c3framework



Vision Statement.

(PLEASE NOTE THESE ARE NOT THE FINAL STANDARDS)

**Some links with thoughts on the framework (both positive and negative!)**
http://www.teachingthecore.com/c3-framework/c3-framework-common-core-social-studies/

http://communities.ohiorc.org/lets-talk-social-studies/2012/11/20/college-career-and-civic-life-c3-framework-for-inquiry-in-social-studies-state-standards/

http://blogs.edweek.org/edweek/curriculum/2012/10/framework_for_social_studies_s.html?cmp=ENL-EU-NEWS2

http://www.edexcellence.net/commentary/education-gadfly-daily/flypaper/2012/social-studies-follies.html

http://historytech.wordpress.com/2012/11/19/yay-c3-social-studies-standards-come-out-today-wait-what-not-today/

=Dave's Thoughts: An attempt at blogging about C3 without giving anything in my NDA away.=

1/8/2013 Understanding C3 by Design
When you look at the vision document, particularly paying attention to the instructional arc, I for one am brought back to the __Understanding by Design__ principles. In the book, Wiggins and McTighe state that there are four criteria for determining what material is worthy of understanding. It should be:
 * Enduring
 * At the heart of the discipline
 * Needing uncoverage
 * Potentially engaging

The Michigan GLCE address the second bullet point, and make their attempts at reaching the other three. The first, third, and fourth bullet points are addressed in different ways in every classroom. This won't change with C3. What I do believe will change with C3 is the emphasis on the other three bullet points.

Dimension 1 - Developing Questions and Planning Investigations: The start of C3's "inquiry arc". I had some fantastic history teachers in my time in public schools as a student. I taught with some fantastic history teachers in my time in public schools as a teacher. There were some enduring understandings that I took from my courses with me into the real world. There were some enduring understandings that my own students left with. Focusing our GLCE and HSCE however into something that turns them from a collection of dates and factoids and into something that becomes internalized...I believe dimension 1 sets the stage for this.
 * Enduring:**

Dimension 3 - Gathering, Evaluating, and Using Evidence: From the vision document it appears that specific standards for each of the four "silos"; Economics, Geography, History, and Civics are addressed. Taking those understandings further however, and investigating them by gathering evidence, evaluating what is collected, and using it effectively...Now we're going somewhere!
 * Needing Uncoverage:**

Dimension 4 - Working Collaboratively and Communicating Conclusions: Here's where things get interesting... Taking our GLCE/HSCE and marrying them with C3, we have the opportunity to change the way we assess and determine if those enduring understandings have really taken hold. Working through the four dimensions in C3, we get to the final piece...taking the information and doing something with them to bring us back to "enduring". They (the students) do this not by listening to us lecture about the events, but by working through the arc and collaboratively communicating their findings. History is a great subject area for "debate" as we know there are multiple sides to every story. If a conclusion is reached through thoughtful study and backed up and communicated with evidence that is relevant, then I believe it will be internalized.
 * Potentially Engaging:**

If the Common Core was a blueprint, then key components were missing in the study of social studies. What does "Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts." As an English guy as well as SS, I had some good ideas for how to address this in my classroom. To others, this was written in Greek. C3 is the Rosetta stone.

I can't wait to discuss with you all what's in the document when you all get the opportunity to see it.