Chapter 6: Dimension 2: Applying Disciplinary Tools and Concepts

When we teach about Dimension 1: Developing and Planning Inquiries (hereafter referred to as Dimension 1), we teach students to think deeply and ask important and interesting questions about the world around them. The next step in the inquiry cycle is to seek out information to address those questions. Dimension 2: Applying Disciplinary Tools and Concepts (hereafter referred as Dimension 2) addresses disciplinary tools used in this pursuit (e.g., documents, maps), but also habits of mind (e.g., engaging multiple perspectives) that align with to key content in each of the four core disciplines of social studies: civics, economics, geography, and history. Because Dimension 2 is designed to highlight the important differences in tools and practices used in each discipline, it is structured differently than the other dimensions of the C3 Framework (National Council for the Social Studies [NCSS], 2013), with separate subsections for each discipline. Within each of these disciplinary subsections, there are a small number of important concepts that are introduced, revisited, and refined over the course of students’ educational careers. For example, in history, students learn about particular events and people, they also learn more broadly about the conceptual ideas of 1) change, continuity, and context, 2) perspectives, 3) historical sources and evidence, and, 4) causation and argumentation. Each of the other core disciplines also include a small set of conceptual ideas that span K–12 education. Dimension 2 supports the dual responsibilities of helping students understand these concepts within disciplines, as well as helping them learn to look at phenomena through the lenses of each. The types of questions students learn to ask in Dimension 1 are complex and embedded in a world that does not artificially separate its issues into neat categories. The disciplinary lenses students adopt in Dimension 2 allow students to analyze, critique, and synthesize information across disciplines to address these questions. Dimension 2 might also be defined by what you won’t find it in. You will not find, in geography, recommendations to memorize state capitals or abbreviations. The section on economics makes no mention of memorizing specific country’s imports and exports. History bypasses memorizing the presidents in order. Civics does not advocate for a recitation of the Preamble to the Constitution (sorry, Schoolhouse Rock!). While many of us remember learning (or enduring) these things in our own elementary and middle school years, the focus of the C3 Framework is on big ideas couched in details, but not details as ends unto themselves. In part, this is because the details that go into standards are unique to each state. However, the absence of specific, factual requirements for learning is also based on the assumption that, while facts can be easily and quickly located, learning the inquiry skills that will support a lifetime of questioning, thinking, and learning require instruction in skills. For example, while there is not a focus on memorizing the presidents in order, it might be important to know how and when the presidency was passed from George Washington to John Adams as this was precedent setting in terms of a peaceful transition of elected power. Similarly, learning about the transition from John Adams to Thomas Jefferson as it relates to the establishment of the 12^th Amendment (delineating how vice presidents are elected) might be relevant to understanding the structure of our government.