Dimension 3 is about evaluating sources and drawing conclusions and Dimension 4 is about communication and collaboration.
In Dimension 3 I found the following to be points of interest for curriculum development. (The following are taken from C3 Framework)
1. Students should use various technologies and skills to find information and to express their responses
to compelling and supporting questions through well-reasoned explanations and evidence-based
arguments. Through the rigorous analysis of sources and application of information from those sources,
students should make the evidence-based claims that will form the basis for their conclusions.
2. Whether students are constructing opinions, explanation, or arguments, they will gather information
from a variety of sources and evaluate the relevance of that information.
3. In contrast to opinions and explanations, argumentation involves the ability to understand the source-to-evidence relationship. That relationship emphasizes the development of claims and counterclaims and the purposeful selection of evidence in support of those claims and counterclaims. Students will learn to develop claims using evidence, but their initial claims will often be tentative and probing.
4. Inquiry in social studies is an inherently collaborative activity, and thus, Anchor Speaking and Listening
Standard 1 is particularly relevant in Dimension 3. Speaking and Listening Standard 1 calls on students
to “prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively”
5. As students gather and evaluate sources for relevant information and determine credibility toward building claims with evidence, they should have multiple opportunities to practice civil, democratic
discourse with diverse partners.
1. The inquiry process, as described in the C3 Framework, should include regular opportunities
for students to critique their work as well as the work of others. Critiquing conclusions requires an examination of sources, consideration of how evidence is being used to support claims, and an appraisal of the structure and form of arguments and explanations. The critiquing of arguments and explanations deepens students’ understanding of concepts and tools in the disciplines, and helps students strengthen their conclusions.
2. Social studies is the ideal staging ground for taking informed action because of its unique role in preparing students for civic life. 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.
3. Anchor Reading Standard 1 indicates the importance of employing evidence when communicating conclusions as well as forming a plan of action based on information and data. Both making decisions and presenting results stem from students being able to both identify and use “explicit” information found within texts, as well as draw and act upon “logical inferences” made from what they read (NGA
and CCSSO, 2010a, p. 10)
4. Anchor Speaking and Listening Standards 1-6 require that students engage one another strategically using different forms of media in a variety of contexts in order to present their knowledge and ideas. For
requires that students prepare and participate in a “range of conversations and collaborations with diverse partners” (NGA and CCSSO, 2010a, p. 22).
focuses on student use of diverse types of media to enhance communication.
expects that students will evaluate speakers’ points of view, reasoning, and use of evidence.
expects that students will present “information, findings, and supporting evidence,” with consideration of “task, purpose, and audience” (NGA and CCSSO, 2010a, p. 22).
asks students to make strategic use of “media and visual displays” when presenting
(NGA and CCSSO, 2010a, p. 22).
requires that students take into consideration the context of their engagement.
Q1A ST1- Conversations- What opportunity do you give Ss to Participate in conversations & Collab experiences w/ diverse partners? #sstlap
Q1B D3 What strategies do you model to assist students in building on others’ ideas and expressing their own clearly and persuasively #sstlap
Q2A D3 - Info Gathering- How do you guide Ss through the research/analysis of varied sources of info? What strategies do you use to assist in creating meaning? #sstlap
Q2B D3- What strategies do you use to help your students analyze information and create well reasoned opinions, explanations, or arguments? #sstlap
Q2C D3- How do you help students determine the validity of the claims and counterclaims made in their sources of information? #sstlap
Q3 ST2- Media and Communication- how do you utilize technology to provide students a platform for their ideas and voice, or use it to make connections beyond class? #sstlap
Q4 ST3- Listening- We want Ss to be good listeners, what activities will assist Ss in this process to to evaluate speakers’ points of view, reasoning, and use of evidence. #sstlap
Q5 ST4- Present like a Pirate- not only should Ss create engaging presentations how do you model Pirate Presentations? #sstlap
Q6 ST5- Visuals - It's all about the Visuals! - How do you use visuals in presentations? What do you expect of Ss and what are some great Ss examples #sstlap
Q7 D4- Peer Review- Ss critique can be a powerful resource. What are some ways you utilize peer critiques? How do you prepare Ss to create constructive feedback? #sstlap
Q8 D4- Informed action- Make Social Studies relevant for your Ss! What lessons do/could you connect to Ss lives where they take real action for change? #sstlap
The first few concepts about conversations and information were so interconnected between D3 and D4 that I had a hard time separating them. Thus there are multiple parts for Q1 and Q2. Each question is subtly different, and could lead to unique responses which is why I felt the need to include them off. I guess I could have separated Dimension 3 and Dimension 4 to two separate chats, but when I started I struggled to think of 6+ questions about information gathering. Now I have an abundance of questions and only 60 minutes to fly through them. Over planning has always been an issue. We will get to what we can, you always have access to the questions and can revisit them at a later date if necessary. I will as always post the archives below.