General FAQ's
Q: What makes this curriculum unique? How do these materials differ from other curriculum resources?
The MC3 curriculum is unique because of its attention to learning progressions within and among grades as well as how it develops students' literacy and thinking skills.
The major goal of the curriculum to enable students to acquire and use (1) more sophisticated disciplinary forms of thinking, (2) key social studies (historical/geographical/political/economic) big ideas, concepts and conceptual frameworks, (3) important vocabulary and literacy skills and (4) relevant historical, geographic, political, and economics facts. In helping students learn and learn to use more sophisticated thinking using new concepts and facts, and new intellectual and literacy skills, the curriculum will always build upon and develop students’ background knowledge and give them tools to help them think.
Q: Are there any costs associated with using the Michigan Citizenship Collaborative Curriculum?
The curriculum units are free. Costs may be incurred by a district or individual if they choose to purchase any materials listed in the resource section.
Q: May I use the curriculum however I want?
Educators are encouraged to communicate with their administrators and conform to the policies of their districts regarding the use of the curriculum.
Districts and individuals are not allowed to profit from the MC3 curriculum in its original form or after any type of alteration; however,
districts may revise any unit plan in order to meet the needs of the local district. Material produced by the MC3 project are copyright
materials and cannot be reposted elsewhere without written consent from the developing partner organization that created those materials.
In addition, the MC3 project also contains material that is copyrighted by third parties, most notably universities and publishers. The MC3
project has obtained limited permission to use these copyright materials for posting on its free and open website. These materials cannot
be reposted or reproduced without the express written consent of the original copyright owner.
Q: How do I find out which developing partner organizations
created the materials for my grade level or course?
Kindergarten -- Berrien, Genesee and Ottawa
First Grade -- Berrien, Kent, Oakland, and Ottawa
Second Grade -- Oakland and Ottawa
Third Grade -- Oakland
Forth Grade -- Berrien and Oakland
Fifth Grade -- Oakland
Sixth Grade version 1-- Genesee, Oakland and Macomb
Seventh Grade version 1 -- Oakland and Macomb
Seventh Grade version 2 -- Oakland
Eighth Grade -- Ingham and Oakland
High School U.S. History and Geography -- Oakland and Macomb (units 1-7); Oakland (units 8 and 9)
High School Civics -- Oakland and Macomb (units 1-3); Oakland (unit 4)
High School Economics -- Oakland
High School World History and Geography -- Oakland
Q: How was the curriculum developed?
The curriculum was influenced by the conceptual framework developed by Grant Wiggins and Jay McTighe in “Understanding by Design” that encourages educators to "unpack" standards by focusing on the Big Ideas they represent and developing the Essential Questions students need to explore during the lesson or unit. This ensures units are focused on the expectations and what students should be able to know and do. The Big Picture Graphics were influenced by the work from the University of Kansas curriculum project.
Educators well versed in the Understanding by Design conceptual framework were screened and identified by the developing partners as potential unit writers. These writers were provided direction on how to proceed for each course. Every unit went through three levels of editing to increase content and instructional quality and decrease errors during the rapid development phase. The academic partners are involved in the editing process and have vetted the units of study for accuracy, clarity, and rigor necessary for students’ success in post-secondary education.
Educators well versed in the Understanding by Design conceptual framework were screened and identified by the developing partners as potential unit writers. These writers were provided direction on how to proceed for each course. Every unit went through three levels of editing to increase content and instructional quality and decrease errors during the rapid development phase. The academic partners are involved in the editing process and have vetted the units of study for accuracy, clarity, and rigor necessary for students’ success in post-secondary education.
Q: Do I have to teach all the lessons?
State law requires all school districts to have a curriculum. The MC3 project includes course and grade level descriptions and units of study. These together constitute a curriculum. The MC3 project also includes lesson plans, supplemental materials, and PowerPoints. These are resources that support the teaching and learning of the unit plans. While the lesson were written to enable teachers to put learning progressions into action in the classroom, they should be considered a resource for teachers. It was never the intent of this project to provide a day-by-day script for teachers to follow. Moreover, the writers and editors do not know the strengths and weaknesses of the students in every classroom. Teachers are encouraged to take the lessons and modify them to reflect the needs of their students and to take advantage of their individual strengths as teachers. It has been our experience that for every lesson we provide, it will be modified in as many ways as there are teachers. We encourage teachers to take the lessons and make them their own.
Q: Are the content expectations and key concepts listed in any particular order in the unit plans?
The expectations are listed numerically while the key concepts are listed alphabetically. The listing of expectations or key concepts is not intended to suggest an instructional sequence or organization.
Q: The duration is listed in weeks. What does that assume?
The duration is listed as a guideline in order for teachers to see the relative weight of each unit based on a 34 week school year. As lessons are developed and piloted, the duration section of the units will become more specific.
Q: When will the MC3 be completed?
Good curriculum is never finished, but continually improved. Currently there is not a specific end date. Phase II for K-8 has begun and involves the development of lessons. Phase II for high school will begin in the spring of 2009 and involve the development of assessments.
Q: What does the "For Professional Knowledge" section of the resources mean?
This is your summer reading list!
Grade Specific FAQ's
Grades 3 and 4
Q: How are Michigan history content expectations for Fourth Grade addressed?
The content expectations relative to Michigan history are addressed in third grade instead of fourth grade. This alleviated the problem of two different grades teaching the same subject (including redundancies and the problems associated with the distribution resources among grades). The topic of labor unions in Michigan history is not addressed in third grade because of its complexity. Accordingly, labor unions are addressed historical context in the high school.
Grade 5
Q: Why is fifth grade titled “Integrated Early American History” and not “Integrated United States History”?
Since fifth grade students commence their study of United States History in eras prior to the formation of the United States as a country, the fifth grade course is appropriately titled, “Integrated Early American History.”
Q: What does “integrated” refer to in the title of the fifth grade course?
The fifth grade social studies content expectations mark a departure from the social studies approach taken in previous grades. Building upon the geography, civics and government, and economics concepts of the United States mastered in fourth grade and historical inquiry from earlier grades, the fifth grade expectations begin a more discipline-centered approach concentrating on the early history of the United States.
Grades 6 and 7
Q: Why does the curriculum recommend a semester of world history rather than embedding world history into the world regions?
The Michigan Department of Education offers several alternatives to addressing the expectations for 6th and 7th grade. The curriculum developers for this project saw strength in keeping world history together as a discipline to prepare students for high school.