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○Warm Up, Norms & Agenda ○Framework & inquiry model, Q & A ○Sample Inquiry Lesson(s) ○Discuss Historical Thinking Skills Agenda Sit by Grade Levels
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Inquiry Engaging ideas for CT
teachers
CREC May 11, ACES May 13Watertown May 19
image credit JKM 4.16.15
● Feel free to live tweet during the session if you are so inclined with #ctinquiryk12
● Come in with an open mind ● Be clear about your barriers
while focusing on solutions to overcoming them
● Share frequently Timekeeper? Notetakers?
Norms
Image credit Jaqulyn Bartomioli 9/2013
○ Warm Up, Norms & Agenda○ Framework & inquiry model, Q & A○ Sample Inquiry Lesson(s)○ Discuss Historical Thinking Skills
AgendaSit by Grade Levels
IF we implement the new frameworks using the inquiry model in our state with guaranteed & viable district curricula, THEN we will improve student achievement and quality of life. This will be demonstrated by:● increased vocabulary development● critical reading & text dependent questions● developing evidence based arguments● depth of thinking ● engaged citizenship
Mission of Inquiry in CT
Research shows the following strategies related to inquiry have a high impact on student achievement: Self-feedback/ Student expectations 1.44Classroom discussions .82Feedback .75Meta-cognitive strategies .68Vocabulary .67Concept mapping .59Tactile stimulation .58
Why Inquiry?Average Effect Size for all strategies is .40!
What were your take-aways from keynote presentation or previous intro sessions?
How would you summarize inquiry for your colleagues who are not familiar?
CT Framework & Inquiry
image credit piktochart by @jenmurrihy
● Dimension 1: Developing questions and planning inquiry
● Dimension 2: Applying disciplinary concepts and tools
● Dimension 3: Evaluating sources & using evidence
● Dimension 4: Communicating conclusions & taking informed action
Inquiry Arc
What could Inquiry look like?Inquiry Dimension Low Level Mid Level Higher Level
Dimension 1: Developing questions and planning inquiry
selecting a topic from a variety of existing choices; more teacher direction
Using the Question Formulation Technique, find out more of what you would like to know
Most student choice: what to research, how to present w/ choices
Dimension 2: Applying disciplinary concepts and tools
focus on finding the source, critical thinking/ reading;
focus on Evidence, Claims; thinking like an economist/ historian/ geographer/ legislator
focus on Contextualization, Corroboration;
Dimension 3: Evaluating sources & using evidence
Generating questions about sources, learning new words; searching for evidence from existing materials
Citing evidence from a source to support thinking; finding your own sources through research to support claim
Synthesizing multiple sources
Dimension 4: Communicating conclusions & taking informed action
Turn to your parner and state your case for ____; In-class debate or Structured Academic Controversy
Letter to Congress to fund National Parks (National); Persuade others to visit historical society (local); PSA Podcast
Campaign to end child labor or save endangered animals (world); Project Presentation “fair”; attend a board meeting
Objective: Conceptual Lens: HardshipCompelling Questions:
How would you define hardship?How have different groups over time experienced hardships?
Inquiry
Anatomy of an inquiry lesson“Hook” Build background (Connection to previous learning)/ generate ???s
Mini-lecture: What supporting questions need answers? Activate prior knowledge & develop vocabulary; engage (Think Rule of 3s)
Application/ Collaboration: Students work with documents with a compelling question in mind, students debate, discuss, plan w/ disciplinary lens Closure, students
make connections & plan for follow up learning; Exit ticket/ assessment options
Applying Disciplinary LensesGeography- New York Times Immigration InteractiveEconomics-Immigrant Groups Library of CongressCivics- Immigration Government Policies Newsela ArticleHistory- Immigration Oral Histories
Material Culture Investigation
Labor/ UrbanizationHigh up on the top floor of a rickety tenement, 214 Elizabeth St., N.Y., this mother and her two children, boy 10 years old and the girl 12, were living in a tiny one room, and were finishing garments. The garments were packed under the bed and on top of it and around the room. Said the make from $1 to $2 a week, and the boys [sic] earns some selling newspapers. I could not get their name. Location: [New York, New York (State)].www.loc.gov
Children’s Lives
ImmigrationImmigration Teacher Overview- LOCU.S. inspectors examining eyes of immigrants, Ellis Island, New York Harbor
Digital ID: (b&w film copy neg. of right half stereo) cph 3a10036 http://hdl.loc.gov/loc.pnp/cph.3a10036
Reproduction Number: LC-USZ62-7386 (b&w film copy neg. of right half stereo)
Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA
JamestownPrimary Source Set
Early Settlements
John Smith’s Journal, Jamestown 1608Countrymen, the long experience of our late miseries, I hope is sufficient to persuade every one to a present correction of himself, and think not that either my pains, nor the [investors'] purses...better than is yet here to be had: but the greater part must be more industrious, or starve, how ever you have been heretofore tolerated by the authorities of the Council... you must obey this now for a Law, that he that will not work shall not eat (except by sickness he be disabled) for the labors of thirty or forty honest and industrious men shall not be consumed to maintain an hundred and fifty idle loiterers.
image credit http://www.loc.gov/teachers/classroommaterials/primarysourcesets/jamestown/
Modifying Text Documents
Yet into this sheepfold, into this land of meek outcasts there came some Spaniards who immediately behaved like ravening wild beasts, wolves, tigers, or lions that had been starved for many days. And Spaniards have behaved in no other way during tla! past forty years, down to the present time, for they are still acting like ravening beasts, killing, terrorizing, afflicting, torturing, and destroying the native peoples, doing all this with the strangest and most varied new methods of cruelty, never seen or heard of before, and to such a degree that this Island of Hispaniola once so populous (having a population that I estimated to be more than three million), has now a population of barely two hundred persons.-From A Brief Account of the Destruction of the Indies, Bartolome de las Casas accessed online at http://www.swarthmore.edu/SocSci/bdorsey1/41docs/02-las.html
Would you modify this?
Could you pair it with something to provide context?
What vocabulary would they need?
● Pictures from Multiple Perspectives● Primary and Secondary Sources● Mentor Texts ● Different types of documents related
to a topic● Students will make connections &
need to deal with discrepancies
Comparing Documents
image credit http://streetsofsalem.files.wordpress.com/2012/03/boston-massacre-revere-color.jpg
image credit http://09roadtorevolutionp1.pbworks.com/f/1260192523/BostonMassacre2Lg.gif
Questioning Beginner: Offer a selection of several questions and have students choose those that most interest themIntermediate: Provide a vaAdvanced: Using the Question Formulation Technique and a QFocus
● Take a side!● Look at the primary
source documents regarding Lexington & Concord and try to see which POV you can support
Argument & Debate
(Planning) Compelling Question: Not just the “essential question” based on curriculum, but what is an interesting question that students will want to dive into?(Planning) Essential Strategy: Discipline specific strategy. How will you teach them skills used by historians/ economists/ geographers/ civic leaders. Might also include reading, writing, study skills, the skill they will need to reflect on the text or document relating to the lesson. (Begin lesson) Connection: Why should students CARE about the topic? Share/ create compelling question(s). Teaching/ “Mini-Lecture”: The historical/ strategic background students need in order to work & answer supporting questionsActive Engagement: Set purpose & have students practice. What will they DO? What documents & supporting texts will you use? (Becomes less necessary as students become more familiar with model)Independent Daily Discovery: Exploring documents in small groups, analyzing maps, web research, debate link (could look different each day as students/ unit moves through dimensions).Link: How does it fit into the big picture of the unit? (discuss)Closure: Reflect on the compelling questions, students reflect on their performance with new skill or strategy. ---This cycle may be continued over several days--
Option for structuring inquiry
Students at work!!
● National Archives website● Library of Congress website, with helpful
teacher background pages, index website to search by type
● Reading Like a Historian page with lesson plans & posters (need to sign up for login)
● Yale Collaborative Collection● Fordham collection● Smithsonian● Guide to scaffolding & differentiating primary
source documents
Where can I find primary docs?
Ancient EgyptAmerican RevolutionColonizationExplorationCivil WarSlaveryEarly CivilizationsMexico
Primary Sources by TopicImmigrationConstitutionWestward ExpansionNational ParksNative AmericansRussiaJapan/ Asia
● Constructed Response● SAC (Structured Academic
Controversy)● DBQs (Document Based Questions)
Assessment in Social Studies
image credit http://www.tea.state.tx.us/uploadedImages/Curriculum/Social_Studies/attachments/studentsatwork(1).jpg
EduCreations: Students narrate discussion about primary docsPowToon: students present findings after researching a compelling questionThinglink.com: students reflection on geographical patterns related to an event
Tech Integration Ideas
● Reading Like a Historiano http://sheg.stanford.edu/rlh
● Notetaking blog entry from TCRWP● Video: Social Studies Centers in the 3-
5 Classroom
● More on creating Document Based Questions at http://edteck.peterpappas.com/dbq/
Additional Resources
