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Resources for Using the C3 Framework

Resources from the C3 Literacy Collaborative


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The College, Career and Civic Life (C3) Framework for Social Studies State Standards re-envisions the purpose and instructional practices of social studies education in the states. Through a grant from the Bill & Melinda Gates Foundation, National Council for the Social Studies, in partnership with the National Center for Literacy Education (NCLE), developed these free professional learning tools, and resources to help school teachers from across the nation use the College, Career, and Civic Life (C3) Framework for Social Studies State Standards.


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The C3 Framework and the National Social Studies Standards

NCSS published the national curriculum standards for social studies in 2010. "The Links between the C3 Framework and the NCSS National Curriculum Standards for Social Studies" by Michelle Herczog describes the ways in which the C3 Framework corresponds with the national standards and identifies the distinctive contribution made by the C3 Framework.

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More C3 Resources

What Every School Administrator Should Know About the C3 Framework

Explore resources and suggestions for guiding educators through various implementation phases of the C3 Framework. "Observational protocols" for site administrators to use when observing classroom practices are shared.

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Lead the Way! Tips and Tools to Introduce, Plan, and Implement the C3 Framework at your School Site/District

Explore resources and suggestions for guiding educators through various implementation phases of the C3 Framework.

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Develop Your Own C3 Lessons

Describe how Social Studies and English Language Arts Methods Instructors at Schools of Education can utilize the C3 Framework as a vehicle for training teacher education students how to use the C3 Framework to meet the Common Core State Standards through the social studies curriculum.


Michelle Herczog
2014-15 NCSS President
Consultant III, History-Social Science, Los Angeles County Office of Education


Grade K-12 teachers, school administrators

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Coaching of Coaches: Collaborative Learning

Ultimately the quality of teaching depends not only on the qualities of those who enter and stay, but also on workplace factors.  Teachers who feel enabled to succeed with students are more committed and effective than those who feel unsupported in their learning and in their practice. Those who have access to teacher networks, enriched professional roles, and collegial work feel more efficacious in gaining the knowledge they need to meet the needs of their students and more positive about staying in the profession.”--Linda Darling-Hammond

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Completing the Inquiry Arc: Exploring Dimension 4 of the C3 Framework

This investigation is designed to explore Dimension Four of the C3 Framework and provide a rational and examples of how Dimension Four creates a richer social studies experience. 
  • Overview the C3 Framework and the Inquiry Arc. 
  • Provide a rationale, goal and purpose of Dimension Four.
  • Provide examples of what Dimension Four looks like in the classroom.
This investigation has three parts: Investigate, Create
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Connecting Social Studies and ELA Shifts in the Elementary Classroom

This investigation is designed to provide information on the development, purpose, and structure of shifts in ELA shifts and Social Studies and how they relate to the Core. 
  • Identify the key shifts in ELA and Social Studies.
  • Identify shift connections between the curricular areas.
  • Reflect on critical components of ELA Standards and where/how they fit into Social Studies.
This investigation has three parts: Investi
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Design Principles and Rubrics for Assessing Historical Thinking: Connections to the C3 and the ELA Common Core

Standardized test items, and summative classroom tests that look like them (e.g., multiple choice questions about historical details), are rather limited in giving us good data about students' thinking and engagement.  If we want to cultivate 21st-century, cognitive habits of mind among our students, we need better assessment tools to help us see if our teaching practices actually promote them.
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Dimension 1: Developing Questions and Planning Inquiries

To describe the criteria for developing compelling and supporting questions to spark inquiry at elementary, middle, and high school levels. Examples of compelling and supporting questions will be provided. Teachers will be invited to develop compelling and supporting questions for existing or new lessons. C3 Framework lesson templates will be introduced to guide teachers through the process of adapting existing lessons or developing new lessons.


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