Experiment, take risks, and enjoy the process! Take some time to talk to your colleagues - share your ideas and collaborate with teachers. Be intentional in developing literacy skills found in the Common Core State Standards. Reading, writing, speaking and listening and language skills are critically important to meet the goal of the social studies to prepare students for civic engagement. Utilize the deep content knowledge and concepts found in social studies as a context for developing important literacy skills. The two subject areas are optimized when they work hand-in-hand. Explore ways to help English Learners meet the instructional goals of your lesson while at the same time develop English language competencies. Conclusion Share your work with the social studies community and the general public. Make presentations at staff meetings, local, state, or national conferences. Submit articles in journals and periodicals. Your hard work and dedication will urge educators, policymakers, the business community, and the public at large, to promote social studies education as a vital element of every child’s education. This collective action will help us realize the civic mission of our schools - to prepare all students for college, career, and citizenship in the 21st century. C3 Framework INDICATORS: Grades K-2 C3 Indicators Sample Items Application Connections to the Common Core State Standards Construction Compelling Questions Individually and with others, students construct compelling questions and… By the end of Grade 2: D1.1.K-2. Explain why the compelling question is important to the student. D1.2.K-2. Identify disciplinary ideas associated with a compelling question. Compelling questions focus on enduring issues and concerns. They deal with curiosities about how things work; interpretations and applications of disciplinary concepts; and unresolved issues that require students to construct arguments in response. Example: Why do we need rules? Constructing Supporting Questions Individually and with others, students construct supporting questions and… By the end of Grade 2: D1.3.K-2. Identify facts and concepts associated with a supporting question. In contrast, supporting questions focus on descriptions, definitions, and processes on which there is general agreement within the social studies disciplines, and require students to construct explanations that advance claims of understanding in response. Example: What are some rules that families follow?
D1.4.K-2. Make connections between supporting questions and compelling questions. Determining Helpful Sources Individually and with others, students… By the end of Grade 2: D1.5.K-2. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the multiple points of view represented in an argument, the structure of an explanation, the types of sources available, and the potential uses of the sources. C3 Framework INDICATORS: Grades K-2 CIVICS Civic and Political Institutions Participation and Deliberation Processes, Rules, and Laws By the end of Grade 2, individually and with others, students will… D2.Civ.1.K-2. Describe roles and responsibilities of people in authority. D2.Civ.2.K-2. Explain how all people, not just official leaders, play important roles in a community. D2.Civ.3.K-2. Explain the need for and purposes of rules in various settings inside and outside of school. D2.Civ.4.K-2. Begins in grades 3–5 D2.Civ.5.K-2. Explain what governments are and some of their functions. D2.Civ.6.K-2. Describe how communities work to accomplish common tasks, establish D2.Civ.7.K-2. Apply civic virtues when participating in school settings. D2.Civ.8.K-2. Describe democratic principles such as equality, fairness, and respect for legitimate authority and rules. D2.Civ.9.K-2. Follow agreed-upon rules for discussions while responding attentively to others when addressing ideas and making decisions as a group. D2.Civ.10.K-2. Compare their own point of view with others’ perspectives. D2.Civ.11.K-2. Explain how people can work together to make decisions in the classroom. D2.Civ.12.K-2. Identify and explain how rules function in public (classroom and school) settings. D2.Civ.13.K-2 Begins in grades 3–5. D2.Civ.14.K-2. Describe how people have tried to improve their communities over time.
D2.Eco.1.K-2. Explain how scarcity necessitates decision making. D2.Eco.2.K-2. Identify the benefits and costs of making various personal decisions. D2.Eco.3.K-2. Describe the skills and knowledge required to produce certain goods and services. D2.Eco.4.K-2 Describe the goods and services that people in the local community produce and those that are produced in other communities. D2.Eco.5.K-2 Identify prices of products in a local market D2.Eco.6.K-2. Explain how people earn income. D2.Eco.7.K-2. Describe examples of costs of production. D2.Eco.8.K-2. Begins in grades 3-5. D2.Eco.9.K-2. Describe the role of banks in an economy. D2.Eco.10.K-2. Explain why people save. D2.Eco.11.K-2 Begins in grades 3-5. D2.Eco.12.K-2. Describe examples of the goods and services that governments provide. D2.Eco.13.K-2. Describe examples of capital goods and human capital. D2.Eco.14.K-2. Describe why people in one country trade goods and services with people in other countries. D2.Eco.15.K-2. Describe products that are produced abroad and sold domestically and products that are produced domestically and sold abroad. APPLICATION CONNECTIONS TO THE COMMON CORE STATE STANDARDS C3 Framework INDICATORS: Grades K-2 GEOGRAPHY GEOGRAPHIC REPRESENTATIONS: SPATIAL VIEWS OF THE WORLD HUMAN-ENVIRONMENT INTERACTION: PLACE, REGIONS, AND CULTURE HUMAN POPULATION: SPATIAL PATTERNS AND MOVEMENTS GLOBAL INTERCONNECTIONS: CHANGING SPATIAL PATTERNS
By the end of Grade 2, individually and with others, students will… D2.Geo.1.K-2. Construct maps, graphs, and other representations of familiar places. D2.Geo.2.K-2. Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them. D2.Geo.3.K-2. Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places. D2.Geo.4.K-2. Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region. D2.Geo.5.K-2. Describe how human activities affect the cultural and environmental characteristics of places or regions. D2.Geo.6.K-2. Identify some cultural and environmental characteristics of specific places. D2.Geo.7.K-2. Explain why and how people, goods, and ideas move from place to place. D2.Geo.8.K-2. Compare how people in different types of communities use local and distant environments to meet their daily needs. D2.Geo.9.K-2. Describe the connections between the physical environment of a place and the economic activities found there. D2.Geo.10.K-2. Describe changes in the physical and cultural characteristics of various world regions. D2.Geo.11.K-2. Explain how the consumption of products connects people to distant places. D2.Geo.12.K-12. Identify ways that a catastrophic disaster may affect people living in a place. APPLICATION CONNECTIONS TO THE COMMON CORE STATE STANDARDS C3 Framework INDICATORS: Grades K-2 HISTORY CHANGE, CONTINUITY, AND CONTEXT PERSPECTIVES HISTORICAL SOURCES AND EVIDENCE CAUSATION AND ARGUMENTION By the end of Grade 2, individually and with others, students will…
STATE STANDARDS Communicating Conclusions Individually and with others, students… D4.1.K-2. Construct an argument with reasons. D4.2.K-2. Construct explanations using correct sequence and relevant information. D4.3.K-2. Present a summary of an argument using print, oral, and digital technologies. Having worked independently and collaboratively through the development of questions, the application of disciplinary knowledge and concepts, and the gathering of sources and use of evidence and information, students formalize their arguments and explanations. Products such as essays, reports, and multimedia presentations offer students opportunities to represent their ideas in a variety of forms and communicate their conclusions to a range of audiences. Students’ primary audiences will likely be their teachers and classmates, but even young children benefit from opportunities to share their conclusions with audiences outside their classroom doors. Critiquing Conclusions Individually and with others, students… D4.4.K-2. Ask and answer questions about arguments. D4.5.K-2. Ask and answer questions about explanations. Taking Informed Action Individually and with others, students… D4.6.K-2. Identify and explain a range of local, regional, and global problems, and some ways in which people are trying to address these problems. D4.7.K-2. Identify ways to take action to help address local, regional, and global problems. D4.8.K-2. Use listening, and voting procedures to decide on and take action in their classrooms. In social studies, students use disciplinary knowledge, skills, and perspectives to inquire about problems involved in public issues; deliberate with other people about how to define and address issues; take constructive, independent, and collaborative action; reflect on their actions; and create and sustain groups. It is important to note that taking informed action intentionally comes at the end of Dimension 4, as student action should be grounded in and informed by the inquiries initiated and sustained within and among the disciplines. In that way, action is then a purposeful, informed, and reflective experience. › College, Career, and Civic Life (C3) Framework for Social Studies State Standards Lesson Plan Template Title of Lesson: Subject/Course: Grade Level:
Journal/Learning Log Preliminary Plans/Outlines Rough Drafts Online Quizzes/Tests Notes Checklists Concept Maps Other: Summative Assessment Written Product(s), with rubric(s): Oral Presentation with rubric Multiple Choice/Short Answer Test Essay Test Other Product(s) or Performance(s) with rubric(s): Peer Evaluation Self-Evaluation Other: Resources Needed On-Site People, Facilities: