College, Career, and Civic Life (C3) Framework, Study notes of Economics

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Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History

C3 FRAMEWORK

FOR SOCIAL STUDIES STATE STANDARDS

COLLEGE, CAREER & CIVIC LIFE

The 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 is the product of a collaboration among the following fifteen professional organizations committed to the advancement of social studies education: American Bar Association American Historical Association Association of American Geographers Campaign for the Civic Mission of Schools Center for Civic Education Constitutional Rights Foundation Chicago Constitutional Rights Foundation USA Council for Economic Education National Council for Geographic Education National Council for History Education National Council for the Social Studies National Geographic Society National History Day Street Law, Inc. World History Association The publisher of the document is National Council for the Social Studies, Silver Spring, MD. The text of the document, and/or excerpts from it, may be freely reproduced. There is no need to apply to National Council for the Social Studies for permission to reproduce the text or excerpts. The following reference information should be used in the citation of this document: National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K- Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013).

4 • C3 Framework ECONOMICS ........................................................................................................................................ 35 Economic Decision Making Exchange and Markets The National Economy The Global Economy GEOGRAPHY........................................................................................................................................ 40 Geographic Representations: Spatial Views of the World Human-Environment Interaction: Place, Regions, and Culture Human Population: Spatial Patterns and Movements Global Interconnections: Changing Spatial Patterns HISTORY ................................................................................................................................................ 45 Change, Continuity, and Context Perspectives Historical Sources and Evidence Causation and Argumentation English Language Arts/Literacy Common Core Connections.............................................................. 50 DIMENSION 3. Evaluating Sources and Using Evidence ............................................................................ 53 Gathering and Evaluating Sources......................................................................................................... 54 Developing Claims and Using Evidence ................................................................................................ 55 English Language Arts/Literacy Common Core Connections.............................................................. 56 DIMENSION 4. Communicating Conclusions and Taking Informed Action ............................................. 59 Communicating and Critiquing Conclusions......................................................................................... 60 Taking Informed Action .......................................................................................................................... 62 English Language Arts/Literacy Common Core Connections.............................................................. 63 APPEND ICES Appendix A: C3 Framework Disciplinary Inquiry Matrix .................................................................................. 66 Appendix B: Psychology Companion Document for the C3 Framework ........................................................ 69 Appendix C: Sociology Companion Document for the C3 Framework ......................................................... 73 Appendix D: Anthropology Companion Document for the C3 Framework ................................................... 77 Appendix E: Scholarly Rationale for the C3 Framework .................................................................................. 82 References ...................................................................................................................................................... 92 Glossary of Key Terms in the C3 Framework ............................................................................................... 96 Biographical Sketches of the C3 Framework Writing Team .................................................................... 107

Introduction • 5 INTRODUCTION IN THE COLLEGE, CAREER, AND CIVIC LIFE (C3) FRAMEWORK FOR SOCIAL STUDIES STATE STANDARDS, THE CALL FOR STUDENTS TO BECOME MORE PREPARED FOR THE CHALLENGES OF COLLEGE AND CAREER IS UNITED WITH A THIRD CRITICAL ELEMENT: PREPARATION FOR CIVIC LIFE. ADVOCATES OF CITIZENSHIP EDUCATION CROSS THE POLITICAL SPECTRUM, BUT THEY ARE BOUND BY A COMMON BELIEF THAT OUR DEMOCRATIC REPUBLIC WILL NOT SUSTAIN UNLESS STUDENTS ARE AWARE OF THEIR CHANGING CULTURAL AND PHYSICAL ENVIRONMENTS; KNOW THE PAST; READ, WRITE, AND THINK DEEPLY; AND ACT IN WAYS THAT PROMOTE THE COMMON GOOD. THERE WILL ALWAYS BE DIFFERING PERSPECTIVES ON THESE OBJECTIVES. THE GOAL OF KNOWLEDGEABLE, THINKING, AND ACTIVE CITIZENS, HOWEVER, IS UNIVERSAL.

Introduction • 7 Reflecting the shared responsibility for literacy learn- ing put forward by the Common Core State Standards for English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects (NGA and CCSSO, 2010a),^2 the C3 Framework fully incor- porates and extends the expectations from the grades K–5 English Language Arts standards and the grades 6–12 standards for Literacy in History/Social Studies, Science, and Technical Subjects. The C3 Framework also recognizes the importance of literacy within the Common Core State Standards for Mathematics (NGA and CCSSO, 2010b), and acknowledges mathematical practices as they apply to social studies inquiry. National Council for the Social Studies, one of fifteen collaborating organizations, is publishing the C Framework to provide this significant resource for all states to consider in their local processes for upgrad- ing state social studies standards.

The Process of Developing the College,

Career, and Civic Life (C3) Framework

for Social Studies State Standards

The College, Career, and Civic Life (C3) Framework for Social Studies State Standards was conceptualized by individual state leaders in social studies education and supported by fifteen professional organizations representing four core social studies content areas: civics, economics, geography, and history. The C Framework was written by experts in the academic disciplines and social studies education in collabo- ration with classroom teachers, state social studies education leaders, and representatives of professional organizations. Work on the C3 Framework began in 2010 with the de- velopment of an initial conceptual guidance document written by individuals from the Council of Chief State School Officers (CCSSO) Social Studies Assessment, Curriculum, and Instruction state collaborative and by representatives from the professional associations. The framework writers were selected in consultation with the participating professional associations. Feedback was solicited throughout the process from stakehold- ers, including invitational reviews with professional organizations, teachers, and critical friends.

C3 Framework Leadership Team

The following members of the C3 Framework Leadership Team worked collaboratively to guide and manage the C3 Framework project: Project Director and Lead Writer Kathy Swan, Ph.D., Associate Professor, Social Studies Education, University of Kentucky Chair, C3 Framework Task Force of Professional Organizations Susan Griffin, Executive Director, National Council for the Social Studies Senior Advisors and Contributing Writers S.G. Grant, Ph.D., Founding Dean of the Graduate School of Education, Binghamton University John Lee, Ph.D., Associate Professor of Social Studies Education, North Carolina State University C3 Framework Design Team: Citizen: Me worked with the Leadership Team to visualize the Inquiry Arc and to design the C Framework. Thank you to designers Becky Colley, Sarah O’Connor, and especially to Monica Snellings and DK Holland, for their professionalism, talent and commitment to the teaching of civics in our schools. C3 Framework Production Team: Gene Cowan and Monica Snellings (^2) The abbreviations “Common Core Standards for ELA/Literacy” and “ELA/Literacy Common Core Standards” will be used regularly in this document to refer to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Citations of the Common Core State Standards in this document identify their publishers and date of publication (NGA and CCSSO, 2010). The detailed reference information can be found in the References section on page 92 below.

8 • C3 Framework Kathy Swan, Ph.D. (Lead Writer), Associate Professor, Social Studies Education, University of Kentucky Keith C. Barton, Ed.D., Professor of Curriculum and Instruction and Adjunct Professor of History, Indiana University Stephen Buckles, Ph.D., Senior Lecturer in Economics, Vanderbilt University Flannery Burke, Ph.D., Associate Professor of History, Saint Louis University Jim Charkins, Ph.D., Professor Emeritus of Economics at California State University, San Bernardino; Executive Director of the California Council on Economic Education S.G. Grant, Ph.D., Founding Dean of the Graduate School of Education, Binghamton University Susan W. Hardwick, Ph.D., Professor Emeritus of Geography at the University of Oregon John Lee, Ph.D., Associate Professor of Social Studies Education, North Carolina State University Peter Levine, D.Phil., Lincoln Filene Professor of Citizenship and Public Affairs and Director of the Center for Information and Research on Civic Learning and Engagement (CIRCLE), Tufts University’s Jonathan Tisch College of Citizenship and Public Service Meira Levinson, D.Phil., Associate Professor of Education, Harvard University Anand Marri, Ph.D., Associate Professor of Social Studies Education, Teachers College, Columbia University Chauncey Monte-Sano, Ph.D., Associate Professor of Educational Studies, University of Michigan Robert Morrill, Ph.D., Professor Emeritus of Geography, Virginia Polytechnic Institute and State University Karen Thomas-Brown, Ph.D., Associate Professor of Social Studies Education and Multiculturalism, University of Michigan-Dearborn Cynthia Tyson, Ph.D., Professor of Social Studies Education, The Ohio State University Bruce VanSledright, Ph.D., Professor of History and Social Studies Education, University of North Carolina at Charlotte Merry Wiesner-Hanks, Ph.D., Distinguished Professor and Chair of the Department of History, University of Wisconsin-Milwaukee Note: A special thank you to Lauren Colley, Rebecca Mueller, and Emma Thacker, Graduate Assistants at the University of Kentucky, who each provided sup- port to the C3 Framework Writers and Team.

C3 Framework Writing Team

The writing team included experts in K-12 social studies education and the academic disciplines of civics, economics, geography and history. Individuals were selected based on recommendations from the professional associations engaged in the process of developing the C3 Framework. The writing team worked in both dis- ciplinary and interdisciplinary teams, and solicited feedback from stakeholders on drafts at regular intervals throughout the development process. Biographical sketches of the following writing team members are included at the end of this publication:

10 • C3 Framework C 3 F R A M E WO R K C R I T I C A L VO I CE S Listed below are the stakeholders contacted for an invitational review prior to publication of the C3 Framework. American Association of School Administrators American Association of School Librarians American Federation of Teachers American Heritage Bill of Rights Institute C-SPAN Citizen: Me Center for Economic Education and Entrepreneurship, University of Delaware Colonial Williamsburg DBQ Project Junior Achievement Federal Judicial Center-History Office Federal Reserve Bank of St. Louis, Economic Education Heritage Education Services-National Park Service Library of Congress National Archives National Center for Literacy Education National Constitution Center National Council for Accreditation of Teacher Education Newseum Partnership for 21st Century Skills Smithsonian Institution Smithsonian American Art Museum National Museum of the American Indian Teaching for Change What So Proudly We Hail C 3 FR A M E WO R K T E AC H E R CO LL A B O R AT I V E CO U N C I L The state social studies collaborative chose highly qualified K-12 educators from 21 states to provide feedback on early drafts of the C3 Framework. Members of the Teacher Collaborative Council are listed below by state: Arkansas Lisa Lacefield John White California Michael A. Long Rebecca K. Valbuena Colorado Charlee Passig Archuleta Anton Schulzki Delaware Wendy Harrington Georgia Sally J. Meyer William S. Rakosnik Hawaii Mitzie Higa Pamela M.T. (Takehiro) King Carrie Sato Illinois Beth Levinsky Jeffrey W. Lightfoot Indiana Michael Hutchison Callie Marksbary Iowa Rob Dittmer Nancy Peterson Kansas Amanda Jessee James K. Robb Kentucky Thad Elmore Barry Leonard Maine Shane Gower Barbara Perry Maryland Kimberly Eggborn Donna Phillips Michigan David Johnson Raymond Walker Missouri Roxanna Mechem Debra Williams Nebraska Lonnie Moore Mary Lynn Reiser North Carolina Traci Barger Mary G. Stevens Ohio Tim Dove Laura Finney Gloria Wu Oklahoma Pam Merrill Washington Tara Gray Sabrina Shaw Wisconsin Tina Flood Lauren Mitterman

How to Read the C3 Framework • 11 HOW TO READ THE C3 FRAMEWORK

How to Read the C3 Framework • 13 within each disciplinary subsection. These categories provide an organizing mechanism for the founda- tional content and skills within each discipline. For example, within the subsection of economics, there are four categories: (1) Economic Decision Making; (2) Exchange and Markets; (3) The National Economy; and (4) The Global Economy. See Table 2 for a graph- ical representation of the categories within the four disciplinary subsections in Dimension 2. C3 Framework Indicators and K-12 Pathways. Within each subsection or category is a set of College, Career, and Civic Readiness Indicators for the end of grade 12. For each C3 Indicator, there is a suggested K-12 Pathway for how students might develop profi- ciency for a particular skill or concept. These Pathways acknowledge students’ developing capacity for un- derstanding more sophisticated ideas and completing more demanding inquiries across the grade bands of K–2, 3–5, 6–8, and 9–12. Each Pathway includes three developmental Indicators and the culminating C Indicator. The Indicators suggest student proficiency by the end of grades 2, 5, 8, and 12 with an under- standing that these skills and concepts will be taught within and throughout the grade band. States will decide how these suggested Pathways inform their processes for developing and upgrading state social studies standards. Appendices. The C3 Framework concludes with five appendices:

• Appendix A: C3 Framework Disciplinary Inquiry Matrix. The Disciplinary Inquiry Matrix articulates how the four Dimensions of the C Framework connect to and build upon one another through the use of a content-specific example.
• Appendix B: Psychology Companion Document for the C3 Framework. The Psychology Companion Document was created by the American Psychological Association and articu- lates the key disciplinary tools and concepts central to the discipline of psychology. C3 Indicators are listed for the 9-12 grade band, a corollary for Dimension 2. Psychology adds its unique and important perspective to the content-specific example presented in Appendix A: C3 Framework Disciplinary Inquiry Matrix.
• Appendix C: Sociology Companion Document for the C3 Framework. The Sociology Companion Document was created by the American Sociological Association and articulates the key disciplinary tools and concepts central to the discipline of sociology. C3 Indicators are listed for the 9-12 grade band, a corollary for Dimension 2. Sociology adds its unique and important perspec- tive to the content-specific example in Appendix A: C3 Framework Disciplinary Inquiry Matrix.
• Appendix D: Anthropology Companion Document for the C3 Framework. The Anthropology Companion Document was created CIVICS ECONOMICS GEOGRAPHY HISTORY Civic and Political Institutions Economic Decision Making Geographic Representations: Spatial Views of the World Change, Continuity, and Context Participation and Deliberation: Applying Civic Virtues and Democratic Principles Exchange and Markets Human-Environment Interaction: Place, Regions, and Culture Perspectives Processes, Rules, and Laws The National Economy Human Population: Spatial Patterns and Movements Historical Sources and Evidence The Global Economy Global Interconnections: Changing Spatial Patterns Causation and Argumentation TABLE 2: Dimension 2—Applying Disciplinary Tools and Concepts

14 • C3 Framework by the American Anthropological Association and articulates the key disciplinary tools and concepts central to the discipline of anthropology. Anthropology adds its unique and important per- spective to the content-specific example in Appendix A: C3 Framework Disciplinary Inquiry Matrix.

• Appendix E: Scholarly Rationale for the C Framework. This appendix articulates the reason- ing behind the creation of the C3 Framework and addresses the research base that supports the ideas represented. Now more than ever, students need the intellectual power to recognize societal prob- lems; ask good questions and develop robust in- vestigations into them; consider possible solutions and consequences; separate evidence-based claims from parochial opinions; and communicate and act upon what they learn. And most importantly, they must possess the capability and commitment to repeat that process as long as is necessary. Young people need strong tools for, and methods of, clear and disciplined thinking in order to traverse successfully the worlds of college, career, and civic life. The C3 Framework and its Inquiry Arc mark a significant departure from past attempts to devel- op a robust social studies program. The scholarly argument supports and underpins the funda- mental shift in direction and practice that the C Framework embodies. The appendices are followed by references and two concluding sections.
• Glossary of Key Terms in the C3 Framework. The glossary defines and provides examples of key concepts and terms. The examples are illustrative but are not exhaustive. The definitions and exam- ples are intended to encourage a broad exchange of ideas about social studies content, and should con- tribute to a coherent vision of how social studies might be enlivened and enriched by the use of the C3 Framework.
• C3 Framework Writing Team Biographical Sketches. The writing team includes members who have expertise in K-12 social studies education and the academic disciplines of civics, economics, geog- raphy, and history. The selection of individuals was based on recommendations from the professional associations and state education agencies engaged in the process of developing the C3 Framework.

What Is Not Covered in the C3 Framework

The C3 Framework is intended to serve as a resource for states to consider as they upgrade their existing state social studies standards. The Framework pro- vides guidance on the key concepts and skills students should develop through a robust social studies pro- gram of study, but intentionally does not address all of the elements states will need to consider in developing and upgrading standards. There are three main areas not addressed by the framework:

• Content Necessary for a Rigorous Social Studies Program. The C3 Framework focuses on the concepts that underlie a rich program of social studies education. The foundational concepts in Dimension 2 outline the scope of the disciplinary knowledge and tools associated with civics, economics, geography, and history. References are made to a range of ideas, such as the U.S. Constitution, economic scarcity, geographical modeling, and chronological sequences. However, the particulars of curriculum and instructional content—such as how a bill becomes a law or the difference between a map and a globe—are im- portant decisions each state needs to make in the development of local social studies standards.
• Other Disciplines Beyond Civics, Economics, Geography, and History The disciplines repre- sented in the C3 Framework are not the only ones relevant to a rich social studies curriculum. Other disciplines, such as anthropology, psychology, and sociology, while not covered in the main body of the C3 Framework, are important lenses for under- standing the human experience (see Appendices B, C, and D). Anthropology is the scientific study of humans, past and present; psychology is the scientific study of the mind and behavior; and sociology is the scientific study of the social lives of people, groups and societies. All have countless ap- plications to everyday life. Indeed, the study of the behavioral and social sciences enhances student preparation for college, careers, and civic life by promoting critical thinking, inquiry, problem-solv- ing, evidence-based reasoning and communication

Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History C3 FRAMEWORK FOR SOCIAL STUDIES STATE STANDARDS COLLEGE, CAREER & CIVIC LIFE THE INQUIRY ARC OF THE C3 FRAMEWORK 16 • C3 Framework

THE PRIMARY PURPOSE of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards is to provide guidance to states on the concepts, skills, and disciplinary tools necessary to prepare students for college, career, and civic life. In doing so, the C3 Framework offers guidance and support for rigorous student learning. That guidance and support takes form in an Inquiry Arc—a set of interlocking and mutually reinforcing ideas that feature the four Dimensions of informed inquiry in social studies: 1 Developing questions and planning inquiries; 2 Applying disciplinary concepts and tools; 3 Evaluating sources and using evidence; and 4 Communicating conclusions and taking informed action. Dimension 1 features the development of questions and the planning of inquiries. With the entire scope of human experience as its backdrop, the content of social studies consists of a rich array of facts, concepts, and generalizations. The way to tie all of this content together is through the use of compelling and support- ing questions. Questioning is key to student learning. The C Framework encourages the use of compelling and supporting questions, both teacher- and student-gen- erated, as a central element of the teaching and learning process. For example, a compelling question like “Was the American Revolution revolutionary?” is both intriguing to students and intellectually honest. Such a question can be vigorously explored through the disciplines of civics, economics, geography, and history. It is also sensitive to the idea that students are interested in how and why events are characterized as they are. Supporting questions assist students in addressing their compelling questions. For example, questions like “What were the regulations imposed on the colonists under the Townshend Acts?” will help students understand the many dimensions of the war as they form their conclusions about the magnitude of change associated with those Acts. Developing compelling and supporting questions is challenging, and teachers will need to provide guidance and support in crafting them, especially for young learners. The Indicators for Dimension 1 present a developmentally appropriate, scalable, and assessable set of ideas through which students can demonstrate their increasingly independent facility with recognizing, developing, and articulating power- ful questions. Dimension 2, Applying Disciplinary Concepts and Tools, provides the backbone for the Inquiry Arc. Working with a robust compelling question and a set of discrete supporting questions, teachers and students determine the kind of content they need in order to develop their inquiries. This process is an artful bal- ancing act because the interplay between Dimensions 1 and 2 is dynamic: students access disciplinary knowledge both to develop questions and to pursue those questions using disciplinary concepts and tools. Children typically begin proposing solutions to com- pelling questions based on their experiences. Because social studies content is based in human experience, students will have hunches about the questions under study. Rich social studies teaching, however, offers students opportunities to investigate those questions more thoroughly through disciplinary (civic, econom- ic, geographical, or historical) and multi-disciplinary means. Dimension 2 sets forth the conceptual content that defines the disciplines, such as the historian’s habit of describing how the perspectives of people in the present shape their interpretations of the past. This practice, along with the curricular content and the distinctive habits of mind from the other social science disciplines, informs students’ investigations and con- tributes to an inquiry process for social studies. In some cases, the compelling questions posed will draw on content largely from a single discipline. Teachers and students may pull primarily from The Inquiry Arc of the C3 Framework • 17

Developing explanations and making and supporting arguments can take form in individual essays, group projects, and other classroom-based written assess- ments, both formal and informal. But students need not be limited to those avenues. Although there is no substitute for thoughtful and persuasive writing, the Framework advocates expanding the means by which students communicate their preliminary and final conclusions. As the Indicators for Dimension 4 (Communicating Conclusions and Taking Informed Action) demonstrate, those means include a range of venues and a variety of forms (e.g., discussions, de- bates, policy analyses, video productions, and portfo- lios). Moreover, the manner in which students work to create their solutions can differ. Students need oppor- tunities to work individually, with partners, in small groups, and within whole class settings. Readiness for college, career, and civic life is as much about the experiences students have as it is about learning any particular set of concepts or tools. Thus, the learning environments that teachers create are critical to student success. Students will flourish to the extent that their independent and collaborative efforts are guided, supported, and honored. Active and responsible citizens identify and analyze public problems; deliberate with other people about how to define and address issues; take constructive, collaborative action; reflect on their actions; create and sustain groups; and influence institutions both large and small. They vote, serve on juries, follow the news and current events, and participate in voluntary groups and efforts. Teaching students to act in these ways—as citizens—significantly enhances preparation for college and career. Many of the same skills that are needed for active and responsible citizenship—work- ing effectively with other people, deliberating and reasoning quantitatively about issues, following the news, and forming and sustaining groups—are also crucial to success in the 21st century workplace and in college. Individual mastery of content often no longer suffices; students should also develop the capacity to work together to apply knowledge to real problems. Thus, a rich social studies education is an education for college, career, and civic life. In one sense, Dimension 4 closes the Inquiry Arc. But learning is reflexive and recursive—new disci- plinary knowledge can be the source of new ques- tions, communicating ideas in one setting can lead to new ideas about evidence, and new historical sources can lead to new disciplinary and interdisciplinary concepts. The Inquiry Arc of the C3 Framework offers states guidance for developing standards with multiple opportunities for students to develop as thoughtful, engaged citizens. ACTIVE AND RESPONSIBLE CITIZENS identify and analyze public problems; deliberate with other people about how to define and address issues; take constructive, collaborative action; reflect on their actions; create and sustain groups; and influence institutions both large and small. The Inquiry Arc of the C3 Framework • 19

The Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and the Technical Subjects call on social studies teachers to share in the responsibilities for literacy instruction in K-12 education (NGA and CCSSO, 2010a). The expectations for literacy learn- ing in grades K–5 are established through the four strands of Reading, Writing, Speaking and Listening, and Language. For grades 6–12, the ELA/Literacy Common Core Standards provide specific literacy standards for Reading and Writing in History/Social Studies. The C3 Framework fully incorporates and extends the expectations for literacy learning put forward in the Common Core Standards for ELA/ Literacy on three levels (Table 3). Connections between the C3 Framework and the College and Career Readiness (CCR) Anchor Standards. Each strand of the Common Core State Standards for English Language Arts/ Literacy is headed by a set of College and Career Readiness (CCR) Anchor Standards that are identical across all grades and content areas, including social studies. The authors of the C3 Framework view the literacy skills detailed in the ELA/Literacy Common Core College and Career Readiness (CCR) Anchor Standards as establishing a foundation for inquiry in social studies, and as such all CCR Anchor Standards should be an indispensable part of any state’s so- cial studies standards. Many specific CCR Anchor Standards are directly supportive of the C3 Framework, DIMENSION 1 ANCHOR STANDARDS DIMENSION 2 ANCHOR STANDARDS DIMENSION 3 ANCHOR STANDARDS DIMENSION 4 ANCHOR STANDARDS Developing Questions and Planning Inquiries R W SL Civics R1- W SL L Gathering and Evaluating Sources (^) R1- W1, 2, 7- SL Communi- cating and Critiquing Conclusions (^) R W 1- SL1- Economics Geography Developing Claims and Using Evidence Taking Action History TABLE 4: Connections between the C3 Framework and the CCR Anchor Standards in the ELA/Literacy Common Core Standards FOUNDATIONAL (^) All ELA/Literacy Common Core Standards SUPPORTIVE Reading 1-10; Writing 1, 7-9; Speaking and Listening 1-6; Language 6 VITAL Reading 1; Writing 7; Speaking and Listening 1 TABLE 3: Connections between the C3 Framework and the CCR Anchor Standards in the ELA/Literacy Common Core Standards OVERVIEW OF THE CONNEC TIONS WITH THE ENGLISH ✪^ L ANGUAGE AR T S/LITER AC Y COMMON CORE S TANDARDS 20 • C3 Framework