My experience thus far teaching with C3 Framework has been very comfortable. I recognize a lot of what I see in the C3 and, for me, that’s a good thing. One of the first things that struck me was the way the content in history, economics, civics, and geography is so similar to my local curriculum as well as to our Maryland state standards. Dimension 3 is also familiar; like an old friend! I have lessons that we use in Maryland where we explore multiple interpretations of the same event, compare primary and secondary sources, and analyze for bias and significance. All of these concepts and skills are in the C3. These aspects of the C3 Framework reinforce existing teaching practice and confirm some of my intuitions about high quality social studies.
But, the C3 goes further. It provides a structure for teachers to help students explore content in depth through skills such as document analysis and sourcing. These skills have been a part of advanced courses such as AP for some time, but the C3 calls for all teachers to provide this kind of rich content-specific skill instruction. Our local curriculum is already being adapted to accommodate more of this kind of instruction. So, what we know of good social studies instructional practice prior to the C3 should now become an even more regular part of classroom practice.
However, the C3 Framework is not just about validating and elevating existing practice. The C3 also requires some instructional shifts, specifically around questioning and taking action. Typically, the task of developing questions for inquiry (Dimension 1 in the C3) is a teacher task, with students just being on the receiving end. The C3 changes that dynamic—a significant shift in pedagogical practice. Putting the intellectual responsibility for developing inquiry questions in the hands of students is a big deal. It enables critical thinking and helps students create some ownership for their work.
Dimension 4 pushes the envelope even further. It’s here where we can provide students opportunities to apply what they are learning in the real world. Taking informed action pushes teachers and students to seek opportunities for advocacy and action. It ties in the “Civic life” piece of C3 Framework. If we take the Inquiry Arc seriously, all the way to its culmination with informed action, learning will become transformative for students. It provides the platform for students to go beyond the classroom with what they’ve learned to make use of their knowledge in civic-minded ways. Knowing how to engage in civil discourse, recognize bias and viewpoint in media, seek out information, and use it to make informed decisions is all part of civic life.
The C3 Framework should also provide states with a context to develop or enhance service-learning requirements like we have here in Maryland. The act of doing gets students out of their seats and on their feet, and more firmly grounds them as young citizens in our society.
In my school, we have worked hard to go that final step in sharing knowledge and toward action. A recent example of students getting involved in a local issue helps illustrate how we are putting the action in the C3 into action in our school. This year, our school system was considering changing the start time of school. Students had strong opinions on both sides the issue. To help them sort through the issue, we designed an inquiry on how citizens and students can influence government and school decisions. Students asked questions about school governance, analyzed data about sleep habits, student achievement, economic concerns, bus schedules, and extracurricular activities. We debated the issue and formed opinions. Students then developed analytical thesis statements and then wrote letters to County Council members advocating for or against the change in school start times. We mailed the letters to the Council and our students got replies! Some even chose to attend the town hall meetings held on the issue. This was the C3 at work in our school. This is what our young citizens deserve.
The C3 Framework reinforces a lot of the good practice we are already doing and gives us new opportunities to extend and enhance social studies. We found out that taking informed action is what empowers our students to find their voice and use it, just as Ben Franklin asserted we would need to, if we were to “keep it.” Am I overstating it when I say our founders would approve C3? I think not.
