GLOBAL LEARNING BASED ON THE

C3 FRAMEWORK
Brad Maguth & Gloria Wu

ABOUT US
Brad Maguth

Gloria Wu

Associate Professor, University of Akron

American Govt Teacher, E.L. Bowsher

HS, Toledo

Shifts in Social
Studies

Structural Changes (Shifts) to

Ohios Social Studies Standards
1. Change from seven standards to four Core
strands
-History, Geography, Government & Economics
2. Building knowledge through content-rich
nonfiction and informational texts
-Use of primary sources to promote historical inquiry
and analysis.
3. Reading and writing grounded in evidence from
text
-Students defend their arguments or judgments with
evidence from the text(s) they are writing about.
- Ohio Department of Education

GLOBAL EDUCATION TENANTS

Investigating

global and cross-cultural perspectives,

Understanding global issues, geographies, and/or
conditions,
Making local to global connections,
Applying global learning to take informed action

What does it communicate?

NEWSPAPER HEADLINES (JULY, 2016)

New York Times (U.S.A.)

Alliance Against ISIS May Be Easier Said Than Done
U.S. and Beijing Offer Competing Views on South China Sea
The Brexit and its Global Impact
Greenland Is Melting Away
Peoples Daily (China)
China to Transfer 10 Million Tons of Steel Capacity to Brazil
U.S. & China Aim to Deepen Mutual Understanding through
Joint Naval Exercises in 2016 RIMPAC

China and Africa Partner for Creating Sustainable

and Inclusive Growth
China will Spend $10.4 Bn. Railways in Nigeria

GLOBAL ISSUES
Environmental

Degradation
Terrorism, War, & Conflict
Human Rights
Disease
International Trade & Investment
Consumer Choices
Over population
Migration

OHIO & IMMIGRATION

Ohios population of 11.5

million grew almost 5 %
from 1990-2000, 72%
directly attributed to
immigrants

Ohios foreign-born
population increased by
22.6% between 2000 and
2006. During that period,
bringing the total number of
foreign-born residents in the
state to over 416,000.
(U.S. Census, 2007)

WHERE ARE NEW IMMIGRANT

POPULATIONS COMING FROM?

INQUIRY DEFINED
"Tell me and I forget, show me and I remember,
involve me and I understand
(Learning Partnership, N.D
Inquiry-based teachingis an
instructionalapproach that taps into learner
curiosity and questioning to gain knowledge and
reach conclusions.

Power of Experience & Inquiry

ACADEMIC LANGUAGE

Building Background
Knowledge for Academic
Excellence
Subject Area

Level 1 (K2)

Level 2
(3-5)

Level 3
(6-8)

Level 4 (912)

Totals

Percentage
of Total

80

190

201

214

685

8.7%

100

166

225

282

773

9.7%

83

245

247

223

798

10.1%

162

959

743

715

2579

32.6%

*Geography

89

212

258

300

859

10.8%

*Civics

45

145

210

213

613

7.7%

*Economics

29

68

89

155

341

4.3%

Health

60

68

75

77

280

3.5%

Physical Education

57

100

50

34

241

3%

The Arts

54

198

198

99

549

6.9%

Technology

23

47

56

79

205

2.6%

782

2398

2352

2391

7923

99.9%

Mathematics
Science
English Language Arts
*History

TOTALS

Robert Marzanos research for Building Background Knowledge for Academic Achievement (2004) shows that
approximately 55.4% of a student's academic vocabulary comes from the social studies.

Conquering the Fourth

Grade Slump

Thats when schools expect children to go from

learning to read to reading to learn.

INQUIRY

Learning is a socio-cultural activity, and language is a

tool for thinking (Vygotskys (1978).
Language

capacity and fluency is predicated on social

interaction and communication
Inquiry allows learners to use language to imagine,
manipulate, create new ideas, and share those ideas with
others
Inquiry-based instruction has been documented to increase
motivation (Mansfield, 1989 ), content knowledge, and
reading comprehension (Romance & Vitale, 2005 ).

COLLEGE, CAREER, AND CIVIC LIFE

(C3) FRAMEWORK FOR INQUIRY

COLLEGE, CAREER, AND CIVIC LIFE

(C3) FRAMEWORK FOR INQUIRY
Conceptualized by state education leaders in
2010, and supported by state teachers
Focus on promoting disciplinary literacy (i.e.
information text) through high quality inquirybased instruction
Prepare learners to be competent and successful
in college, in their career, and in civic life

Note:

This framework does not prescribe curricular

content to be taught

COLLEGE, CAREER, AND CIVIC LIFE

(C3) FRAMEWORK FOR INQUIRY

C3 INQUIRY ARC

Includes four interlocking, mutually reinforcing

dimensions:

1.Developing questions and planning inquiries,

2.Applying disciplinary concepts and tools,
3.Evaluating sources and using evidence,
4.Communicating conclusions and taking informed
action.

Geography
Finance
History
Science
Philosophy
Psychology
Other
Information
Text

DIMENSION 1: DEVELOPING

QUESTIONS AND PLANNING

INQUIRIES
History & Global Learning
How did U.S. Cold War policy impact Latin America?
What is the legacy of the use of nuclear weapons during WWII in Japan?
What does it mean to be a global citizen?
How is my communitys immigration story part of the story of America and the world?
Civics & Global Learning
Is the U.S. Constitution a global document?
Why is ending gender inequality vital to a sustainable future?
How should nations of the world best respond to the refugee crisis in Syria?
Geography & Global Learning
If a hypothetical zombie apocalypse was to occur, what countries would be most vulnerable?
Can we right an environmental wrong?
How did European views on race lead to the African Slave trade?
What effects did the Silk Road have on the development of China, the Middle East, and Europe?
Economics & Global Learning
How did the 2008 U.S. Recession turn into a Great Global Recession?
How do prices in my local store compare to somewhere in another country?
To what extent can human rights and a free market coexist in a global economy?
PART II: Companion Disciplines
Psychology: What were the psychological motivations of the Nanjing Safety Zone Committee?
Sociology & Global Learning: TBA
Anthropology & Global Learning: Racial equality: a civil right or a human right?

AP AMERICAN GOVT - 2016

(STUDENT SAMPLES)
Can Trump realistically build a wall?
Is money free speech? (campaign finance)
Should the president serve more than two terms?
What rights are interfered since Planned Parenthood was
defunded?
What is the effect of social media on elections?
Is the media biased/have an agenda?
Why arent young people voting?

Inquiry drives research, writing, investigation.

EXAMPLE INQUIRIES:
C3TEACHERS.ORG

Inquiry Design Model (IDM) Blueprint

Compelling Question

Supporting

Supporting

Supporting

Question 1

Question 2

Question 3

Formative

Formative

Formative

Performance Task

Performance Task

Performance Task

Featured Sources

Featured Sources

Featured Sources

Argument

Summative
Performance Task

Extension

Taking Informed Action

ACTIVITY: IS SHARING AND TRADING ACROSS CULTURES

ALWAYS A GOOD THING?

Inquiry Design Model (IDM) Blueprint

Compelling Question

Is Sharing and Trading Across Cultures Always a Good Thing?

Supporting

Supporting

Supporting

Question 1

Question 2

Question 3

What is globalization?

What are advantages?

What are disadvantages?

Formative

Formative

Formative

Performance Task

Performance Task

Performance Task

Connect countries of origin with

Make a claim on the opportunities

Make a claim on the challenges

labels or everyday U.S.

resulting from globalization

resulting from globalization

Featured Sources

Featured Sources

Featured Sources

Source A: World Political Map

Source A: Chinese Educators Come to

America
Source B: Image bank: Companies selling
goods around the world

Source A: The First Greenmarket in New

York City
Source B: Image bank: Political cartoons

products/goods

Source B: Lizzies Morning

Source C: Teacher-supplied collection
of daily-use items

Summative
Performance Task

Argument

Drawing from research above, Is sharing and

trading across cultures always a good thing?

Taking Informed Action Choose one of the challenges of globalization and take steps
towards reducing its impact locally (e.g., working to clean up fastfood litter)

WORD ASSOCIATION GAME

A vocabulary word is introduced

Go

around room providing synonyms or words

associated
Can also do this with antonym/ opposite associations

GLOBALIZATION

ACTIVITY: IS SHARING AND TRADING ACROSS CULTURES ALWAYS A GOOD THING?

SUPPORTING QUESTION 1: WHAT IS GLOBALIZATION

TASK: STUDENTS INVENTORY ITEMS AT HOME AND REVIEW LABELS ON PRODUCTS.
WHERE WAS IT MADE?

WHAT IS GLOBALIZATION?

WHAT IS GLOBALIZATION?

WHAT IS GLOBALIZATION?

WHAT IS GLOBALIZATION?

Louis Vuitton (France) in Shanghai China

WHAT IS GLOBALIZATION?

KFC (USA) in Kaifeng, Henan Province, China

WHAT IS GLOBALIZATION?

WORLDS LARGEST: BENGBU DAIRY IN ANHUI PROVINCE

CHINA

Milk and yoghurt are processed and

packaged on site, within hours of
coming out of the cow.

Cow feed comes from soy beans from

Brazil mixed with sprouts from Utah,
and artificial insemination comes from
Canada.

WHERE DO OUR CARS COME FROM?

ACTIVITY: IS SHARING AND TRADING ACROSS CULTURES ALWAYS A GOOD THING?

SUPPORTING QUESTION 2: WHAT ARE SOME OPPORTUNITIES CREATED BY GLOBALIZATION?

TASK: STUDENTS READ CHINESE EDUCATORS COME TO USA (SEE HANDOUT)

ACTIVITY: IS SHARING AND TRADING ACROSS CULTURES ALWAYS A GOOD THING?

SUPPORTING QUESTION 3: WHAT ARE SOME CHALLENGES CREATED BY GLOBALIZATION?

TASK: STUDENTS REVIEW ILLUSTRATIONS & ARTICLE ON SWEATSHOPS

CHALLENGES OF GLOBALIZATION

CHALLENGES OF GLOBALIZATION

CHALLENGES OF GLOBALIZATION

USING EVIDENCE & TAKING

ACTION

Is trading and sharing across

cultures always a good thing?
Argue your answer by drawing
from previous learnings and
artifacts

TIPS ON EVALUATING SOURCES &

USING EVIDENCE

Geography
Finance
History
Science
Philosophy
Psychology
Other
Informatio
n Text

WHERE TO FIND PRIMARY

SOURCES?

Library of Congress

Gilder Lehrman

National Archives

Spartacus Educational

Fordham University

Avalon Project

Teaching American History

WHAT RESOURCES DO YOU USE TO

IMPART CONTENT KNOWLEDGE?

TIPS ON EVALUATING SOURCES &

USING EVIDENCE

Geography
Finance
History
Science
Philosophy
Psychology
Other
Informatio
n Text

COMPETING SOURCES: THE THREE LITTLE PIGS

Was there a time when you saw a

situation differently than a friend did?

THE THREE LITTLE PIGS STORY

THE WOLFS STORY

WRITE DOWN
1.
2.
3.

Whose perspective did you believe and why?

What story do you like better? Which is truer?
What information is missing? What were the
limitations?

Reading Like a Historian: Sourcing

Reading Like a Historian:

Sourcing

- Stanford History Education Group and Teaching Channel

TIPS ON EVALUATING SOURCES &

USING EVIDENCE

Geography
Finance
History
Science
Philosophy
Psychology
Other
Informatio
n Text

C3 Framework
Communicating Conclusions
& Taking Informed Action

Communicating
Conclusions

Written Essays / Papers

Socratic Seminars
Debates / Mock Trials
Digital Documentaries
Letters / Journal Entries
Culminating Projects
Articles / Blog Posts
Websites
Performances
Speeches
Stories

THANK YOU!
Gloria Wu,
Brad Maguth, bmaguth@uakron.edu