Introduction: Teaching with the C3 Framework

Teaching North Carolina History with the C3 Framework

 

Each of the modules in this course follow the inquiry arc of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards, which is designed to function in conjunction with state standards, like the North Carolina Standards.  In fact, the new Inquiry strand in the social studies standards was designed using the C3 Model. See the chart below for the 6-8 grade band of the inquiry strand.

Category Indicator
Compelling Questions I.1.1 Construct a compelling question through a disciplinary lens individually and with peers.
Supporting Questions I.1.2 Construct supporting questions based upon disciplinary concepts.
Gathering and Evaluating Sources I.1.3 Analyze details, central ideas, and inferences from sources using discipline-specific strategies.
I.1.4 Assess the credibility of primary and secondary sources using the origin, authority, structure, credibility, reliability, and context of the sources to guide the selection.
Developing Claims and Using Evidence I.1.5 Identify evidence that draws information from multiple perspectives.
I.1.6 Construct claims and counterclaims using evidence while pointing out the strengths and limitations of both based on multiple sources.
Communicating Ideas I.1.7 Construct arguments consisting of multiple claims with evidence from sources and attention to disciplinary detail.
I.1.8 Construct responses to supporting and opposing perspectives supported by evidence.
I.1.9 Determine the credibility of disciplinary arguments of peers.
Taking Informed Action I.1.10 Identify challenges and opportunities created in addressing local, state, tribal, regional, national, and/or global issues.
I.1.11 Use a range of civic approaches to address problems being investigated.

Within this resource, each module begins with a compelling question, which is followed by 3-4 supporting questions. The overall aim is for students to work through the supporting questions in an effort to develop a response to the compelling question that is based on historical evidence. Each supporting question features a series of secondary and primary sources for students to read, analyze and comprehend.  Efforts have been made to shorten longer texts into excerpts and to make the reading level manageable for 8th-grade students. Teachers should follow their own discretion in assigning texts.

 

  The C3 Framework is an instructional framework NOT a new curriculum. It enhances classroom instruction, builds on students' critical thinking skills, and aligns to the Common Core and our State standards.

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