Social Studies Inquiry arc

New York State Social Studies
and the ARC of INQUIRY
The State of Social Studies:
Common Core Implementation
August 21, 2012
Casey Jakubowski
Associate, NYSED Office of Curriculum
and Instruction
evidence to
Social Studies
Social Studies
2013 NY Social Studies
Frameworks - Purpose
• The primary purpose of Social Studies is
to help young people develop the ability
to make informed and reasoned
decisions for the public good as citizens
of a culturally diverse, democratic society
in an interdependent world (adapted
from the National Council for the Social
Studies [NCSS] definition of Social
2013 NY Social Studies Frameworks
“In the interconnected world of the 21st century, it
is necessary to revise the New York State Resource
Guide with Social Studies Core Curriculum to ensure
that teaching and learning in Social Studies are
rigorous and prepare students to be college and
career ready. “
The new framework :
•outlines the core conceptual content and
focuses on what students should know.
•does not describe or prescribe performance
indicators or performance levels.
The Common Core Literacy Skills and Social
Studies Practices include the skills and habits
of mind that should be developed and
fostered using the content for each grade
Emphasis on key ideas and conceptual
understandings for each grade-level
Key Components
•New York State Learning Standards for Social
•K‐12 Unifying Themes
•K‐12 Common Core Literacy Skills
•K‐12 Social Studies Practices
•Grade level Key Ideas
•Grade level Conceptual Understandings
The new framework :
Unifying Themes based primarily on the
National Council for the Social Studies
themes, Common Core Literacy Skills, and
Social Studies Practices are new features
that provide common elements across all
grades that serve to unify the framework,
strengthen the progression of skills across
the K‐8 continuum, and establish a
consistent design approach.
The new framework: THEMES 9-12
Themes at a Glance
1. Individual Development and Cultural
2. Development, Movement, and
Interaction of Cultures
3. Time, Continuity, and Change
4. Geography, Humans, and the
5. Development and Transformation of
Social Structures
6. Power, Authority, and Governance
7. Civic Ideals and Practices
8. Creation, Expansion, and Interaction of
Economic Systems
9. Science, Technology, and Innovation
10. Global Connections and Exchange
The new framework: THEMES K-8
Content Focus
Self and Others
Grade 1
My Family and Other
Families, Now and Long Ago
Grade 2
My Community and
Other United States Communities
Grade 3
Communities around the
World – Learning about People and Places
Grade 4
Local History and Local
Grade 5
The United States,
Canada, and Latin America
Grade 6
The Eastern Hemisphere
Grade 7
History of the United
States and New York – I
Grade 8
History of the United
States and New York – II
This K-8 Framework document is
targeted to ensure:
Students develop an understanding of concepts
and key ideas, driven by an in-depth analysis of
primary and secondary source documents and an
examination of patterns of events in history.
Students are assessed on their understanding of
key ideas, as well as conceptual understandings.
Students are instructed across the K-12 spectrum
using a coherent set of themes, key ideas, and
Districts and teachers have the ability to
select the best pathways to teach and
illustrate conceptual understandings and
key ideas. to promote student
understanding. There will be multiple
pathways to lead students to conceptual
Social Studies Practices
The Practices were created based on the existing New York State Social Studies
Learning Standards, the National Geography Standards, the historical thinking skills
articulated within the new Advanced Placement World History Curriculum
Framework, the National Council for the Social Studies Standards, and the Habits
of the Mind published by the National Council for History Education.
1) Chronological Reasoning and Causation
2) Comparison and Contextualization
3) Geographic Reasoning (people, places,
regions, environment, interactions)
4) Gathering, Using, and Interpreting Evidence
5) The Role of the Individual in Social and
Political Participation
Text Types and Purposes
1. Write arguments to support
claims in an analysis of substantive
topics or texts using valid reasoning and relevant and sufficient
2. Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or
events using effective technique, well‐chosen details, and
well‐structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
5. Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
8. Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis
reflection, and research
Range of Writing
10. Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
The Vision for the College, Career, and Civic Life
(C3) Framework for Inquiry in Social Studies State
Vision for the College, Career, and Civic Life (C3)
Framework for Inquiry in the Social Studies State
Standards- CCSSO 2013
• The Inquiry Arc of the C3 Framework
• At the heart of the C3 Framework is an inquiry arc• a set of interlocking and mutually supportive ideas
that feature the four dimensions of informed inquiry
in social studies:
• 1) developing questions and planning investigations
• 2) applying disciplinary concepts and tools
• 3) gathering, evaluating and using evidence
• 4) working collaboratively and communicating
CCSSO Social Studies INQUIRY ARC 2013
Dimension 1 of the arc features the developing
of questions and the planning of investigations.
With a robust question in mind, teachers and students
determine the kind of content (Dimension 2) they need to create
a plan to address their questions.
CCSSO Social Studies INQUIRY ARC 2013
Questioning is key to student learning. Through the C3
Framework, we advocate the use of questions as central to
the teaching and learning process.
Questions and the desire to answer them give life to
inquiry and thus to the C3 Framework.
Questions arise from innate curiosity and from efforts to
make sense of new information.
CCSSO Social Studies INQUIRY ARC 2013
With a robust question in mind, teachers and students
determine the kind of content they need to create a plan to
address their questions.
This process is an artful balance where students access
content knowledge to develop questions and pursue those
questions using disciplinary concepts and structures.
Students will analyze societal issues, trends, and events by
applying concepts and tools from civics, economics,
geography, and history.
CCSSO Social Studies INQUIRY ARC 2013
Dimension 3 of the inquiry arc turns toward the matter of
evidence. Social studies is an evidence-based field so
students need to learn how to work with evidence in
order to develop explanations and to make persuasive
arguments in support of their conclusions.
Students will work toward conclusions about societal
issues, trends, and events by collecting evidence and
evaluating its usefulness in developing causal
CCSSO Social Studies INQUIRY ARC 2013
Dimension 4 closes the inquiry arc by highlighting the
ways students use to present their ideas (e.g., essays,
debates, video productions), the venues in which they present
their ideas (e.g., classrooms, school
gatherings, public meetings), and the ways in which they work
(e.g., individually, small groups, whole class.)
Students will draw on knowledge and skills to work individually
and collaboratively to conclude their investigations into
societal issues, trends, and events.
CCSSO Social Studies INQUIRY ARC 2013
Thus the learning environments that teachers create are
critical to student success.
Students will flourish to the extent that their independent
and collaborative efforts are guided, supported, and

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