A Glimpse into the NCSS's C3 Framework

I read the October issue of The National Council of the Social Studies' newsletter, The Social Studies Professional this morning. Pages 7 and 8 give an overview of the new College, Career, and Civic Life (C3) Framework for Social Studies Standards (which is available as a free download here). According to the overview, the major guiding principles are:

• Social studies prepares the nation's young people for college, careers, and civic life.
• Inquiry is at the heart of social studies.
• Social studies involves interdisciplinary applications and welcomes integration of the arts and humanities.
• Social studies is composed of deep and enduring understandings, concepts, and skills from the disciplines. Social studies emphasizes skills and practices as preparation for democratic decision-making.
• Social studies education should have direct and explicit connections to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies.

The C3 Framework is organized along four "dimensions":

1. Dimension 1: Developing Questions and Planning Inquiries
2. Dimension 2: Applying Disciplinary Tools and Concepts
3. Dimension 3: Evaluating Sources and Using Evidence
4. Dimension 4: Communicating Conclusions and Taking Informed Action

As I read over these guiding principles and the C3 Framework Organization, I felt comfortable with all but one bullet point: "Inquiry is at the heart of social studies." I can visualize lessons that prepare students to have a broad understanding to lead them into their future. I can visualize lessons that integrate the arts and humanities. I can visualize unit plans that lay out enduring understandings, concepts and skills. And I can visualize how reading and writing in the content areas support the CCSS.

What is hard for me to visualize is how to make inquiry the "heart" of social studies. As a teacher of early US history to international eighth graders living in a Middle Eastern country, I wonder how student questions can drive the instruction, as the Framework suggests. The students have so little background knowledge, they wouldn't know what to ask that would lead them into a deep inquiry. I always have an essential question that drives our unit, but that is not inquiry since the question came from me.

And once the students have a question to go with, then what? Does each unit turn into a research project? That sounds dull. In my class, the most exciting and engaging activities have been the role play activities that lead to debating issues leading up to the American Revolution and the development of the Constitution. Students also enjoy watching historical documentaries that bring the people and events of the time to life. The visual, kinesthetic, and oral involvement make concepts stick.

I am not rejecting the idea of inquiry as the "heart" of social studies. I think it's an interesting idea. I am just wondering:

• What does it look like?
• How would I organize it and support it?
• How would I assess it?

The C3 Framework is new, and like the Common Core, there will most likely be lots of resources coming out to support its implementation. I will be on the lookout for the inquiry pieces. Meanwhile, I will see how I can do the other parts just a little bit better.