Teaching the College, Career, and Civic Life (C3) Framework: Part Two by National Council for the Social Studies

The editors of this book invited outstanding social studies curricular organizations to take the “IDM challenge” and contribute units based on IDM blueprints about topics that are central to K-12 social studies. The resulting inquiries cover an impressive range of subjects: teaching students about the concept of money and how to understand maps; engaging students in historical investigations of Indian Removal, slavery and the failure of Reconstruction, and the Holocaust; exploring social changes such as the historical impact of bicycles and the presentday effects of the use of robots in manufacturing; and dealing with current issues such as gun control, media literacy, the minimum wage, and the controversy over school bathrooms. The following institutions are contributors to this book: Digital Public Library of America Echoes & Reflections

National Constitution Center

Teaching Tolerance

National Geographic Society

University of Delaware Center for Economic Education

Facing History and Ourselves

National Museum of American History

Federal Reserve Bank of St. Louis

National Museum of the American Indian

Ford’s Theatre

Project Look Sharp

Virginia Commonwealth University Center for Economic Education

TEACHING THE COLLEGE, CAREER, AND CIVIC LIFE (C3) FRAMEWORK: PART TWO

The powerful social studies inquiries in this book bring the College, Career, and Civic Life (C3) Framework to life. They are based on the Inquiry Design Model (IDM), a curricular approach that animates social studies standards and integrates the four dimensions of the C3 Inquiry Arc.

TEACHING THE COLLEGE, CAREER, AND CIVIC LIFE (C3) FRAMEWORK:

PART TWO

This book is a companion volume to the popular NCSS publication, Teaching the C3 Framework. The editors of this book are the lead authors of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. Kathy Swan is a professor of social studies education in the College of Education at the University of Kentucky. John Lee is a professor of social studies education in the College of Education at North Carolina State University. S.G. Grant is a professor of social studies education in the Graduate School of Education at Binghamton University. NCSS Publications 180116

Edited by

KATHY SWAN, JOHN LEE, AND S.G. GRANT

National Council for the Social Studies 8555 Sixteenth Street • Suite 500 • Silver Spring, Maryland 20910 N C SS B OA R D O F D I R E C T O R S , 2 017- 2 018

NCSS OFFICERS Terry Cherry (President) Social Studies Consultant, Mesquite, TX

Tina Heafner (Vice-President) University of North Carolina-Charlotte, Charlotte, NC

India Meissel (President-Elect) Lakeland High School, Suffolk, VA

Peggy Jackson (Past-President) National Board Certified Teacher, Sandia Park, NM

BOARD OF DIREC TORS Mary Ellen Daneels Community High School, West Chicago, IL (2018)

Andy Mink National Humanities Center, Durham, NC (2019)

Jesse Haight Clarion University, Clarion, PA (2020)

Jennifer Morgan West Salem Middle School, West Salem, WI (2018)

Kimberly Heckart Prairie Ridge Elementary, Cedar Rapids, IA (2019)

Shannon Pugh Anne Arundel Public Schools, Annapolis, MD (2020)

Marjorie Hunter West Memphis High School, West Memphis, AR (2019)

Anthony Roy Connecticut River Academy, East Hartford, CT (2020)

Joseph Karb Springville Middle School, Springville, NY (2020)

Stefanie Wager Iowa Department of Education, Des Moines, IA (2018)

David Klemm Muskegon Area Intermediate School District, Muskegon, MI (2018)

Rhonda Watton Templeton Middle School, Sussex, WI (2019)

EX OFFICIO Tracy Todd NCSS House of Delegates Steering Committee Chair (2017) Easley High School, Easley, SC

NCSS EXECUTIVE DIRECTOR

NCSS DIRECTOR OF PUBLICATIONS AND RESOURCES

Lawrence Paska Michael Simpson

PRODUCTION Gene Cowan, Cowan Creative

NCSS EDITORIAL STAFF ON THIS PUBLICATION

Michael Simpson, Jennifer Bauduy

Table of CONTENTS Preface..................................................................................................................................................................................... 5 CHAPTER ONE

What Makes Money, Money? MARY C. SUITER AND BONNIE MESZAROS.............................................................................................................................. 7 CHAPTER TWO

Can Maps Change Minds? ELAINE C. LARSON AND BRENDA S. BARR............................................................................................................................. 19 CHAPTER THREE

What Does It Mean to Remove a People? EDWIN SCHUPMAN AND COLLEEN CALL SMITH...................................................................................................................35 CHAPTER FOUR

Did the Fugitive Slave Act of 1850 Expand Slavery or Threaten Its Future? FRANKY ABBOTT AND SAMANTHA GIBSON......................................................................................................................... 49 CHAPTER FIVE

Was John Wilkes Booth’s Conspiracy Successful? JAKE FLACK AND SARAH JENCKS...........................................................................................................................................63 CHAPTER SIX

Did Reconstruction Work? JOCELYN STANTON...................................................................................................................................................................77 CHAPTER SEVEN

Did Bicycles Change the World? MATTHEW HOFFMAN...............................................................................................................................................................93 CHAPTER EIGHT

Why Didn’t People Stop the Holocaust? DEBORAH BATISTE AND ELIZABETH SPALDING.................................................................................................................. 109 CHAPTER NINE

To What Extent Can Firearms be Regulated? JAMES KEARNEY...................................................................................................................................................................... 123

CHAPTER TEN

How Do I Decide When Sources Collide? CHRIS SPERRY AND SOX SPERRY............................................................................................................................................ 137 CHAPTER ELEVEN

Would Increasing the Minimum Wage Reduce Poverty? SCOTT A. WOLLA AND EVA K. JOHNSTON.......................................................................................................................... 149 C H A P T E R T W E LV E

Why Are School Bathrooms So Controversial? MAUREEN COSTELLO AND AMBER STRONG MAKAIAU..................................................................................................... 163 CHAPTER THIRTEEN

Should We Tax Robots? STEPHEN H. DAY....................................................................................................................................................................... 177

4 â&#x20AC;¢ Teaching the C3 Framework: Part Two

Preface

KATHY SWAN, JOHN LEE, AND S. G. GRANT

Published by National Council for the Social Studies in 2013, the College, Career, and Civic Life (C3) Framework for State Social Studies Standards outlines a structure for teaching social studies content through inquiry.1 Central to the C3 Framework is the Inquiry Arc, a set of interconnected and mutually supportive ideas that frame the ways teachers and their students engage with social studies content. The Inquiry Arc features four dimensions: (1) developing questions and planning inquiries, (2) applying disciplinary concepts and tools, (3) evaluating sources and using evidence, and (4) communicating conclusions and taking action. Through these dimensions, the C3 Framework articulates a clear process for supporting students to inquire about the past, analyze and argue about its meaning, and ultimately apply that knowledge to the challenges that face our world today. As the lead writers of the C3 Framework, we realized that, in order for the C3 standards to come alive for social studies students, teachers need to animate content through dynamic and engaging instruction. As a result, on the heels of the publication of the C3 Framework, we immediately went to work on the Inquiry Design Model,2 a curricular approach to standards implementation that animates content standards and integrates the four dimensions of the C3 Inquiry Arc. The Inquiry Design Model (IDM) is a distinctive approach to creating instructional materials. It honors teachers’ knowledge and expertise, avoids over-prescription, and focuses on the key elements envisioned in the Inquiry Arc of the C3 Framework. Unique to the IDM is the blueprint, a one-page presentation of the questions, tasks, and sources that define an inquiry.3 The blueprint offers a visual snapshot of an entire inquiry such that the individual components and the relationship among the

components can all be seen at once. It focuses on the following elements necessary to support students as they address a compelling question using disciplinary sources in a thoughtful and informed fashion: ▷▷ Standards (anchor the content of the inquiry); ▷▷ Compelling questions (frame the inquiry); ▷▷ Staging the compelling question (creates interest in the inquiry); ▷▷ Supporting questions (develop the key content); ▷▷ Formative performance tasks (demonstrate emerging understandings); ▷▷ Featured sources (provide opportunities to generate curiosity, build knowledge, and construct arguments); ▷▷ Summative performance tasks (demonstrate evidence-based arguments); ▷▷ Summative extensions (offer assessment flexibility); ▷▷ Exercises in taking informed action (promote opportunities for civic engagement). Teachers should find considerable guidance within each inquiry around the key components of instructional design—questions, tasks, and sources. What they will not find is a complete set of prescriptive lesson plans. Experience suggests that teachers teach best the material that they mold around the needs of their particular students and the contexts in which they teach. Rather than scripts reflecting generic teaching and learning situations, the IDM encourages teachers to draw on their own wealth of teaching experience as they add activities, lessons, sources, and tasks that transform the inquiries into their own, individual pedagogical plans.

Preface • 5

For this Bulletin, we engaged thirteen of the best social studies curricular organizations in taking the “IDM Challenge.” The partners were asked to develop blueprints using resources from their own collections or to adapt existing lessons or units for the IDM model. The book then features thirteen inquiries on topics that are central to K-12 social studies taught in schools across the country, providing teachers insight into how the arc can be realistically integrated into existing curricula. We would like to extend sincere appreciation for the dedication and commitment each of our partners has shown in bringing this Bulletin to life. We recognize that we were sticklers in many ways and thus appreciate the persistence and willingness each of the organizations showed in getting these chapters right. We are humbled to work with such an impressive array of organizations and colleagues and to follow in the collaborative spirit of the C3 Framework: ▷▷ Digital Public Library of America ▷▷ Echoes & Reflections ▷▷ Facing History and Ourselves ▷▷ Federal Reserve Bank of St. Louis ▷▷ Ford’s Theater ▷▷ National Constitution Center ▷▷ National Geographic Society ▷▷ National Museum of American History ▷▷ National Museum of the American Indian ▷▷ Project Look Sharp ▷▷ Teaching Tolerance ▷▷ University of Delaware Center for Economic Education ▷▷ Virginia Commonwealth University Center for Economic Education

6 • Teaching the C3 Framework: Part Two

We are also grateful to Gene Cowan, of Cowan Creative, for organizing the production of this book and Michael Simpson, Director of Publications at NCSS, for his careful edits and unwavering commitment to the C3 Framework. Together with these partners, we hope that we have created a resource that will help teachers hone their inquiry practices in teaching students to wrestle with ideas, events, and issues that are so central to a robust social studies education. Kathy Swan John Lee S.G. Grant

NOTES 1.

National Council for the Social Studies (NCSS), College, Career, and Civic Life (C3) Framework for State Social Studies Standards (Silver Spring, MD: NCSS, 2013). Available online at www.socialstudies.org/ c3. A hard copy is available in the NCSS publication Social Studies for the Next Generation: Purposes, Practices, and Implications of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Silver Spring, MD: NCSS, 2013).

2. S.G. Grant, Kathy Swan, and John Lee, Inquiry-based Practice in Social Studies Education: The Inquiry Design Model (New York: Routledge and C3 Teachers, 2017); Kathy Swan, John Lee, and S.G. Grant, The Inquiry Design Model: Building Inquiries in Social Studies (Silver Spring, MD: National Council for the Social Studies and C3 Teachers, 2018). 3. See Inquiry-based Practice in Social Studies Education: The Inquiry Design Model, op. cit.

ABOUT THE EDITORS

Kathy Swan is a professor of social studies education in the College of Education at the University of Kentucky. John Lee is a professor of social studies education in the College of Education at North Carolina State University. S.G. Grant is a professor of social studies education in the Graduate School of Education at Binghamton University.

CH A P TER O NE

What Makes Money, Money? Mary C. Suiter Federal Reserve Bank of St. Louis Bonnie Meszaros Center for Economic Education and Entrepreneurship, University of Delaware

All of these things have served as money over time. A teacher could ask the question: What do all of these things have in common?

What Makes Money Money? â&#x20AC;˘ 7

ELEMENTARY LEVEL MONEY INQUIRY WHAT MAKES MONEY, MONEY? C3 Framework Indicator

C3 Indicator: D2.Eco.5.3-5. Explain the role of money in making exchange easier.

Staging the Compelling Question

Show a variety of pictures of things used as money throughout time. Ask students to generate a list of problems that would occur if we used these forms of money today.

Supporting Question 1

Supporting Question 2

Supporting Question 3

Supporting Question 4

How did people make exchanges without money?

What things have been used as money throughout history?

What makes something useful as money?

How does money function as a medium of exchange, store of value, and unit of account?

Formative Performance Task Write a circle story of a bartering adventure.

Featured Sources

Formative Performance Task

Create a chart of three different objects used as money and list at least one problem of using each as money.

Draw a Venn diagram identifying the characteristics of money by comparing US coins and currency with nails that were used as money in the 1700s.

Featured Sources

Source A: “What Makes Something Useful as Money” video. Source B: Questions and answers from One Cent, Two Cents, Old Cent, New Cent, a book by Bonnie Worth

Source A: Reading on “The Functions of Money” Source B: Picture of Zimbabwe $100 trillion dollar bill

Write a paragraph explaining how the Zimbabwe dollar performed the functions of money.

Source A: Cartoon strip showing the problem with barter Source B: Barter vs. Money Source C: Barter vs. Money video clip.

Source A: Commodity Money cards Source B: Illustration of commodities used as money

Summative Performance Task

ARGUMENT What makes money, money? Construct an argument in the form of a poster that addresses the compelling question using specific claims and relevant evidence from historical and current sources while acknowledging competing views. EXTENSION Create cartoons, illustrations, role plays, or skits for younger students to help them understand the characteristics and functions of money.

Taking Informed Action

UNDERSTAND: Investigate the people and symbols featured on U.S. currency. ASSESS: Assess whether those individuals featured on currency reflect U.S. culture and history. ACT: Write a letter to the Secretary of the Treasury to support including someone or something else on a piece of U.S. Currency.

8 • Teaching the C3 Framework: Part Two

INQUIRY DESCRIP TION

This inquiry leads students through an investigation of barter and commodity money, as well as coins and paper money or currency (fiat money). It shows how money makes exchanges easier. By investigating the compelling question “What Makes Money, Money?” students recognize the problems that occur when people barter or use commodity money, which leads them to identify the functions for which a society uses money—as a medium of exchange, unit of account, and a store of value. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students learn how and why societies moved from using barter to commodity money and eventually coins and currency. Students create an evidence-based argument about the characteristics and functions of money and what makes money, money. The inquiry is expected to take six to seven 40-minute class periods. The inquiry time frame could expand if teachers think their students need additional instructional experiences (i.e., supporting questions, formative performance tasks, and featured sources). Teachers are encouraged to adapt the inquiries in order to meet the needs and interests of their particular students. Resources can also be modified as necessary to meet individualized education programs (IEPs) or Section 504 Plans for students with disabilities.

S TAGING THE COMPELLING QUES TION

In staging the compelling question, “What Makes Money, Money?” teachers can prompt students with a set of pictures illustrating many different things that have served as money throughout history—e.g., gold, silver, tobacco, tea leaves, beads, and wampum. Teachers should ask students what all of the things pictured have in common. One possible answer is that they all served as money for a society at some time. Students can think about what it would be like for them if one of these goods were used as money today.

Supporting Question 1 To answer the first supporting question—“How did people make exchanges without money?”—students investigate how trade occurred without money. Students enjoy listening to stories about barter, participating in barter activities, and sharing examples of when they have bartered. They quickly grasp the concept that barter is trading goods and services for other goods and services without the use of money. Helping students make the transfer to using barter in today’s world and understanding the problems that would exist if that was their only means of exchange is more difficult. Featured Source 1A is a cartoon strip (see page 10) that shows the essential problem with barter—the need for a coincidence of wants. You have to want what I have and I have to want what you have or an exchange can’t take place. To help students see how this might play out in their lives, have them brainstorm a list of goods and services they and their families buy on a regular basis. Ask students to generate a list of goods and services they could use to barter for all the items on their list. They discover that coming up with enough items with which to barter is not easy. To exemplify the notion that barter requires a coincidence of wants and is time-consuming and difficult, students participate in a barter activity.

What Makes Money, Money? • 9

Featured Source 1B is an activity, “Barter vs Money,” from an article by Andrew T. Hill, “Money Matters for the Young Learner,” (Social Studies and the Young Learner vol. 22, 3 [January-February 2010], 25-31 at page 28). Students participate in two rounds of trade, one using barter and one using money. Frustration can occur in Round 1 when they can’t find someone to trade with. If no one makes multiple trades to get what they want, the debriefing should address this as a solution, albeit a time-consuming one. When asked during the debriefing what would have made the trading easier, students always respond “money!” Testing their idea in round two, students use money and indeed see that money makes trading easier and faster. Featured Source 1C is a short video clip from the video, Barter Vs. Money (https://www. youtube.com/watch?v=WCr5UVf-vKM), which demonstrates the difficulties of using barter when exchanges go beyond one or two trades. Barter then becomes cumbersome and time-consuming. Students should watch the first portion of the video up to 1:48. Using what they have learned, students draw a final frame or two for the original cartoon to show how a trade could occur. The Formative Performance Task asks students to write a barter adventure circle story. For example, José had a computer game, but wanted a soccer ball. Janice wanted the game, but had a skateboard. José trades his game for Janice’s skateboard, which he trades with another friend for the soccer ball.

Supporting Question 2 For the second supporting question—“What things have been used as money throughout history?”—students learn about many goods that were used as money in the past. This type of money is called commodity money. Commodity money has value as a good and as money. In the formative performance task, students select objects that have been used as money and identify problems of using these objects to facilitate exchange. Grasping the notion that commodities were used as money is surprisingly challenging for young children. Begin by bringing a brick to class. Allow students to pass the brick around. Then ask students to think about using bricks as money to buy their lunch or purchase a toy.

10 • Teaching the C3 Framework: Part Two

Inquiry Design Model: Building Inquiries in Social Studies Kathy Swan, John Lee, and S.G. Grant Foreword by Walter Parker C3 INQUIRY SERIES, CO-PUBLISHED BY NCSS AND C3 TEACHERS. 167 PP. NCSS ITEM 170100. ISBN 978-0-87986-112-4

This book is a comprehensive, in-depth guide for teachers who want to build classroom inquiries based on the College, Career, and Civic Life (C3) Framework. The authors demonstrate how to construct effective Inquiry Design Model (IDM) blueprints that incorporate engaging questions, tasks, and sources. The book offers invaluable advice on how to formulate compelling and supporting questions, build disciplinary knowledge, and develop the ability of students to evaluate evidence, construct arguments, and take informed action. The authors of this book are the lead authors of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. To purchase this book, call NCSS Publications at 1-800-683-0812, or go online to www.socialstudies.org/store

Teaching the College, Career, and Civic Life (C3) Framework: Exploring InquiryBased Instruction in Social Studies Edited by Kathy Swan and John Lee, with Rebecca Mueller and Stephen Day NCSS BULLETIN 114, 156 PP NCSS ITEM 140114. ISBN 978-0-87986-108-7

This book is an indispensable guide for teachers implementing the C3 Framework. The book consists of model lessons contributed by fifteen of the best social studies curricular organizations. Each lesson encompasses the whole of the C3 Inquiry Arc from questioning to action, engages students in a meaningful content experience that fits a typical curriculum, and needs between 2 and 5 days of instruction. Students collaborate, practice disciplinary literacy skills, and present their findings creatively. There are lessons for all grade bands from K-2 to 9-12. To purchase this book, call NCSS Publications at 1-800-683-0812, or go online to www.socialstudies.org/store

The fifteen lessons cover the range of C3 disciplines. Contributors examine the meaning of national symbols, the need to vote, and democracy in schools. There are economic analyses of the causes of the Great Depression and the historical impact of technology on productivity, as well as geographic perspectives on conflicts over rivers and American Indian responses to environmental challenges. Authors use primary sources to introduce historical topics ranging from the U.S. Constitution, immigration, and womenâ&#x20AC;&#x2122;s suffrage, to the collapse of democracy in Nazi Germany and the U.S. civil rights movement. This book is an essential resource for teachers seeking to put the C3 Framework into action.

Social Studies for the Next Generation: Purposes, Practices, and Implications of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards NCSS BULLETIN 113, 144 PP. (INCLUDING INTRODUCTORY CHAPTERS), 2013 NCSS ITEM 130113. ISBN 978-0-87986-107-0

To purchase this book, call NCSS Publications at 1-800-683-0812, or go online to www.socialstudies.org/store

This important book presents the inquiry-based C3 Framework for enhancing social studies state standards and linking social studies education to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies. The book includes the entire C3 document, â&#x20AC;&#x153;College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History,â&#x20AC;? which was produced by social studies curriculum experts working in collaboration with a Task Force of 15 professional organizations in the field of social studies. The C3 Framework includes appendices with companion documents for psychology, sociology, and anthropology. A companion document for religious studies, which was added in 2017, is included in this book. Social Studies for the Next Generation includes valuable introductory chapters that interpret the C3 Framework, and discuss its context, the central concept of the Inquiry Arc, the connections between C3 and the Common Core standards, the links between C3 and the national social studies standards, and appropriate assessments for C3.