C3 Overview

Dr. Dave Harms Penta Career Center

About Me
Traditional

10-12 Social Studies

15

Years American Government/ American

History/ World Issues/ and OGT Prep

Career
NW

Center

Ohio Regional Leader ODE

Online,

Hybrid, and Traditional Post

Secondary

PhD

Educational Technology

2013

OCSS Social Studies Teacher of the year

and the 2013 ITIP Ohio Technology Using
Teacher of the Year

All students have a talent but not all of the talents show up
academically

What is the C3
Framework?

Inquiry Arc
of the C3 Framework
Adapted from Swan, Griffin, Lee & Grant,
2013

Foundations of Social Studies

1. Preparation for college, careers, and civic life;

What is the C3
What is the C3
Framework?
Framework?

2. Inquiry is its foundation;

3. core* disciplines of civics, economics, geography, and
history;
* the appendix includes Psychology, Sociology, and
Anthropology
4. deep and enduring understandings, concepts, and
skills
5. skills and practices as preparation for democratic
decision-making.
Adapted from Swan, Griffin, Lee & Grant,
2013

What is the C3
Framework?

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
Adapted
Swan, Griffin, Lee & Grant,
Dimension
4: from
Communicating
Conclusions and
2013

What is the C3
Framework?

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
Adapted
Swan, Griffin, Lee & Grant,
Dimension
4: from
Communicating
Conclusions
2013

Adapted from Swan, Griffin, Lee & Grant,

2013

Adapted from Swan, Griffin, Lee & Grant,

2013

Adapted from Swan, Griffin, Lee & Grant,

2013

Adapted from Swan, Griffin, Lee & Grant,

2013

Adapted from Swan, Griffin, Lee & Grant,

2013

Swan, Griffin, Lee & Grant, 2013

What is the C3
Framework?

http://www.socialstudies.org/c3

What is the C3
Framework?

We do that!
Think of a project or activity you use
which you would consider to be a
good inquiry-based activity.
Teachergenerated

Studentgenerated

Who generates the compelling or essential question and the

supporting questions that guide the work?

Who identifies the potential sources of information, narrows or

expands them, and identifies the most effective path for research
and workflow?

Who determines the criteria for evaluating the evidence?

Who identifies the best medium or media to communicate the

findings?

Questioning is key to student learning. The C3

Dimension 1

Framework encourages the use of compelling and supporting

questions, both teacher- and student-generated, as a central
element of the teaching and learning process.

C3 Framework,
2013
The Four Dimensions highlighted in the table, center on the use
of questions to spark curiosity, guide instruction,
deepen investigations, acquire rigorous content, and
apply knowledge and ideas in real world settings to
enable students to become active and engaged citizens in the
twenty-first century.
Social Education, Sept.,
Compelling Questions 2103
Compelling questions focus on enduring issues and
concerns.and unresolved issues that require students to
construct arguments in response.
Was the American Revolution revolutionary?
Supporting Questions- focus on descriptions, definitions,
and processes
and require students to construct explanations that advance
claims of understanding in response.
What were the regulations imposed on the colonists under the

Dimension 2Disciplines

Dimension 2Applying Disciplinary Tools

and Concepts

Adapted from Swan, Griffin, Lee & Grant,

2013

Geography
Dimension K-12
2Disciplines
Pathway

Geographic Representations: Spatial Views of

the World

Adapted from Swan, Griffin, Lee & Grant,

2013

Geography
Dimension K-12
2Disciplines
Pathway

Human-Environment Interaction: Place, Regions, and

Culture

Adapted from Swan, Griffin, Lee & Grant,

2013

Civic Engagement

Dimension 2What isDisciplines

the C3
Framework?

Now more than ever, students need the intellectual

power to recognize societal problems, ask good
questions and develop robust investigations into them,
consider possible solutions and consequences, separate
evidence-based claims from parochial opinions, and
communicate and act upon what they learn.

C3 Framework, 2013

Adapted from Swan, Griffin, Lee & Grant,

2013

Dimension 2What isDisciplines

the C3
Framework?

Civic Engagement

Adapted from Swan, Griffin, Lee & Grant,

2013

Framework?

Dimension 3 - Evaluating
Sources
and
Using
Evidence
What is the C3
Gathering and Evaluating
Sources

Developing Claims and Using

Evidence

Framework?

Dimension 3 - Evaluating
Sources
and
Using
Evidence
What is the C3

Each dimension has direct connections with the ELA/Literacy standards

ELA

The C3 Framework fully incorporates and

extends the expectations for literacy
learning put forward in the ELA standards. We
view the literacy skills detailed in the ELA as
establishing a foundation for inquiry in social
studies. These literacy skills are an indispensable
part of social studies.

Adapted from Swan, Griffin, Lee & Grant,

2013

Adapted from Swan, Griffin, Lee & Grant,

2013

Framework?

Conclusions and Taking Informed

What is the
C3
Action

Dimension 4 - Communicating

Most inquiries will culminate in a range of activities and

assessments that support the goals of college and
career readiness. They should also support the third
feature of the C3 Framework: readiness for civic life.
C3 Framework,
2013

Framework?

Conclusions and Taking Informed

What is the
C3
Action

Dimension 4 - Communicating

Framework?

Conclusions and Taking Informed

What is the
C3
Action

Dimension 4 - Communicating

How will the C3 Framework

be used?

States indicated they would make

Next Steps
good use of the Framework:
For standards creation;
As a companion to existing standards;
To guide professional development and
development of curricular resources;
To explain to policy makers: What is social
studies and how does it contribute to the 3
Cs?
Other?

Adapted from Swan, Griffin, Lee & Grant,

2013

Infusing Inquiry
Through Student
Questions
Dr. Dave Harms Penta Career Center

Objective: Create compelling and supporting

questions for content statements

Agenda
Overview of Inquiry Arc from the C3
Framework
Introduction to compelling and supporting
questions
Activity: Create compelling questions to
the standards

College, Career, and Civic Life (C3) Framework for

Social Studies State Standards

College, Career, and Civic Life (C3) Inquiry Arc

Inquiry Arc
There are four
dimensions to
the Inquiry Arc
Evaluate
Sources
Disciplinary
Tools
Questions

Share
Conclusions

Develop questions
and plan inquiries

Apply disciplinary
concepts and tools

Evaluate sources and

use evidence

Communicate
conclusions and
take informed action

Inquiry Arc

Social Studies is an evidence-based field

Inquiry Arc
Evidence can come in many forms,
including:
Historical and contemporary documents;
Data from direct observation in
environments;
Graphics, economic statistics; and
Legislative actions and court rulings

Historical Questions

C3 Framework: Developing Questions and Planning

Inquiries

Using Questions in
the Classroom
Compelling
Questions
Supporting
Questions
- Teaching Historical Thinking with Objects Online Course, SmithsonianX

Compelling Questions
Must be intellectually
meaty
Was the American
Revolution revolutionary?

Compelling Questions
Needs to be student-friendly
Was the American Revolution
revolutionary?

Compelling Questions
Watch the following video and write down a
few key characteristics/elements of
compelling questions:
C3 in the Classroom: Compelling Questions

Quiz Time
Why do we need rules?
What are the five largest
sources of oil for U.S.
markets?
Why is Columbus the
capital of Ohio?

Quiz Time
Who are our community
helpers?
Can Canada and the
U.S. be friends forever?
Who won the Cold War?

Supporting Questions
Support students investigations into the
ideas and issues behind a compelling
question

Supporting Questions
Was the American Revolution
revolutionary?
What might be supporting questions for this
compelling question?

Supporting
Questions

What were the

regulations imposed
on the colonists
under the Stamp and
Townshend Acts?

How did the

colonists respond?

What were the

arguments for and
against the
Revolution?

What were the

political conditions in
America before and
after the Revolution?

What were the

economic conditions
before and after the
Revolution?

What were the social

conditions before and
after the Revolution?

Creating Units for Instruction

Common Concern
How can we meet more than one content
statement in a lesson or unit?
Many content statements are related;
they can be clustered together and
taught in conjunction with each other.
The best practice of unit development
is to integrate the standards (or content
statements) within a discipline (or across
disciplines).
52

Example
How should
history remember
John Brown?

Supporting Activities
We will use purposeful annotation to examine
various resources to determine how John
Brown has been portrayed in history
Reading Passages
Lecture
Photographs
Song

Purposeful Reading & Annotation

As our ELA friends taught us, anytime students
are reading they should be given a purpose.
We can apply this principle to anything a
student might do in our social studies
classroom.
Reading passages, maps, charts, graphs, etc.
Watching a video, speech, presentation, etc.
Listening to a lecture, story, song, etc.

Purposeful Reading & Annotation

Some examples may include
Find confusing vocabulary for further study
Make connections (Text to Self, to Text, to
World)
Identify the authors point of view/claim
Ask questions you have (Intellectual
Curiosity)

Annotating Texts
The following New York Times articles have very different
viewpoints of John Brown:
The 9/11 of 1859
Freedom's Martyr
Underline the main claims made by the author
Write down two connections in the margins
Text to Text
Text to Self
Text to World

Annotating Texts

Write down two connections in the margins

Text to Text - How do the ideas in this text remind you of another text (story, book, movie,
song, etc)?
1. What I just read reminds me of ____ (story/book/movie/song) because
2. The ideas in this text are similar to the ideas in ___ because
3. The ideas in this text are different than the ideas in ___ because
Text to Self - How do the ideas in this text relate to your own life, ideas and experiences?
4. What I just read reminds me of the time when I.
5. I agree with/understand what I just read because in my own life
6. I don't agree with what I just read because in my own life...
Text to World - How do the ideas in this text reading relate to the larger world past, present
and future?
7. What I just read makes me think about ____ (event from the past) because
8. What I just read makes me think about ____ (event from today related to my own
community, nation or world) because
9. What I just read makes me wonder about the future because

Facing History: Text to Text...

Annotating a Lecture or Speech

Be mindful that, when annotating a resource like a speech, video,
song, etc., the prompt and accompanying activity must be general
enough so not to distract from the rest of resource (you cant
reread/rewind a speech)
While listening to story, take note of any detail that supports the
position taken by the article you annotated.
Write down a connection
Text to Text
Text to Self
Text to World

Annotating Photographs
Think about how John Brown is portrayed in each of the
following photographs
Make connections between the photos:

And the other photos

And the other resources weve experienced

John Brown
If you google
John Brown, this
is the 1st image
that appears.

John Brown
This photo appears
in an African
American History
textbook.

John Brown
This is the one and
only image that
appears in an
American History
textbook.

Annotating a Song
John Browns Body: After Browns execution, this marching
song sung to the tune of The Battle Hymn of the Republic
was popularized within Union forces.
A famous version performed by Pete Seeger
Many versions have verses that were different, but with a
similar theme
How does the folk song John Browns Body portray John
Brown?

Compelling Question
How should history remember John
Brown?
Our compelling question is our writing prompt
We should provide guidelines (rubric) to help
students focus writing and organize evidence

C3 in American
Government
Dr. Dave Harms Penta Career Center

The Compelling Question

Is

the Great American Experiment in

Government still successful?

Ohios New Learning StandardsAmerican Government

5. As the supreme law of the land, the U.S. Constitution incorporates basic
principles that help define the government of the United States as a
federal republic including its structure, powers and relationship with the
governed.

6. The Federalist Papers and the Anti-Federalist Papers framed the

national debate over the basic principles of government encompassed by
the Constitution of the United States.

Supporting Question 1

What were the enlightenment ideas included in the American Constitution?

Create a three tab booklet and label each tab with a different philosopher and place ideas
taken from the US Constitution and the Declaration of Independence into the proper tab.

Student
Examples

Supporting Question 2

What were Federalists and Anti-Federalists ideas about

government?

Student pairs create a pair of Vokis. One Voki presents the

Federalists 'ideas and one Voki presents the AntiFederalistsideas

Student
Examples

Supporting Question 3
What

are some current issues that have required

Constitutional interpretation?

Student Examples

Marijuana Legalization Supremacy Clause, 10 th Amendment

I75 Project Eminent Domain

Toledo Shootings 2nd Amendment

Activity

Activity
In groups, brainstorm a list of possible
compelling questions for a unit.

Share and discuss whether the statements

meet the criteria (i.e., intellectually meat and
student-friendly.
Select favorite compelling question.

Activity
Write your idea for a compelling question on
your paper

Charrette -The Charrette is a term and

process borrowed from the architectural
community. Its purpose is to improve a
piece of work.
Write suggestions on other posters

C3 Framework for
Social Studies Standards

Presented by Dave Harms

dharms@pentacc.org
Presentation adapted from Dan Langen
Adapted from Swan, Griffin, Lee & Grant, 2013