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K-12 SOCIAL STUDIES TEAMNC DEPARTMENT OF PUBLIC INSTRUCTION
The Inquiry Arc: Preparing Students to Be
College, Career and Civic Ready!
Our Team
Section Chief K-12 Social StudiesFay GoreNC Character Education
Coordinator [email protected]
Program AssistantBernadette [email protected]
K-12 Social Studies Consultants Ann Carlock
Justyn [email protected]
Michelle [email protected]
Scott [email protected]
Expected Outcomes:
❏ Gain a mutual understanding of the following:❏ “College, Career, and Civic Readiness”❏ Inquiry in the social studies classroom
❏ Share resources
Guiding Questions
❏ What does it mean to be College, Career, and Civic Ready?❏ How do we prepare students to be C3 Ready? ❏ What are the benefits of an inquiry based, concept based
curriculum and instructional model?
Inquiry
Inquiry is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning."
As a general instructional strategy, it is a complex process that allows students to make deeper connections with what they are learning.
From a Social Studies perspective, it is the hope that this understanding will lead to students taking more informed action as an engaged citizen.
C3 and the Inquiry Arc
❏ D1: Developing Questions and Planning Inquiries
❏ D2: Applying Disciplinary Concepts and Tools
❏ D3: Evaluating Sources and Using Evidence
❏ D4: Communicating Conclusions and Taking Informed Action
D1Compelling questions engage the personal intellect of a student by (1) reflecting a
societal concern for which he or she finds interesting and important and/or (2) reflecting an enduring issue in the realm of civics.
AND
Supporting questions help guide the development of an inquiry by allowing students to gather descriptions, definitions and processes on which there is general agreement within the disciplines of social studies. These supporting questions require students to gain a deeper level of understanding of factual information in order to respond to the inquiry and to help define the parameters set forth in the curriculum.
D1: Compelling Questions
When determining if a question is compelling, ask yourself whether it allows students to:❏ Focus on enduring issues and concerns?❏ Explore curiosities about how things work?❏ Interpret and apply disciplinary concepts?❏ Construct arguments in response to unresolved issues?❏ Ask additional questions?
For example:❏ Does my vote really count?❏ Is war ever justifiable?❏ Could the Great Recession in the US have been avoided?❏ If you could change one issue of concern in your community, what
would it be, why and how would you resolve it?
D1: Supporting Questions
What would be possible supporting questions if we focused on the compelling question: Does my vote really count?
For example:❏ What type of government do we use in the United States?
❏ Who are my State representatives?
❏ What is a town council?
Course Clarifying Objective Compelling Questions Supporting Questions
3rd Grade 3.C&G.1.2 Describe the structure of local government and how it functions to serve citizens.
Does my vote really count?
What type of government do we use in the United States?What is a town council?Who is my governor? or Who are the President and Vice President of the United States? What is the difference between the governor and the mayor?
7th Grade 7.H.2.1Analyze the effects of social, economic, military, and political conflict among nations, regions and groups (e.g. war, genocide, imperialism and colonizati6on).
What caused the split between North and South Korea?What would be the economic, political, and/or social implications of reunification?
American History I AH1.H.4.2
Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted.
What is more important, freedom or security?
Civics & Economics CE.C&G.2.7
Analyze contemporary issues and governmental responses at the local, state, and national levels in terms of how they promote the public interest and/or general welfare.
D1: Practice
Clarifying Objective: Civics & Economics - CE.C&G.2.7Analyze contemporary issues and governmental responses at the local, state, and national levels
in terms of how they promote the public interest and/or general welfare.
Compelling Question: Should the federal government mandate an increase in the minimum wage?
❏ Where do you stand? Take a position: Yes, No, Undecided.❏ Discuss in your group and list the top five reasons you made that decision.❏ Defend your position.
❏ What supporting question would you ask to reach that decision?
Course Clarifying Objective Compelling Questions Supporting Questions
Civics & Economics CE.C&G.2.7
Analyze contemporary issues and governmental responses at the local, state, and national levels in terms of how they promote the public interest and/or general welfare.
Should the federal government mandate an increase in the minimum wage?
• Can the federal government give an increase based on state by state cost of living?
• Is it the states’ job to set minimum wage?• How do states raise minimum wage?• How do we set minimum wages?• How is the cost of living deterined (federally/states)?• What is the inflation rate?• Who sets the poverty line?• What is a livable wage?• What is the cost of living in various areas of the
country?• When was the last time the minimum wage was
raised?• When was the minimum wage initiated (begun)?• What is the national budget?• What are some ways and programs to support
struggling families?• Would a percentage salary model be effective in
addressing setting a federal wage for each state?
D2: Applying Disciplinary Concepts and Tools
When planning for effective inquiry the “content” and “context” of the disciplines of social studies are very important.
❏ Inquiry is important in students’ acquisition and application of knowledge, skills and understanding.
❏ Effective inquiry is well-rounded and integrated to encompass multiple disciplines of a subject area.
◆ Each of the disciplines of social studies offers a unique way of thinking about ideas, applying skills, verifying knowledge and developing understanding.
◆ The ideas and understandings are the disciplinary lenses students use to make inquiries that help them address compelling questions.
D3: Evaluating Sources and Using Evidence ❏ Students should be able to provide well-reasoned explanations, claims and
arguments that are supported by valuable evidence.
❏ It is not only important that students be able to analyze a source through multiple disciplinary lenses, the student should additionally be able to evaluate the source and determine its credibility, value and validity.
❏ Students will know the difference between an opinion, an explanation and an argument.
❏ This is an opportunity for the student to reflect as to if the selected sources represented all of the available and valuable evidence that is needed to answer their compelling question.
Question the Evidence
Can students...❏ Identify if a source is categorized as primary
or secondary?
❏ Determine the relevance of a source both in print and in digital formats?
❏ Determine the disciplinary context
❏ Identify the author’s bias, motive and point of view?
❏ Make a claim with an awareness of the counterclaim and know how to defend against a counter claim?
❏ Reconcile multiple perspectives on the same content?
❏ Identify both consistencies and inconsistencies in evidence?
❏ Articulate how other experts regard the source's value, validity and credibility?
❏ Cite sources in order to avoid plagiarism?
❏ Identify when and why evidence may have limitations?
Practice
❏ Working in teams, evaluate the provided evidence packets bearing in mind the previous questions.
❏ Select the two your team deemed most valuable and be able to justify their value.
Classroom Tips:
Classroom Tips:
❏ How to create your own Google Search Engine
❏ Practice document
❏ Evaluating Valid Websites ❏ Source Code Meta Tags ❏ Resources
D4: Communicating Conclusions
❏ Students need to be provided opportunities to collaborate with others as they communicate and critique their conclusions in public venues.
❏ Critiquing conclusions requires an examination of sources, consideration of how evidence is being used to support claims, and an appraisal of the structure and form of arguments.
❏ The critiquing of arguments and explanations deepens students' understanding of concepts and tools in the disciplines and helps strengthen their conclusions.
D4: Taking Informed Action ❏ Students need to be given opportunities to apply disciplinary
knowledge, skills, and perspectives to inquire about problems, deliberate with others concerning how to address issues, and take independent and constructive action. ❏ Service Learning❏ Performance Based Learning❏ Project Based Learning❏ Problem Based Learning
Service Learning: Real-Life Applications for Learning
Potential Student Project
1. Research the minimum wage and local averages for housing and tilities. 2. Develop a sample budget for a person or family earning minimum wage
including all living essentials (food, transportation, clothing, etc.) 3. Research the average wage in the area for a person with a college
degree. 4. Develop a budget table comparing the budget of a college graduate to
that of a minimum wage earner 5. Project income disparities over time. 6. Create materials for minimum wage earners including a sample budget
that designates savings allowances and a list of local resources (tech. ed programs, etc.) that people could take advantage of in order to move up the wage ladder.
7. Publish materials8. Distribute materials to local agencies that support low income
households.
Assessing Inquiry
❏ Student Checklist for Assessing Inquiry
❏ 21st
Century Skills Rubric
Inquiry and the C3 Framework
❏ Remember: ❏ Compelling questions provide
opportunities for inquiry for your students ❏ Compelling questions and inquiry must
always align back to your content standards
❏ Provide a mixture of sources that represent multiple viewpoints
❏ Provide students opportunities outside of the classroom to communicate their ideas and take action
