California Task Force on K-12 Civic Learning

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• Guidance for Enhancing the Rigor of
• K-12 Civics, Economics, Geography, and History

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C3 Development
Background Information

• Collaboration and community is a central tenet of
  the work.
• Conscious effort to bring stakeholders who have
  not talked in the same room, for an extended
  period of time.

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A Watershed Moment for the Social Studies

• In January 2010, National Council for the Social
  Studies and the Campaign for the Civic Mission of
  Schools convened 15 national organizations in
  civics, economics, and history, to have a
  conversation about common state standards for
  social studies.

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American Association of Geographers American Bar
Association American Historical
Association Center for Civic Education Campaign
for the Civic Mission of Schools Constitutional
Rights Foundation/USA Constitutional Rights
Foundation/Chicago Council for Economic
Education National Council for Geographic
Education National Council for History
Education National Council for the Social
Studies National Geographic Society National
History Day Street Law, Inc. World History
Association
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Social Studies Defined

• The social studies is an interdisciplinary
  exploration of the social sciences and
  humanities, including civics, history, economics,
  and geography, in order to develop responsible,
  informed, and engaged citizens and to
• foster civic, global, historical, geographic,
• and economic literacy.

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State-led Effort

• Social Studies Assessment, Curriculum and
  Instruction (SSACI) Collaborative at CCSSO
• 23 States and Two Affiliate Members
• Los Angeles County Office of Education
• University of Delaware
• State-level expertise and guidance in social
  studies

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Task Force
American Association of Geographers American Bar
Association American Historical
Association Center for Civic Education Campaign
for the Civic Mission of Schools Constitutional
Rights Foundation/USA Constitutional Rights
Foundation/Chicago Council for Economic
Education National Council for Geographic
Education National Council for History
Education National Council for the Social
Studies National Geographic Society National
History Day Street Law, Inc. World History
Association
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Writing Team

• Keith C. Barton, Indiana University
• Stephen Buckles, Vanderbilt University
• Flannery Burke, Saint Louis University
• Jim Charkins, California State University
• S.G. Grant, Binghamton University
• Susan W. Hardwick, University of Oregon
• John Lee, North Carolina State University
• Peter Levine, Tufts University
• Meira Levinson, Harvard University
• Anand Marri, Columbia University
• Chauncey Monte-Sano, University of Michigan
• Robert Morrill, Virginia Polytechnic
• Kathy Swan, University of Kentucky
• Karen Thomas-Brown, University of
  Michigan-Dearborn
• Cynthia Tyson, The Ohio State University
• Bruce VanSledright, University of Maryland
• Merry Wiesner-Hanks University of
  Wisconsin-Milwaukee

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Teacher Collaborative Council

• Lisa Lacefield, Arkansas
• John White, Arkansas
• Charlee Passig Archuleta, Colorado
• Anton Schulzki, Colorado
• Wendy Harrington, Delaware
• Sally J. Meyer, Georgia
• William S. Rakosnik, Georgia
• Pamela M.T. (Takehiro) King, Hawaii
• Carrie Sato, Hawaii
• Mitzie Higa, Hawaii
• Rob Dittmer, Iowa
• Nancy Peterson, Iowa
• Beth Levinsky, Illinois
• Jeffrey W. Lightfoot, Illinois
• Michael Hutchison, Indiana
• Callie Marksbary, Indiana
• Amanda Jessee, Kansas
• James K. Robb , Kansas

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Critical Voices
American Heritage Bill of Rights
Institute C-Span Center for Economic Education
and Entrepreneurship, U of Delaware Citizen
Me Colonial Williamsburg Council of Economic
Education DBQ Project Junior Achievement Federal
Judicial Center-History Office Federal Reserve
Bank of St. Louis, Economic Education Freedom
Forum First Amendment Center Heritage Education
ServicesNational Park Services Library of
Congress Mikva Challenge, Chicago National
Archives National Constitution Center Newseum Smit
hsonian Institution Smithsonian American Art
Museum Smithsonian American Indian
Museum Teaching for Change What So Proudly We
Hail  
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C3 Participants

• 23 States/Affiliates
• 15 Professional Organizations
• 17 Writers
• 50 Teachers
• 10 Editors
• 4 Graphic Designers
• 27 Curricular and Cultural Organizations
• Over 3000 respondents

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C3 Foundations

• Prepares the nations young people for college,
  careers, and civic life
• Inquiry is its foundation
• 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.
• Shares in the responsibilities for literacy
  instruction in K-12 education.

What is the C3 Framework?
Appendices for Psychology, Sociology,
Anthropology (9-12)
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Inquiry Arc
Civic Life
Disciplinary Literacy
C3 Foundations
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THE INQUIRY ARC

• 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

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Compelling and Supporting Questions

• Compelling questions focus on real social
  problems, issues, and curiosities about how the
  world works
• Intellectually meaty
• Kid friendly
• Examples
• Was the American Revolution revolutionary?
• Was the Civil Rights movement of the 1960s a
  success?
• Why do we need rules?

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Compelling and Supporting Questions

• Supporting questions scaffold students
  investigations into the ideas and issues behind a
  compelling question.
• Examples
• What were the regulations imposed on the
  colonists under the Townshend Acts?
• What legislation was enacted as a result of the
  Civil Rights Movement?
• What are some rules that families follow?

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DISCIPLINARY LITERACY
Literacies derived from the Common Core State
Standards in English language Arts/Literacy form
an essential thread required by the actual
demands of college, work, and civic life.
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CIVIC ENGAGEMENT
Active and responsible citizens are able to
identify and analyze public problems, deliberate
with other people about how to define and address
issues, take constructive action together,
reflect on their actions, create and sustain
groups, and influence institutions both large and
small. They vote, serve on juries when called,
follow the news and current events, and
participate in voluntary groups and
efforts.  Teaching students to be able to act in
these waysas citizenssignificantly enhances
preparation for college and career.
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The Way Forward The National Council for the
Social Studies

• C3 Framework Bulletin will have text of C3
  Framework with introductory and explanatory
  articles.
• Special Issue of Social Education,
  November/December, edited by Michelle Herczog,
  NCSS President-Elect
• C3 Strand at the NCSS Annual Conference in St.
  Louis, November 22-24, 2013
• NCSS Bulletin - C3 Practice Examples from
  Curricular Partners

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• To download a copy and access other materials go
  to
• socialstudies.org/c3