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    C3 Inquiry Design Models Using Library of Congress Primary Sources
    568 Members Created Jun 28, 2016
    #English/Language Arts, #Social Studies/History, #C3 Framework, #Disciplinary Inquiry, #Evidence Based Arguments, #IDM, #inquiry, #pedagogy, #question strategies, #SCIM-C, #Taking Informed Action,
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    Most social studies teachers appreciate the approach of the C3, welcoming the deeper emphasis on inquiry, making and supporting claims with evidence, and following through to meaningful expression and civic action. Yet for many reasons, few states or school districts have adopted the C3 as is. 

    I am eager to hear how schools and districts are using the C3 to inform teaching, especially where that affects using primary sources. 

    How does implementation of the C3 impact struggling learners? 

    3 - 5 6 - 8 9 - 12 Social Studies/History Special Education Bilingual Education/ESL Standards English Learners

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    Thanks for this post, Rich. Your comments and questions are as significant today as they were when you posted. I, too have been wondering how schools are using C3 with primary sources. 

    I like to browse the C3 blogs written by classroom teachers for good examples.  This blog by a N.C. teacher talks about implementing the Civil Rights IDM created using Library of Congress oral histories. http://www.c3teachers.org/overcome-racism-yet-experiences-inquiry-taking-informed-action-2/ 

    I also like to browse the C3 State Hubs to see what new IDMs have been added by classroom teachers.  As you know, the hubs started with the New York State Toolkit.  There now are 7 more state hubs: Arkansas, Hawaii, North Carolina, Georgia, Illinois, Virginia and Kentucky.

    Ann

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