1. Putting the C3 Framework for Social Studies State Standards into Action SECONDARY

2. Opening Activity Rate your comfort level of understanding the C3 Framework and Standard 6.0 Social Studies Skills and Processes. Rate your comfort level in developing a lesson plan aligned with the C3 Framework and Standard 6.0 Social Studies Skills and Processes.

3. Our Goals for This Session Briefly review the C3 Framework and changes to Standard 6.0 (Skills and Processes) Evaluate a model lesson aligned to the characteristics of inquiry set forth in the C3 Framework and the new Standard 6.0 Explore additional model lessons related to your specific Social Studies contents Develop your own C3-aligned lessons or adapt model lessons to use in your own classroom Evaluate the model lesson using the Checklist for an Inquiry Lesson

4. The C3 Framework: Context English Language Arts/Literacy and Math are experiencing new standards Social Studies was presented with a new framework (C3) for teaching instead of new standards

5. The C3 Framework: Context 2006 Maryland State Curriculum- Social Studies Standard 1.0 Political Science Standard 2.0 Peoples of the Nations and World Standard 3.0 Geography Standard 4.0 Economics Standard 5.0 History Standard 6.0 Social Studies Skills and Processes 2013 College, Career, and Civic Life (C3) Framework for Social Studies State Standards Dimension 1 Developing Questions and Planning Inquiries Dimension 2 Applying Disciplinary Concepts and Tools Dimension 3 Evaluating Sources and Using Evidence Dimension 4 Communicating Conclusions and Taking Informed Action

6. The C3 Framework: Context 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 Informed Action Developing Questions and Planning Inquiries CivicsGathering and Evaluating Sources Communicating and Critiquing Conclusions Economics GeographyDeveloping Claims and Using Evidence Taking Informed Action History

7. The C3 Framework: Inquiry Arc Note– Video was removed due to the size of the file. A copy with the video will be accessible through Google Drive.

8. The C3 Framework: Context 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 Informed Action Developing Questions and Planning Inquiries CivicsGathering and Evaluating Sources Communicating and Critiquing Conclusions Economics GeographyDeveloping Claims and Using Evidence Taking Informed Action History

9. What happened to the curriculum? Standards 1.0-5.0 of the Maryland State Social Studies Curriculum (Civics, Peoples of the Nations and World, Geography, Economics, History) stay the same. Major changes were made to Standard 6.0, Social Studies Skills and Processes, to align to the new C3 Framework. 2006 Maryland State Curriculum- Social Studies Standard 1.0 Political Science Standard 2.0 Peoples of the Nations and World Standard 3.0 Geography Standard 4.0 Economics Standard 5.0 History Standard 6.0 Social Studies Skills and Processes 2013 C3 Framework for Social Studies State Standards Dimension 1 Developing Questions and Planning Inquiries Dimension 2 Applying Disciplinary Concepts and Tools Dimension 3 Evaluating Sources and Using Evidence Dimension 4 Communicating Conclusions and Taking Informed Action

10. How did Standard 6.0 Change? To capture the objectives of C3: -Enhance rigor -Build critical thinking, problem solving and participatory skills -Align to the Maryland College and Career Literacy Standards 6.0 Social Studies Processes & Skills Student shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using disciplinary and inquiry literacies.

11. What does this mean for teachers? Teachers will now be required to… -Craft questions that spark and sustain an inquiry -Cultivate and nurture collaborative civic spaces -Integrate content and skills purposefully -Promote literacy practices and outcomes -Provide tangible opportunities for taking informed action

12. Think about your most successful lessons. How was the lesson structured? How could you tell that the students were engaged? How did students demonstrate that they mastered the material?

13. Only by wrestling with the conditions of the problem at first hand, seeking and finding his own way out, does he think. – John Dewey, 1916 Inquiry, as an approach to teaching and learning Social Studies, isn’t new. We know that people learn by framing questions and discovering solutions.

14. Model Lesson: “Should Citizenship be Revolutionary?” Made by the Colonial Williamsburg Foundation (Adapted for this Presentation) “Should Citizenship be Revolutionary?” (2014). In Teaching the C3 Framework: Exploring Inquiry Based Instruction for Social Studies (NCSS Bulletin 114). Silver Spring, MD: National Council for the Social Studies.

15. Why this lesson as a model? Focuses on United States history and civics, relevant at the middle and high school levels NOTE: The lesson plan (as it is written) is for Grade 8.

16. Introduction and Connections to the C3 Framework The lesson teaches students that active citizenship means contributing to the community The content of the lesson focuses on the enduring debate (beginning with the Declaration of Independence) about what our democratic principles are and how they should be realized Students will become active participants in the debate, using primary sources to understand the drive for historical change Content knowledge will be developed, while at the same time employing “critical thinking, problem solving, and collaborative skills needed for the workplace.”

17. Lesson Overview C3 Framework Dimension 1 Developing Questions and Planning Inquiries Students begin by parsing the compelling question and examining the terms ‘revolutionary’ and ‘citizenship’ in order to generate supporting questions to support the larger inquiry Dimension 2 Applying Disciplinary Concepts and Tools Students close read the Declaration of Independence Dimension 3 Evaluating Sources and Using Evidence Students look at a variety of documents to examine how the definition of ‘citizenship’ has been reinterpreted over time Dimension 4 Communicating Conclusions and Taking Informed Action Students answer “Should Citizenship Be Revolutionary?” and apply to the real world (note: there are multiple means of expression for the final product)

18. Dimension 1: Developing Questions and Planning Inquiries Discussion Question How revolutionary was the American Revolution?

19. Dimension 1: Developing Questions and Planning Inquiries Word Cloud What does “citizenship” mean?

20. Dimension 1: Developing Questions and Planning Inquiries Word Cloud What do we mean by “revolutionary”?

21. Dimension 1: Developing Questions and Planning Inquiries Definitions Citizenship (n.) the state of being vested with the rights, privileges, and duties of a citizen Revolutionary (adj.) of, pertaining to, characterized by, or of the nature of a revolution, or a sudden, complete, or marked change

22. Dimension 1: Developing Questions and Planning Inquiries As we examine our sources… As teachers… What kinds of information will we look for as evidence? How can we use the definitions of the terms to guide our inquiry? What kinds of supporting questions would help us to answer our compelling question? Sample Supporting Questions for Students What does ‘citizenship’ mean? What does ‘revolutionary’ mean? Does citizenship change over time?

23. Dimension 2: Applying Disciplinary Concepts and Tools We will start by examining the Declaration of Independence. Why this document?

24. Dimension 2: Applying Disciplinary Concepts and Tools Close Read of the Declaration of Independence Task: Read the entire Declaration of Independence. Underline or list key words and phrases that relate to our compelling and supporting questions.

25. Dimension 2: Applying Disciplinary Concepts and Tools Declaration of Independence Discussion Contextualization What historical events influenced the Declaration of Independence? Sourcing Questions Who were the authors? When was it written? What was the authors’ point of view? Whose points of view are left out?

26. Dimension 2: Applying Disciplinary Concepts and Tools Declaration of Independence Discussion Close Reading Questions What was the authors’ central claim? What evidence do the authors use to support their central claim?

27. Dimension 2: Applying Disciplinary Concepts and Tools Declaration of Independence Discussion Hypothesize whether the Declaration of Independence has a static or changing meaning. What made the document revolutionary? Does it still have meaning today? What evidence (within the text or requiring additional research) would help you to confirm your hypothesis?

28. Dimension 3: Evaluating Sources and Using Evidence Compare the Declaration with Later Documents We will compare the Declaration of Independence to later documents to see how the meaning of the Declaration of Independence evolved and has been appropriated by different groups of citizens. We will start with the Seneca Falls Convention of 1848.

29. Dimension 3: Evaluating Sources and Using Evidence Elizabeth Cady Stanton, Seneca Falls Convention All men and women are created equal Declaration of Independence All men are created equal What points of view are being represented? How are they different? What values are highlighted?

30. Dimension 3: Evaluating Sources and Using Evidence Elizabeth Cady Stanton, Seneca Falls Convention All men and women are created equal Declaration of Independence All men are created equal What additional information do we need to understand the history behind the quotation? Are Elizabeth Cady Stanton’s actions an example of revolutionary citizenship? Why or why not?

31. Dimension 3: Evaluating Sources and Using Evidence Compare the Declaration with Later Documents Task: Each member of your table has a different set of primary sources. Read your sources individually, and evaluate it using these supporting questions: Who were they authors? What was their point of view? What fundamental principles does it advance? Whose points of view are left out or minimized? Are the author’s actions an example of revolutionary citizenship? Why or why not?

32. Dimension 4: Communicating Conclusions and Taking Informed Action Should citizenship be revolutionary? Formulate a thesis and support with evidence (cite direct quotes and/or paraphrase) on your organizer.

33. Dimension 4: Communicating Conclusions and Taking Informed Action Should citizenship be revolutionary? Options for Assessment: My Declaration Class Declarations Civic Action

34. Review What content (aligned to Standards 1.0-5.0) was explored in this lesson? What Social Studies Skills and Processes (Standard 6.0) were developed through this lesson?

35. Did this lesson remind you of lessons that you have developed? In what ways?

36. You have 10 minutes to explore the resources/lesson plans on the following sites: Stanford History Education Group – “SHEG” - Lessons Stanford History Education Group UMBC Center for History Education – “History Lab” process UMBC Center for History Education Library of Congress – Teaching with Primary Sources Library of Congress The DBQ Project – Mini-Q’s and DBQ Lessons The DBQ Project Teaching History.org – Lesson Plans, Best Practices, Sources Teaching History.org History Matters – GMU site with materials, historical thinking History Matters Achieve the Core – Lessons for Social Studies available Achieve the Core C3 Teachers – site for teacher collaboration C3 Teachers

37. You have 15 minutes to collaborate with your peers to brainstorm topics in your curricula that lend themselves to the Framework. C3 Framework (Sample activities from the Model Lesson) Dimension 1 Developing Questions and Planning Inquiries Students begin by parsing the compelling question and examining the terms ‘revolutionary’ and ‘citizenship’ in order to generate supporting questions to support the larger inquiry Dimension 2 Applying Disciplinary Concepts and Tools Students close read the Declaration of Independence Dimension 3 Evaluating Sources and Using Evidence Students look at a variety of documents to examine how the definition of ‘citizenship’ has been reinterpreted over time Dimension 4 Communicating Conclusions and Taking Informed Action Students answer “Should Citizenship Be Revolutionary?” and apply to the real world (note: there are multiple means of expression for the final product)

38. Exit Activity Rate your comfort level of understanding the C3 Framework and Standard 6.0. Rate your comfort level in developing a lesson plan aligned with the C3 Framework and Standard 6.0.