How do I get started designing inquiry lessons and units?

1. How do I get started designing inquiry lessons and units? KCSS 2019 Dr. Jana Kirchner September 14, 2019

2. Where are the standards posted? • https://kystandards.org/

3. What are the inquiry practices in the SS standards? • Questioning • Investigating Using Disciplinary Concepts • Using Evidence • Communicating Claims

5. What does it mean to read and think like a historian? (or geographer, economist, political scientist) • Skills needed? • Types of sources (texts)used? • Text: Anything that communicates a message

6. “Texts” as Evidence or Clues

7. Designing Inquiry Lessons/Units • 1. Begin with the Question(s) (Compelling or supporting) • Teacher-generated • Student-generated • 2. Then add text(s) • Visuals – maps, art, pictures, etc. • Primary & secondary sources • 4. Communicate Conclusions – Answer question(s) with evidence from the text(s) (Make a hypothesis) 3. Embed literacy strategies & analyzing sources skills

8. Inquiry-Based Lessons in U.S. History & Inquiry-Based Lessons in World History (vols. 1 & 2) by Kirchner & McMichael About the Books Historical Background Lessons Include: Organizing Question Strategies Used Materials Needed Lesson Plan Lesson Hook Organizing Question Examine the Sources Make a Hypothesis

9. Strategies for Student-Generated Questions • I Notice/I Wonder (Gallery walk) • Q Chart • Question Formulation Technique (QFT)

11. What was life like in the Harappan civilization in Ancient India? Seals from Mohenjo-Daro 6.G.HE.1 Analyze how physical environments shaped the development of River Valley Civilizations and Classical Period Empires between 3500 BCE-600 CE. 6.H.CE.1 Analyze the causes and effects of the rise of River Valley Civilizations.

12. Clue 1

13. Seals from Mohenjo-daro Clues 2 and 3

14. Clue 4 – Mohenjo-daro

15. Clues 5 and 6 – Mohenjo-daro

16. Clues 7 and 8: Mohenjo-daro and Statue

17. What was life like in the Harappan civilization in Ancient India? • Use all the clues as evidence and make a hypothesis that answers the question. • What “I Wonder” questions still need to be answered? • How/where might we find that information?

19. What next? • Explore a variety of texts for answers to their questions: • Textbook: Sections on the Harappan Culture in India or Mohenjo Daro (Ex. TCI The Ancient World) • Video: National Geographic’s “Mohenjo Daro 101” https://www.youtube.com/watch?v=QUng-iHhSzU • Article by John Roach: National Geographic’s Mohenjo Daro: ‘Faceless’ Indus Valley City’ Puzzles Archaeologists, https://www.nationalgeographic.com/archaeology-and-history/archaeology/mohenjo-daro/ • Encyclopedia: “Indus Valley Civilization” by Cristian Violatti, Ancient History Encyclopedia, https://www.ancient.eu/Indus_Valley_Civilization/

20. Strategies for Student-Generated Questions • I Notice/I Wonder (Gallery walk) • Q Chart • Question Formulation Technique (QFT)

22. John Gast’s American Progress 8.H.CE.2 Analyze the cause and effect of Westward Expansion, the Civil War and Reconstruction on the diverse populations of the United States.

23. 6.H.CO.2. Analyze the impact trade networks had on interactions among various human societies between 3500 BCE – 600 CE. HS.WH.CE.1 Examine effects of the movement of people, cultures, goods, diseases, and technologies through established systems of connection, including the Silk Roads…

24. Wood engraving published in Frank Leslie’s Illustrated Newspaper, July 2, 1887, Library of Congress HS.G.MM.1 Analyze how cultural, economic, and environmental factors contribute to migration patterns and population distribution at multiple scales. HS.UH.CO.2 Evaluate domestic responses to migration and immigration in the U.S. from 1877-present.

25. HS.WH.CE.8 Determine the causes of the World Wars and their global effects between 1900-1945.

26. Question Formulation Technique Use a Question Focus (Qfocus) to ask questions about. Produce your Questions Improve your Questions Categorize as closed or open-ended Prioritize your Questions 3 most important Why you chose them Next Steps/Reflection Source: Right Question Institute https://rightquestion.org/education/

27. Step 3: Strategies for Analyzing Sources • Library of Congress Analyzing Primary Source Templates • SOAPS 3. Embed literacy strategies & analyzing sources skills

28. Analyzing Primary Sources • LOC Primary Source Sets • Teacher's Guides & Analysis Tools

30. Catalan Atlas by Abraham Cresques (1375)

31. http://www.cresquesproject.net/catalan-atlas-legends

32. John Smith’s Map of Virginia, 1612 https://www.nps.gov/cajo/learn/smith-maps.htm

33. S - Subject • O – Occasion • A - Audience • P - Purpose • S – Speaker

34. S - Subject • O – Occasion • A - Audience • P - Purpose • S – Speaker

35. Designing Inquiry Lessons/Units • 1. Begin with the Question(s) (Compelling & supporting) • Teacher-generated • Student-generated • 2. Then add text(s) • Visuals – maps, art, pictures, etc. • Primary & secondary sources • 4. Communicate Conclusions – Answer question(s) with evidence from the text(s) (Make a hypothesis) 3. Embed literacy strategies & analyzing sources skills

36. What resources are available to help with the new standards? • Resources and inquiry unit templates

37. http://janakirchner.com/resources.html

38. C3 Teachers – Inquiry Design Model (IDM) http://www.c3teachers.org/inquiry-design-model/ Swan, Lee, and Grant, 2017

39. C3 Teachers – Focused Inquiry Design Model (IDM) http://www.c3teachers.org/inquiry-design-model/ Swan, Lee, and Grant, 2017

40. Jefferson County’s SS Resources https://docs.google.com/document/d/1JP5qMfRn1ziZrXQNc18lIIrMWtUurjaMsM9C8ZNoLHA/mobilebasic

41. Other Resources to Help with Planning for New SS Standards… • Washington County’s Curriculum Work: • https://drive.google.com/drive/folders/1zlstVchZOr3yPHAA7g35vgrH-tGyQsSP • Kentucky Historical Society’s List of KY sources: • https://history.ky.gov/for-educators/educator-resources/

42. Contact Information Dr. Jana Kirchner 270.779.8651 Email: jana@janakirchner.com Website: janakirchner.com