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Inquiry Learning and Social Studies
College and Career Readiness Conferences Summer 2015
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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 of 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!
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What is INQUIRY in the Social Studies Classroom?
Turn to neighbor and discuss.
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INQUIRY in the Social Studies Classroom is NOT:
• Driven by close-ended , one word answer questions• Unstructured• Group work/group projects “for the sake of
group work”• “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
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So what IS INQUIRY in the Social Studies Classroom?• Open-ended and purposeful questions guide inquiry
• Requires evidence-based responses
• Promotes disciplinary literacy
• Involves visible opportunities for students to think
• Engages critical thinking and problem solving skills
• Promotes active citizenship
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•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/c3framework
C3: College, Career, and Civic Life Framework for Social Studies State Standards
Inquiry• Student voice and choice• Questions and concepts• Collaborative work• Strategic thinking• Authentic investigations• Student responsibility• Student as knowledge creator• Interaction and talk• Teacher as model and coach• Cross-disciplinary studies• Multiple resources• Multimodal learning• Engaging in a discipline• Real purpose and audience• Caring and taking action• Performance and self-assessment
Coverage• Teacher selection and direction• Assigned topics and isolated facts• Solitary work• Memorization• As if/surrogate learning• Student compliance• Student as information receiver• Quiet and listening• Teacher as expert and presenter• One subject at a time• Reliance on a textbook• Verbal sources only• Hearing about a discipline• Extrinsic motivators• Forgetting and moving to next unit• Filling in bubbles and blanks
http://www.inquiry-based.com/index.html
Coverage versus Inquiry Method
Which is coverage/inquiry?Benefits? Challenges?
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• Open Inquiry– Students form the overarching/guiding question– Students find resources and apply those resources to the guiding question– Construction of information rather than reproduction– Teacher serves as a resource rather than the leader
• Guided Inquiry– Students have more independence. – Teacher provides some resources but students can/should supplement– Instructions should be internalized by teachers to anticipate problems and guide
students when appropriate.– Procedures and strategies are modeled if needed– Teacher chunks, scaffolds, and guides in larger pieces
• Structured Inquiry– Explicit instructions provided by teacher– Procedures and strategies and provided and modeled– Teacher chunks, scaffolds, and guides
Gradual Release of Responsibility and Inquiry
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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
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• 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
Examples Non-Examples
• Was the American Revolution revolutionary?
• Was the Civil Rights movement of the 1960’s a success?
• Why do we need rules?
• What were the major battles of the American Revolution?
• Who were major figures in the Civil Rights movement?
• What role does each branch of government play in making laws?
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• 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
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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, neutrals, 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
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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.
• Each of these disciplines—civics, economics, geography, and history—offers a unique way of thinking and organizing knowledge as well as systems for verifying knowledge.
civics economics
geography history
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Who might ask the following questions?
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• 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
What sources could social scientists consult to answer these questions?
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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
What real world or relevant problems
might our inquiry help us understand?
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What forms of communication and action do social scientists take?
What are the shifts necessary to make this work?
1. Craft questions that matter!
2. Establish a collaborative classroom environment 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.19
Instructional Shifts for Social Studies
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ActivityReflecting 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.
Developing Questions and Planning Inquiries
Applying Disciplinary Tools and Concepts
Taking Informed ActionCommunicating Conclusions
Evaluating Sources Using Evidence
What sets us apart?Dimension 4 - CIVIC ENGAGEMENT
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.
Application: They vote, serve on juries when called, follow the news and current events, and participate in voluntary groups and efforts.
What might this look like
for your students?Real world
application?
Questions?
While president Truman had escalated the Cold War between the years of 1946-1952, president Eisenhower would continue to confront the Soviets. The year after “Ike” Eisenhower – hero of World War II –
assumed the presidency in 1953, Joseph Stalin died. Hoping to ease tensions, Stalin’s predecessor Nikita Kruschev called for “peaceful
coexistence” with the US, but Ike remained skeptical. The Eisenhower administration prosecuted the Cold War vigorously by increasing our nuclear arsenal and approving 170 CIA covert actions in 48 nations.
When the CIA was created in 1947, its primary purpose was to gather intelligence against the Soviets and keep the president aware of a
potential Soviet attack. However, it became more frequently used to wage “secret wars” using political, psychological, and paramilitary
warfare. The CIA tactics were sometimes unsavory – if not outright illegal -- as they included bribes, subversion, and even assassination. But
Eisenhower authorized those actions, even as he maintained plausible deniability. The CIA first successfully overthrew the elected leader of Iran in 1953. In 1954, the CIA provided arms and air power to overthrow the democratically elected president of Guatemala. The question remains
why: containment or bananas?
President Jacobo Arbenz of Guatemala
President Eisenhower
What does this player want in
Guatemala; why do they want it; and how do they
get it?
Col. Castillo Armas
Pr
esi
dent
Ar
benz:La
nd ref
or
m i
n
Guate
mala
All
ow
political free
domRe
duce
de
pe
nde
ncy fr
om
UF
C
Pr
esi
dent Eis
enhower
Contai
n c
ommunis
mPr
omote
US i
nterests ar
ound t
he
worl
d
Armas:Wants power in GuatemalaDesires CIA supportOverthrows Arbenz
Unit
ed Fr
uit
Compa
ny
Wa
nts t
o
mai
ntai
n la
ndWa
nts t
o
mai
ntai
n
power i
n
Guate
mala
Wa
nts
Ar
be
nz
out
of
power
What do they want?
“Banana Republics”
UFC owned 42% of Guatemalan land
Why did the United States government
assist in the overthrow of Jacobo
Arbenz in Guatemala: Bananas or
containment?
As a group, decide if your source
provides proof for bananas or
containment and where in your source that is conveyed. Be
prepared to explain.
Source How the context/subtext may impact the information
provided (author/audience/purpose)
Source information Containment or Bananas?
Source 1: Official CIA Document,
October 1952
Source 2 : Official CIA Document, February 16, 1954
Source 3: Arbanez
Resignation Speech, June
1954Source 4:
Secretary of State Dulles Address, July
1954
Source 5: Castillo Armas,
June 1954
Source 6: Eisenhower’s Memoir, 1963
Year Events concerning Guatemala
1950 Jacobo Arbenz elected as president on promises of land reform Arbenz extends political freedom for all – including communists
1951 Arbenz asks for land reform bill Leader of the Guatemalan Communist Party writes a land reform bill
1952 Arbenz signs land reform bill 400,000 acres of United Fruit Co land taken and distributed to peasantsUFC lobbies CIA to remove Arbenz Armas attempts coup against Arbenz and fails
1953 Eisenhower becomes president & appoints John Foster Dulles to S.o.S.Allen Dulles named head CIA Chief Dulles calls for CIA support to Armas – Eisenhower approves
1954 June: Armas begins coup with CIA supportJune: Arbenz resigns and flees Guatemala July: Armas appointed new leader of Guatemala Armas restores United Fruit Co land
1957 Armas killed and a succession of dictatorships follow in Guatemala
Timeline of Events in Guatemala
Source 1: CIA secret document, 1952Guatemala City, October 10th, 1952COUNTRY: Guatemala SUBJECT: Personal Political Orientation of President Arbenz /Possibility of a left-wing coup PLACE ACQUIRED: Guatemala DATE ACQUIRED: Sept. 52’ and earlier Summary
Although President Arbenz appears to collaborate with the Communists and extremists to the detriment of Guatemala’s relations with the U.S., I am quite certain that he personally does not agree with the economic and political ideas of the Guatemalan or Soviet Communists, and I am equally certain that he is not now in a position where they can force him to make decisions in their favor. The reasons for my opinion are as follows: The President’s social reform ideas stem from the U.S. New Deal rather than from Soviet CommunismPresident Arbenz is still convinced that he is “using” Communists and Communism to further his own endsHe is fully aware of Guatemala’s economic dependence on the U.S. Arbenz has no fear of a conservative coup and has taken no active steps to guard against oneThe “opposition” of business groups and conservatives (with the exception of a few landowners) has been greatly exaggerated. This is evident by the “surprising” lack of serious concern in most business circles about the effects of the new land reform bill. [Later within the the report, the CIA states:] Rather than setting up a Communist state, Arbanez desires to establish a “modern democracy” which would improve the lot of its people through paternalistic social reforms. Arbanez’ personal idol is F.D.R. and his reforms are patterned after New Deal reforms and adjusted to the backward economy and social structure of Guatemala. His [Arbnez’s] goal is to assert the rights of the Guatemalan Government to dictate he terms under which foreign firms shall operate in the country, especially where the exploitation of natural resources is concerned. Knowing that his country will never be a large industrial nation and yet needing a sound economy to carry out his reform programs, Arbanez sees the only answer is expanding production and keeping a larger share of what is produced…
Source 2: CIA secret document, 195416 February 1954MEMORANDUM FOR: Chief, WH/PSUBJECT: Communist Penetration of GuatemalaAttachment 1: Communist Penetration of Guatemala
I. A COMMUNIST MINORITY DOMINATES GUATEMALAThe direction of Guatemalan affairs has been captured by a Communist minority. This minority does not represent the people of Guatemala. Numerically, the Communist nucleus, with 500 registered party members and only four deputies out of 56 in Congress, is so small that its ability to dominate, take over, and then betray the…sovereignty of this nation of 3 million people, has seemed incredible to many responsible thinkers both inside and outside the country. However, by gradual penetration, betrayal and eclipse of the moderate forces which tried to accept their cooperation, the Communist minority has been able to spread the rest of its power until the Supreme Court, the Congress and the Executive itself have been brought under their domination, and the army neutralized. IV. THE ROLE OF GUATEMALA IN THE SOVIET PLAN OF WORLD DOMINATION Analysis of Communist penetration tactics in Guatemala indicates tha the Soviet Aim in the case of Guatemala is not to establish a satellite in Latin America, but to encourage and support complete Communist penetration of Guatemala as a base for increasing Communist activities in that area and expanding Communist penetration on other Latin American countries. Summary
The situation that exists in Guatemala today as a result of Communist activity in that country differs substantially from that created by Communist maneuvers in Eastern Europe during the early stages of Soviet takeover there. The Eastern European Communists possessed predominate instruments of physical power and enjoyed direct Russian support. Their Guatemalan colleagues have neither. The Communists in Guatemala presently lack the capability of molding the country into a Soviet satellite state, and it seems unlikely that the Soviets would wish them to do so.
Most probably the events if the last weeks constitute a Communist effort to provoke the United States into an unwarranted reaction or to divert our attention and our efforts from areas of more immediate importance.
Source 3: Arbenz’s Resignation Speech. June 27th, 1954.
“Workers, peasants, patriots! Guatemala is going through a hard trial. A cruel war against Guatemala has been unleashed. The United Fruit Company and US monopolies, together with US ruling circles are responsible…. Mercenaries have unleashed fire and death, respecting nothing. We all know how cities have been bombed and strafed, women and children have suffered. We know how representatives of workers and peasants have been murdered in occupied cities… That was an act of vengeance by the United Fruit Company. We are indignant over the cowardly attack by mercenary US fliers. They know Guatemala has no adequate air force so they try to sow panic. They bomb and strafe our forces preventing operations. Today they sank a ship taking on cotton in San Jose. In the name of what do they do these things? We all know what. They have taken the pretext of Communism. The truth is elsewhere -- in financial interests of the United Fruit Company and other US firms that have invested much in Guatemala. Time will show if what they say is true…My Government has been called Communist in nature. We have used every means to convince world reactionaries that what US Government circles say is untrue….I have decided to quit power, turn the executive over to Carlos Enrique Diaz, Chief of the Armed Forces…I believe that democratic political organizations and all other popular organizations should give him full support… Someday the enemy forces will be defeated. I am still a combatant of freedom and progress for my country. I say goodbye with sorrow, but firm in my convictions. These years of sacrifice and fight and the arguments of the enemy have not defeated me…I thank you from my heart for the support Let peace be restored. Let the gains be kept. With the satisfaction of having done my duty I say long live the October Revolution! Long Live Guatemala!
Source: http://www.foia.cia.gov/docs/DOC_0000920952/DOC_0000920952.pdf
Source 4: Secretary of State John F. Dulles, Radio Address, 1954
Tonight I should like to talk with you about Guatemala. It is the scene of dramatic events. They expose the evil purpose of the Kremlin [Soviet Union]to destroy the inter-American system, and they test the ability of the American states to maintain the peaceful integrity of this hemisphere. For several years international communism has been probing here and there for nesting places in the Americas. It finally chooses Guatemala as a spot which it could turn into an official base from which to breed subversion which could extend to other America Republics. This intrusion of Soviet despotism [absolute rule] was, of course, a direct challenge to our Monroe Doctrine, the first and most fundamental of our foreign policies…In Guatemala, international communism had an initial success. In began 10 years ago, when a revolution occurred in Guatemala. The revolution was not without justification. But the Communists seized on it, not as an opportunity for real reforms, but as a chance to gain political power. Communist agitators devoted themselves to infiltrating the public and private organizations of Guatemala. They sent recruits to Russia and other Communist countries for revolutionary training and indoctrination in such institutions as the Lenin School of Moscow. Operating in the guise of “reformers” they organized the workers and the peasants under Communist leadership. Having gained control of what they call “mass organizations” they moved on to take over the official press and radio of the Guatemalan Government. They dominated the social security organization and ran the agrarian land reform program. Through the technique of the “popular front” they dictated to Congress and the President… If world communism captures any American State, however small, a new and perilous front is established which will increase the danger to the entire free world and require even greater sacrifices from the American people… At the…Tenth Inter-American Conference…They (South and Latin American nations) declared that “the domination or control of the political institutions of any American State by the international Communist movement would constitute a threat to the sovereignty and political independence of the American States, endangering the peace of America.” There was only one American State that voted against the declaration. That state was Guatemala... Despite the armaments (weapons) piled up by the Arbenz government, it was unable to enlist the spiritual cooperation of the people … Last Sunday, President Arbenz of Guatemala resigned and seeks asylum. In conclusion, let me assure the people of Guatemala. As peace and freedom are restored to that sister Republic, the government of the United States will continue to support the just aspirations of the Guatemalan people. A prosperous and progressive Guatemala is vital to a healthy hemisphere. The United States pledges itself not merely to political opposition to communism but to help to alleviate conditions in Guatemala and elsewhere which might afford Communism an opportunity to spread its tentacles throughout the hemisphere. Thus we shall seek in positive ways to make our Americas an example which will inspire men everywhere.” Source: Guatemala in Rebellion Unfinished History – Edited by Jonathan L. Fried, Marvin E. Gettlemen, Deborah
T. Levenson, and Nancy Peckenham Pages 77-79.
Source 5: “Declaration of Colonel Castillo Armas” February 1st, 1954.
Fellow- countryman: My attention has been called to the news that the Office of Publicity of the Government of Guatemala has made a statement to the press on the existence on a conspiracy in which I am named as its leader. The people of Guatemala are already familiar with the act of a government which, supported by international communism, has betrayed the nation, delivering itself to the dictates of Soviet Imperialism.What other lies are found in this white paper? What is the government driving at with the invention of this other plot of neighbors fantastic conspiracy? What aims are pursued by constantly inculpating our neighboring governments and people the responsibility for imaginary conspiracies? What is the reason for all those shouts of foreign and invasions of mercenary armies on our Guatemalan soil? What does this frenzied Arbenz-comnunist propaganda seek? Are they perhaps manifestations of a strong government that relies on the support of our people? No. Absolutely not.The declaration that white paper, far from intimidating the great masses, as intended, strengthens its faith in the fact that the hour for the salvation of Guatemala is near. The government is showing its weakness, it’s pathologic fear, its terror at the thought of its downfall drives it to insanity, and in its madness it conceives and senses great threats from all sides.This white paper is the white flag which the government is raising before its downfall which approaches more and more each day. Fellow countrymen: It is true that there is a great conspiracy against the communist government in our country. But such a conspiracy resides in the heart of each honorable citizen, that is to say, in more that 95% of the Guatemalans, that cannot submit to the treachery of the men that govern us and have given the country to the control and domination of international communism. It is a medal of honor that they call us conspirators because: we conspire against Soviet imperialism; we conspire against a regime that is destroying the country; we conspire against those who steal our rights and dignity as free men in order to enslave us; we conspire against those who try to destroy our moral and religious principles in order to impose atheism and barbarity on us; we conspire, finally, against all that represents the absurdity and the negativeness of communism.The firm purpose of defeating the communist government that enslaves our nation is not inspired by foreign nations, it is harbored in the recesses of our country, in the hearts of the men and women who make up the masses. Let us remain standing, ready to fight. Let not the accusations, nor the insults, nor the tortures, nor any other savage act against our physical and moral integrity make us afraid or divide us. The salvation of this country requires sacrifices and we all should he ready and willing to be sacrificed in our struggle for national liberation.Fellow Countryman: The government has raised the white flag, trying to cover with it, its betrayal of the country. Let us not be fooled by the lies and tricks which this government tries to hide the great tragedy that the republic is undergoing. As I have already said, let us maintain ourselves firm in the struggle, each one in his own place of combat and resolved sacrifice. Let not false accusations, nor arbitrary acts break our spirit. Let us have faith in ourselves and if we maintain that faith during the struggle for the liberation of Guatemala, we can be assured that, very soon, the country will be saved. Let our motto be: All for the salvation of Guatemala. http://www.foia.cia.gov/sites/default/files/document_conversions/89801/DOC_0000913896.pdf
Source 6: Eisenhower Memoirs, 1963The troubles had been long-standing, reaching back nine years to the Guatemalan revolution of 1944, which had resulted in the overthrow of the dictator General Jorge Ubico. Thereafter, the Communists busied themselves with agitating and with infiltrating labor unions, peasant organizations, and the press and radio. In 1950 a military officer, Jacob Arbenz, came to power and by his actions soon created the strong suspicion that he was merely a puppet manipulated by Communists. The American republics (other countries in Latin America) wanted no Communist regime within their midst. They recognized that subversion by Communism was only another form of aggression, even more evil than that achieved by naked military force. However, in unstable regions where revolutions and rioting were not uncommon, where some governments were being maintained by dictatorial means, where resentments against the United States were sometimes nurtured by groups other than Communist cells, it was difficult to differentiate positively between Communist influence and uncontrolled and politically rebellious groups. For example, on February 24, 1953, the Arbenz government announced its intention, under an agrarian reform law (land reform law), to seize about 225,000 acres of unused United Fruit Company land. Of all lands expropriated(taken), two thirds belonged to United Fruit. In return the company was to receive the woefully inadequate compensation of $600,000 in long-term non-negotiable agrarian bonds.
Approximately six weeks after the announcement of the United Fruit Company land seizure…Guatemala withdrew from the five-nation Organization of Central American States , alleging aggression by Guatemala's neighbors. In this instance, the real reason was apparent: Guatemala could not risk participation in a debate on an anti-Communist resolution scheduled for presentation by El Salvador at a forthcoming meeting of the organization…
…[in 1954] Arbenz had declared a state of siege and launched a reign of terror. Then on June 18 armed forces under Carlos Castillo Armas, an exiled former colonel in the Guatemalan Army, crossed the border from Honduras into Guatemala, initially with a mere handful of men--reportedly about two hundred. As he progressed he picked up recruits.
…By the middle of 1954 Latin America was free, for the time being at least, of any fixed outposts of Communism.
Source: Dwight D. Eisenhower. Mandate for Change, The White House Years, 1953-1956. Garden City, NY: Doubleday and Co., 1963. 421-426.
Year Events concerning Guatemala
1950 Jacobo Arbenz elected as president on promises of land reform Arbenz extends political freedom for all – including communists
1951 Arbenz asks for land reform bill Leader of the Guatemalan Communist Party writes a land reform bill
1952 Arbenz signs land reform bill 400,000 acres of United Fruit Co land taken and distributed to peasantsUFC lobbies CIA to remove Arbenz Armas attempts coup against Arbenz and fails
1953 Eisenhower becomes president & appoints John Foster Dulles to S.o.S.Allen Dulles named head CIA Chief Dulles calls for CIA support to Armas – Eisenhower approves
1954 June: Armas begins coup with CIA supportJune: Arbenz resigns and flees Guatemala July: Armas appointed new leader of Guatemala Armas restores United Fruit Co land
1957 Armas killed and a succession of dictatorships follow in Guatemala
Timeline of Events in Guatemala
How are they ALL interconnected? Why did the United States government overthrow
Arbenz in Guatemala: Bananas ($$) or containment? John F. Dulles
Sec. of State
Law Firm Sullivan and Cromwell
Allen Dulles Head of the CIA
Brothers
United Fruit Company
Board of Directors for the UFCO
Shareholder of the UFCO
President Eisenhower
Personal SecretaryAnn Whitman
Public Relations Officer for UFCO -- Ed Whitman
• Based on the evidence, I believe the CIA assisted in the overthrow of the president of Guatemala because…
• Choose ONE: When developing my interpretation to “bananas or containment…”
• The two most important pieces of evidence was…because…
• The two pieces of evidence that contradicted the most were…because…
• The two pieces of evidence that most complimented one another were…because…
• The two pieces of evidence that presented the most difficulty were…because….
Design your own compelling question!
• Your question(s) should:– Be usable within your own content area
and grade level – Exhibit the characteristics of an
compelling question (kid-friendly, intellectually meaty, etc)
• Be prepare to share!
