1. Sharing Our Humanity Social Studies Inquiry Projects 2012 “It is not the answer that enlightens but the question” Eugène Ionesco

2. Inquiry based learning is not a new idea… “It is nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes wreck and ruin without fail.” Albert Einstein, 1949

3. What is inquiry? What is an inquiry project? How does it enrich student learning? INQUIRY is one way of making sense out of what we experience. It requires THINKING!!! It is sometimes labeled an approach, sometimes a method, and more frequently a strategy. Terms such as reflective thinking, problem solving, critical thinking, discovery, and guided discovery are often used to describe it. Students will be making their own meaning out of what they experience. (Meaning making is essentially finding out for oneself). It is the goal and essence of inquiry. It is not easy…but it is productive. We will have fun!

4. HAG students will be challenged to take responsibility for the design, organization, and successful completion of an in-depth investigation/inquiry project. Components will be completed over 6-7 weeks and results will be shared with parents and other students. In the process of completing this major project, students will apply important trans- disciplinary skills, which are at the heart of the work they have been doing in our Social Studies classroom this year.

5. These trans-disciplinary skills include the following: Communication skills Social skills Research skills Organizational skills Time management skills Creative thinking skills Critical thinking skills

6. What is an Inquiry Project? It is: Intense Tiring Exciting Self-directed Process driven Rewarding Action provoking It is not: A science fair A poster contest A competition Product driven Adult directed A burden

7. The field of investigation for these projects is based on the essential understanding and belief that… “Knowing, understanding, and respecting our neighbors in the global village helps us promote and create a more peaceful world.” Statement written by 3 rd,4 th and 6 th period students. Spring 2012

8. The students will be investigating topics of interest that are: In alignment with this essential understanding and belief Of personal interest Able to be researched and investigated May lead to an action

9. Choosing a topic…students should be able to say “yes” to the following: Can it keep my interest for 6-7 weeks? Can I create deep and meaningful questions which I will have the ability to answer? Can I conduct primary research? Can I collect, analyze, and display data? Is there an opportunity for multiple viewpoints?

10. Students will choose a “lens” from one of the following organizing themes: Who we are An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Where we are in place and time An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

11. How we express ourselves An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. How the world works An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

12. How we organize ourselves An inquiry into the interconnectedness of human- made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. How we share the planet An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

13. The “lens” students choose helps guide their inquiry and directs their questions. Students will raise questions at the start of their inquiry, but until they have immersed themselves in the topic for a while, they don't know the significant questions to ask... It takes a lot of knowledge before they can identify the really interesting ideas to pursue. (right now they are just beginning…exploring topics and trying to ask good questions) – they are not doing a report – they are trying to create meaning out of information that they gather – by asking the right questions)

14. Forming Questions What Do We Want To Learn????? Form – What is it like? Function – How does it work? Causation – Why is it the way that it is? Change – How does it change? Connection – How is it connected to other things? Perspective – What are the points of view? Responsibility – What is our responsibility? Reflection – How do we know? Students will use these key concepts to formulate questions which will drive their inquiry – 3 or 4 good questions is ideal – not every type of question will fit every inquiry.

15. How will students gather information? What resources are available... In addition to the internet (which may be a useful and efficient way to begin). Are there experts, places to visit, people to interview and survey, things to observe, brochures, pamphlets, maps, music, newspaper clippings, radio broadcasts, and accessible nonfiction books? Might students be able to conduct hands-on primary research?

16. How about homework? Students should use their time at home to research and prepare for their work in class – computer/library usage at school may be limited due to testing as the end of the year draws near. How can parents help? Ask your child about the project regularly Support and encourage your child Give constructive feedback Help provide background knowledge Help to locate resources – people, places, media and information

17. How can parents/mentors help develop critical thinking? Ask your child open-ended questions about their project Let them solve their own problems Let them be responsible for their own learning Allow mistakes – this is when authentic learning takes place Encourage independent inquiry and respect student ownership of the process Monitor, challenge, question, clarify

18. How will student work be assessed? I will assess the process more than the product Students will keep a notebook/journal throughout the process that shows how their thinking and goals are evolving. Components will count as class work and quiz grades Student will self-assess using rubrics and narrative notes Teacher conferences with group or individuals working alone

19. Assessment Ideally it will provide feedback about the knowledge and skills students possess and are acquiring… in order to improve student learning. It will attempt to answer to the questions: "how are we doing?" and "how can we do it better?"

20. Something for us all to remember… The process is more important than the product This project is a celebration of who your child is as a learner!

21. Though this may seem a little scary, our students are READY for this! “Come to the edge," he said. They said, "We are afraid." "Come to the edge," he said. They came. He pushed them. And they flew “Apollinaire”

23. Template Provided By www.animationfactory.com 500,000 Downloadable PowerPoint Templates, Animated Clip Art, Backgrounds and Videos Please send me an e-mail if you have questions that your child can not answer… chaas@wsfcs.k12.nc.us