British creditors, British soldiers, loyalists, colonists. "I can recall what Webb's DOK is." "I can recall critical characteristics of each of the four DOK levels”

Increased Rigor & DoK Levels Under the "Understanding National Markets" standard in HS:  Explain the relationships between money, supply, inflation, and recessions. (original form: DOK 2)  Explain whether or not the relationships between money supply, inflation, and recessions are different between capitalistic and communist countries. DOK: 3  Explain how the philosophies on the relationships between money supply, inflation, and recessions are presented through the eyes of three different economic viewpoints--Adam Smith (Neo-Classical), John Meynard Keynes (Keynesian), and Milton Friedman (Monetarist). DOK: 4

Disciplinary Literacy Intermediate Literacy Basic/ Foundational Literacy Increasing Specialization of Literacy Context Clues Text Structure Text Features Content Literacy: Thinking like a chemist, historian, literary critic!

Dimension 3 – Evaluating Sources & Using Evidence National Archives-document analysis sheets Library of Congress-primary source analysis tool Document Based Questions-Beyond the Bubble College Board-revised SAT – Words in context – Command of evidence – Analyzing a source – Problems ground in real world context – Founding documents & global conversations

Gathering & Evaluating Sources Evaluating all Sources Checking for Bias Assessing an argument Evaluating Web Sources Authorship Sponsorship Purpose & Audience Currency

Discipline Specific Evaluation Tools

Dimension 4 – Communicating Conclusions & Taking Action Project Based Learning- Buck Institute

(Michigan Grade Level Content Expectations) (Michigan grade level content expectations) (Result of integration of standards above.)

(Michigan High School Content Expectations) (Integration of above standards)

Contact Information: Rebecca Bush Social Studies Consultant Ottawa Area Intermediate School District Holland, Michigan Alice Reilly Coordinator, K-12 Social Studies Fairfax County Public Schools Fairfax, Virginia Questions... ???