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Social Studies
and the C4
Framework
quality
instruction in
the 21st
century
Glenn Wiebe
glennw@essdack.org
ESSDACK
find a buddy
introduce
yourself
best lesson
of the year
observation
on standards
“If you wanted to
create an
educational
environment that
was directly
opposed to what
the brain is good
at doing . . .
“. . . you would
probably design
something like 

a modern
classroom.”
John Medina

Brain Rules
so. . . what’s the
opposite of
that?
David Cutler
The Atlantic

May 1, 2014
“High School
History
Doesn’t Have
to Be Boring”
• solving problems is
required
• students make
connections
• students become experts
• immediate feedback
• there’s always an answer
• “cheating” is allowed
• failure is good
• learning is collaborative
sticky idea?
historical thinking
rewires brains
rewiring brains is a
good thing
standards & assessment
resources
questions
some examples
how are they different
than the old ones?
the standards
“Social Studies content is the
vehicle for demonstrating
mastery, not the destination.”
another
way to think
about it?
choices
consequences
rights
responsibilities
beliefs
ideas
diversity
continuity
change
dynamic relationships
teach these t...
choices
consequences
rights
responsibilities
beliefs
ideas
diversity
continuity
change
dynamic relationships
teach these t...
NCSS

College, Career, and Civic Life
Framework for Inquiry
wonders
likes
content
analysis and
historical
thinking
state
assessment
what might
the state
assessment
look like?
is there a way
to organize all
of this?
- The C4 FRAMEWORK -
COLLECT COLLABORATE
CREATE COMMUNICATE
Find even more C4 information, resources, and useful goodies a...
collect
communicate
collaborate
create
The student will gather, recognize,
organize, and evaluate:
!
!
significant choices
significant beliefs, contributions, and ...
modeling
document
analysis
John Barker
Read Aloud
text
context

subtext
source

contextualize
read between the lines
primary sources
analysis worksheets
sheg.stanford.edu
21st century curriculum
Reading Like an Historian
21st century curriculum
Zoom In
googleable
un-googleable
what’s the
difference?
where & when
was this photo
taken?
how about
this one?
does this
help?
Malaga Cove Elementary School

Los Angeles County, CA
1930
Bellamy
Salute

1892-1942
Question
Formation
Technique
what questions do you have?
write them on post-it notes
• ask as many questions as you can
• don’t discuss, judge or answer the
questions
• write every question exactly as
stated...
sort questions by “googleable”
and “un-googleable”
swap lists and change at least
one “compelling” to
“supporting” & vice-...
think
“supporting” &
“compelling”
sort questions by “googleable”
and “un-googleable”
swap lists and change at least
one “compelling” to
“supporting” & vice-...
prioritize the “compelling”
use the “compelling” to: 

• plan next steps
• guide learning
• ensure alignment to
standards and benchmarks
Question
Focus
examples?
Question Focus: 

• clear focus
• not a question
• stimulates new lines of thinking
• doesn’t show teacher preference
“Yesterday we were slaves.

Today we are free.”
“The only reason we found King Tut
was because he was too hard to find.”
“T...
three stage
media
analysis
data
information
knowledge
what is this map telling us?
how do you know?
http://www.washingtonpost.com/blogs/worldviews/wp/2013/01/07/a-surprising-map-of-the-best-and-worst-countries-to-be-born-i...
can students make their
own map to collect data?
kahoot.it
PIN #
Literacy
activities
history frame
word sorts
quick draw
book bits
summarizing
pyramid
getpocket.com
read later
Pocket
bibme.org
online bibliography
BibMe
anywhere access
Evernote
evernote.com
collect
communicate
collaborate
create
Read, Write, and Communicate
effectively by:
preparing and collaborating with diverse
partners in conversations about topi...
padlet.com/wall/howdidhedie
reflection
Padlet
dropbox.com
online storage
DropBox
sendtodropbox.com
online storage
SendtoDropBox
sschat.ning.org
teaching resources
#sschat / twitter
search.twitter.com
collect
communicate
collaborate
create
“The student will use his / her
understanding of dynamic
relationships between people, places,
ideas, and environments to ...
tourbuilder.withgoogle.com
Google Earth tours
storymaps.arcgis.com
Story Maps
ReadWriteThink
government activity
serious games
gamesforchange.org
SimCityEdu
simcityedu.org
MineCraftEdu
minecraftedu.com
commercial games
Gaming the Past: Using
Video Games to Teach
Secondary History

Jeremiah McCall
Using Games in the History
Classroom

teach...
What if history
less complex?
write lines of
dialogue
iPhone from the past
iOS digital storytelling
Storehouse
collect
communicate
collaborate
create
Communicate effectively by
presenting information and evaluation to
others in a manner that is not totally
written text
de...
Causes of World
War One?
pie chart activity
imperialism, nationalism,
alliance system
surviving a zombie apocalypse?
goo.gl/FXEw8E
thinglink.com
Thinglink
beyondthebubble.stanford.edu
Beyond the Bubble
docsteach.org
DocsTeach
what are you
zinking about?
padlet.com/wall/
reflection
Padlet
essdk.me/ZUo
have more questions?
Glenn Wiebe

glennw@essdack.org

glennwiebe.org

socialstudiescentral.com



View presentations at:

...
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
Social Studies and the C4 Framework - Grades 6-12 (May 2014)
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Social Studies and the C4 Framework - Grades 6-12 (May 2014)

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Social Studies and the C4 Framework - Grades 6-12 (May 2014)

  1. 1. Social Studies and the C4 Framework quality instruction in the 21st century Glenn Wiebe glennw@essdack.org ESSDACK
  2. 2. find a buddy
  3. 3. introduce yourself best lesson of the year observation on standards
  4. 4. “If you wanted to create an educational environment that was directly opposed to what the brain is good at doing . . .
  5. 5. “. . . you would probably design something like 
 a modern classroom.” John Medina
 Brain Rules
  6. 6. so. . . what’s the opposite of that?
  7. 7. David Cutler The Atlantic
 May 1, 2014 “High School History Doesn’t Have to Be Boring”
  8. 8. • solving problems is required • students make connections • students become experts • immediate feedback
  9. 9. • there’s always an answer • “cheating” is allowed • failure is good • learning is collaborative
  10. 10. sticky idea?
  11. 11. historical thinking rewires brains
  12. 12. rewiring brains is a good thing
  13. 13. standards & assessment resources questions some examples
  14. 14. how are they different than the old ones? the standards
  15. 15. “Social Studies content is the vehicle for demonstrating mastery, not the destination.”
  16. 16. another way to think about it?
  17. 17. choices consequences rights responsibilities beliefs ideas diversity continuity change dynamic relationships teach these things
  18. 18. choices consequences rights responsibilities beliefs ideas diversity continuity change dynamic relationships teach these things by having kids do these things recognize and evaluate analyze context and draw conclusions investigate and connect construct/create and 
 justify/defend
  19. 19. NCSS
 College, Career, and Civic Life Framework for Inquiry
  20. 20. wonders likes
  21. 21. content analysis and historical thinking state assessment
  22. 22. what might the state assessment look like?
  23. 23. is there a way to organize all of this?
  24. 24. - The C4 FRAMEWORK - COLLECT COLLABORATE CREATE COMMUNICATE Find even more C4 information, resources, and useful goodies at www.ceefour.com
  25. 25. collect communicate collaborate create
  26. 26. The student will gather, recognize, organize, and evaluate: ! ! significant choices significant beliefs, contributions, and ideas rights and responsibilities continuity and change dynamic relationships
  27. 27. modeling document analysis
  28. 28. John Barker Read Aloud
  29. 29. text context
 subtext source
 contextualize read between the lines
  30. 30. primary sources analysis worksheets
  31. 31. sheg.stanford.edu 21st century curriculum Reading Like an Historian
  32. 32. 21st century curriculum Zoom In
  33. 33. googleable un-googleable what’s the difference?
  34. 34. where & when was this photo taken?
  35. 35. how about this one?
  36. 36. does this help?
  37. 37. Malaga Cove Elementary School
 Los Angeles County, CA 1930
  38. 38. Bellamy Salute
 1892-1942
  39. 39. Question Formation Technique
  40. 40. what questions do you have? write them on post-it notes
  41. 41. • ask as many questions as you can • don’t discuss, judge or answer the questions • write every question exactly as stated • change any statement into a question
  42. 42. sort questions by “googleable” and “un-googleable” swap lists and change at least one “compelling” to “supporting” & vice-versa
  43. 43. think “supporting” & “compelling”
  44. 44. sort questions by “googleable” and “un-googleable” swap lists and change at least one “compelling” to “supporting” & vice-versa
  45. 45. prioritize the “compelling”
  46. 46. use the “compelling” to: 
 • plan next steps • guide learning • ensure alignment to standards and benchmarks
  47. 47. Question Focus examples?
  48. 48. Question Focus: 
 • clear focus • not a question • stimulates new lines of thinking • doesn’t show teacher preference
  49. 49. “Yesterday we were slaves.
 Today we are free.” “The only reason we found King Tut was because he was too hard to find.” “The Cold War was more than just a war.” “The key to winning the battle the Civil Rights movement was not to fight.”
  50. 50. three stage media analysis data information knowledge
  51. 51. what is this map telling us? how do you know?
  52. 52. http://www.washingtonpost.com/blogs/worldviews/wp/2013/01/07/a-surprising-map-of-the-best-and-worst-countries-to-be-born-into-today
  53. 53. can students make their own map to collect data?
  54. 54. kahoot.it PIN #
  55. 55. Literacy activities history frame word sorts quick draw book bits summarizing pyramid
  56. 56. getpocket.com read later Pocket
  57. 57. bibme.org online bibliography BibMe
  58. 58. anywhere access Evernote evernote.com
  59. 59. collect communicate collaborate create
  60. 60. Read, Write, and Communicate effectively by: preparing and collaborating with diverse partners in conversations about topics within the disciple
  61. 61. padlet.com/wall/howdidhedie reflection Padlet
  62. 62. dropbox.com online storage DropBox
  63. 63. sendtodropbox.com online storage SendtoDropBox
  64. 64. sschat.ning.org teaching resources #sschat / twitter search.twitter.com
  65. 65. collect communicate collaborate create
  66. 66. “The student will use his / her understanding of dynamic relationships between people, places, ideas, and environments to create a personal, community, state, and/or national narrative.”
  67. 67. tourbuilder.withgoogle.com Google Earth tours
  68. 68. storymaps.arcgis.com Story Maps
  69. 69. ReadWriteThink government activity
  70. 70. serious games gamesforchange.org
  71. 71. SimCityEdu simcityedu.org
  72. 72. MineCraftEdu minecraftedu.com
  73. 73. commercial games
  74. 74. Gaming the Past: Using Video Games to Teach Secondary History
 Jeremiah McCall Using Games in the History Classroom
 teachinghistory.org
  75. 75. What if history
  76. 76. less complex?
  77. 77. write lines of dialogue
  78. 78. iPhone from the past
  79. 79. iOS digital storytelling Storehouse
  80. 80. collect communicate collaborate create
  81. 81. Communicate effectively by presenting information and evaluation to others in a manner that is not totally written text designing and delivering a presentation on a specific topic using multiple modes of communication and adjusting presentations
  82. 82. Causes of World War One? pie chart activity
  83. 83. imperialism, nationalism, alliance system
  84. 84. surviving a zombie apocalypse?
  85. 85. goo.gl/FXEw8E
  86. 86. thinglink.com Thinglink
  87. 87. beyondthebubble.stanford.edu Beyond the Bubble
  88. 88. docsteach.org DocsTeach
  89. 89. what are you zinking about?
  90. 90. padlet.com/wall/ reflection Padlet
  91. 91. essdk.me/ZUo
  92. 92. have more questions? Glenn Wiebe
 glennw@essdack.org
 glennwiebe.org
 socialstudiescentral.com
 
 View presentations at:
 slideshare.net/glennw98

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