1. Inquiry Learning and Social Studies College and Career Readiness Conferences Summer 2015 1

2. Session Outcomes The core of the session to focus on the sharing of a lesson that embodies the characteristics of inquiry as set forth in the C3 framework and as reflected in the newly adopted skills and processes Standard 6.0. Teachers should leave the session with a concrete lesson that they could: use in their classroom, share with a colleague, adapt to another content or grade level, share in professional development, or sell on e-Bay! At the end of the lesson, participants should be able to apply the checklist for an inquiry lesson to the sample modeled and then utilize that checklist in their own instruction or professional development. 2

3. C3 is the result of a three year state-led collaborative effort, the College, Career, and Civic Life (C3) Framework for Social Studies State Standards was developed to serve two audiences: for states to upgrade their state social studies standards and for practitioners — local school districts, schools, teachers and curriculum writers — to strengthen their social studies programs. Its objectives are to: a) enhance the rigor of the social studies disciplines; b) build critical thinking, problem solving, and participatory skills to become engaged citizens; and c) align academic programs to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies. NCSS: http://www.socialstudies.org/c3/c3frameworkhttp://www.socialstudies.org/c3/c3framework 3 C3: College, Career, and Civic Life Framework for Social Studies State Standards

4. Literacies derived from the Common Core State Standards in English language Arts/Literacy form an essential thread required by the actual demands of college, work, and civic life. ELA College and Career Readiness Connection 4

5. Inquiring minds wonder…. 5

6. 6 Artful Thinking Routine: Creative Questions Directions: Use the question starters below to ask question about the two pieces of artwork. The questions you ask should help you to compare and contrast the two pieces. Why…? What are the reasons…? What if….? Why would…? What might this tell me about…? My Notes:

7. INQUIRY in the Social Studies Classroom is NOT : Closed-ended but at the same time not unstructured “Go look this up on the internet” The death of process at the alter of content The death of content at the alter of process 7

8. So what IS INQUIRY in the Social Studies Classroom? Open-ended and purposeful Requires evidence-based responses Promotes disciplinary literacy Engages critical thinking and problem solving skills Promotes active citizenship 8

9. THE INQUIRY ARC  Dimension 1 Developing Questions and Planning Inquiries  Dimension 2 Applying Disciplinary Tools and Concepts (Civics, Economics, Geography, and History)  Dimension 3 Evaluating Sources and Using Evidence  Dimension 4 Communicating Conclusions and Taking Informed Action 9

10. Compelling questions focus on real social problems, issues, and curiosities about how the world works Intellectually meaty yet “kid-friendly” Open-ended and multi-faceted Dimension 1 - Compelling and Supporting Questions 10

11. Supporting questions scaffold the investigations into the ideas and issues behind a compelling question. – Open-ended and purposeful – Requires evidenced-based responses – Provides opportunities to explore questions through multiple disciplines – Engages critical thinking and problem solving skills Take a look at the example supporting questions on the next slide. Note how they supported the characteristics of inquiry. Dimension 1 Inquiry - Compelling and Supporting Questions Con’t 11

12. Compelling Question: Was the American Revolution revolutionary? Supporting Questions: What regulations were imposed on the colonists after the French and Indian War? – From Parliaments point-of-view, why were the regulations implemented? – In what ways did the patriots, neutralists, and loyalists react? What economic and political changes took place after the Revolutionary War? – How did they impact the American people ? Dimension 1 - Compelling and Supporting Questions Con’t 12

13. Dimension 2 : Applying Disciplinary Tools Dimension 2 is not “step 2” in the inquiry arc. It must be integrated into Dimensions 1, 3, and 4. It provides students with the opportunity to create and investigate compelling and supporting questions, as well as to communicate findings and take civic action, through disciplinary and multi-disciplinary lenses. Disciplinary Literacy is the use of discipline-specific practices and vocabulary to access, apply, and communicate content knowledge. Civics Economics Geography History 13

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15. Back to 5 th Grade! What factors shaped European settler perspectives of Native Americans? Dimensions 1 and 2 - Compelling and Supporting Questions Con’t 15

16. 16 Perspectives of a New World Supporting Questions Directions:  Unpack the compelling question below.  What questions might we ask to help us reveal answers to the compelling question?  Use the space below to record your supporting questions. Compelling Questions: What factors shaped European settlers perspectives of the Native Americans?

17. Through Dimension 3 students learn and implement the skills necessary to gather as well as evaluate sources. Students also go through the process of developing claims and supporting those claims with evidence. Remember the integration of Dimension 2. How do these practitioners of social studies gather evidence? – Historian – Political Scientist – Economist – Geographer Dimension 3 – Evaluating Sources and Using Evidence 17

19. What shaped the European settler perspectives on the native Americans? Inquiring minds wonder…. 19

20. 20 Artifact #/TitlePerspective “Europeans think the natives are…” Conclusions about factors that shaped perspective “Europeans think this because…” Directions: Your productive group will analyze two documents. Your group will read, analyze, and discuss the document as it relates to the compelling and supporting questions. Use the chart on the following pages, as well as the space above, to record information.

21. Dimension 4 – Communicating Conclusions and informed CIVIC ENGAGEMENT Inquiry culminates in civic engagement. Dimension 4 provides students with the opportunity to communicate the conclusions of the inquiry and determine the best course of civic and collaborative action. Active and responsible citizens are able to: identify and analyze public problems deliberate with other people about how to define and address issues take constructive action together reflect on their actions create and sustain groups and influence institutions both large and small 21

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23. Inquiring minds are ready to conclude and take action! ….Now what? 23

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25. 1.Craft Questions That Matter! 2.Establish a collaborative context to support student inquiry. 3. Integrate content and skills meaningfully. 4. Articulate disciplinary literacy practices and outcomes. 5.Provide tangible opportunities for taking informed civic action. 25 Instructional Shifts for Social Studies

26. Activity Reflecting on the Shifts for Social Studies Adapted from achievethecore.org 1.Inquiry is at the center.2.Disciplinary integrity and interdisciplinary connections matter. 3.Informed action and application of knowledge is clear and present. 4.The Inquiry Arc represents an instructional arc – a frame for teaching and learning. 26