Unveiling History: Inquiry and Thinking in Social Studies

1. Historical Thinking and Inquiry in the Social Studies Classroom: What’s the Story, and Who or What’s Responsible? “On the fourteenth day of April in 1935, there struck the worst of dust storms that ever filled the sky.” http://disastervulnerabilityreduction.blogspot.com/2010/06/music-and-songs-for-disaster-risk_4353.html

2. Schedule Morning: Disciplinary Literacy C3 Framework BREAK: 10:00 LUNCH: 11:30 Afternoon: Inquiry Design Model Historical Thinking Skills BREAK: 2:00 Adjourn: 3:30

3. Intended Results Explore an inquiry-based lesson Interact with the Inquiry Design Model (IDM) Develop and apply disciplinary literacyskills Utilizehistorical thinking skills to analyze primary and secondary sources

4. “Instead of relying upon a single authority, students consult a variety of sources and voices on the topic, constructing their own understanding…reading in the arena of the unsettled, the debatable, the still-emerging.” Subjects Matter: Every Teacher’s Guide to Content-Area Reading, first edition Daniels and Zemelman, pp. 15-16

5. It’s All Greek to Me! * Greek verb historein means "to askquestionsor to inquire” *from Latin historia, Greek noun: enquiry, *from historein to narrate, *from histōr (noun) judge

6. Staging the Question • 3-2-1 Activity • 3 Observations • 2 Ideas or Inferences • 1 Question Was the Dust Bowl a perfect storm?

7. Dr. Sam Wineburg Director, Stanford History Education Group “History’s complexity requires us to encounter multiple voices.” “The textbook achieves its synthetic harmony only by squelching discordant notes.” Ed Week June 6, 2007, commentary “Opening Up the Textbook and Offering Students a ‘Second Voice’” http://www.edweek.org/ew/articles/2007/06/06/39wineburg.h26.html?tkn=VVZFXUyawS…

8. Specializations inSocial Studies Classrooms • ways of thinking, knowing, and doing • language and vocabulary • text types • ways of communicating in writing • career requirements

9. sets forth learning expectations and an inquiry arc • provides guidance for enhancing the rigor of K-12 Civics, Economics, Geography, and History

10. College, Career, & Civic Life C3 Framework for Social Studies State Standards http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf The focus is the deep and enduring understandings, concepts, and skills of the disciplines of civics, economics, geography, and history. *Specific content is mapped within states’ standards.

11. Inquiry Arc

12. Inquiry Design Model (IDM) follows C3 Inquiry Arc Students are asked compelling questions, and they respond in the form of historical argument. http://www.c3teachers.org/inquiry-design-model/?$

13. Deconstructing an Inquiry Questions • Compelling • Supporting Tasks • Formative • Summative • Modular Sources • Spark curiosity • Build knowledge • Evidence

14. Compelling questions are provocative, engaging, worthy of time, intellectually meaty, and student/kid friendly. The CQ must be sustained throughout the inquiry so students keep returning to the question across the inquiry arc.

15. Compelling Questions... are grounded in curriculum - (students may have limited knowledge/foundation in the beginning) address problems and issues found in and across the disciplines of the social studies require students to apply disciplinary concepts and construct arguments and interpretations are thorny.

16. Compelling Question: Was the Dust Bowl a perfect storm?

18. History • Historians question what perspectives are included and what is left out. • Historians question the coherence of the historical arguments—whether or not they make sense. • Historians look at word choiceas a signal of an author’s perspective. • Historians try to find out where a story begins and ends (periodization). • Historians read history as an argument—a presentation of warrants, claims, and evidence, even if the text has a narrative structure. Cynthia Shanahan

19. Historians Ask Whose knowledge is this? How are we connected to events and people of the past? What has changed? What has remained the same? What are facts? What are opinions? What perspectives are missing? Whose voices are silenced? http://www.ldeo.columbia.edu/res/div/ocp/drought/dust_storms.shtml

20. Geography Geographers concentrate on "where.” This is the “spatial perspective" that is unique to the study of geography. They also concentrate on the interaction of physical and human systems with the Earth. http://www.harpercollege.edu/mhealy/g101ilec/intro/int/g3intrfr.htm

21. Geographers Ask Why does location matter? How does it matter? Where? Why there? Why do we care? How does the environment affect people's lives, and what changes do people make to their environment? How does geography affect history, economics, government, and the culture of people?

22. Economics An economist is concerned with how limited resources, goods, and services are produced and distributed.

23. Economists Ask What economic choices will lead to a society with increased prosperity? Why do we have to make choices? What are the costs involved? What incentives exist for people? How have past economic choices affected the present? What began the negative/positive slope? How did the nation regain/maintain economic momentum?

24. Political Science Political scientists study the origin, development, and operation of political systems. They research political ideas and analyze the structure and operation of governments, policies, political trends, and related issues.

25. Political Scientists Ask How do people govern themselves? What does authority mean? Who has authority and why? How is this different from responsibility? What interests are being served by those in power? How do policies impact society? Even when you work to give everyone an equal voice, what can happen? Should people attempt to influence government, and if so, how can they do so in a democracy?

26. Social Studies Lenses Economics History Civics and Government Geography NC Department of Public Instruction

28. Historical Thinking Skills • sourcing (determining where information came from) • contextualizing (determining what the circumstances were when the information was written) • corroborating(determining the extent of agreement and disagreement across sources) • close reading - claims, evidence, and language

29. Sourcing You are about to read a chapter from the book, A Nation of Immigrants. Elizabeth Birr Moje, NWP Conference March 6, 2010

30. Sourcing Before and as you are reading, ask: • Who wrote this? • What is the author’s perspective? • Why was it written? • When was it written? • Where was it written? • Is it reliable? Why? Why not? https://sheg.stanford.edu

31. Corroborating • What do other documents say? • Do the documents agree? If not, why? • What are other possible documents? • What documents are most reliable? Why? https://sheg.stanford.edu

32. Contextualizing • When and where was the document created? • What was different then? What was the same? • How might the circumstances in which the document was created affect its content? https://sheg.stanford.edu

33. Historians, geographers, economists, and political scientists read texts as arguments, whereas students tend to read texts as truthstatements.

34. Students Collect Facts Read textbooks Notice who, what, where, and chronology of events Accept as Truth Historians • Observe why’s and how’s • Read a variety of texts critically • Notice cause/effect relationships and hypotheses • Examine for perspective and argument

35. Argument is entering into an ongoing conversation/debate. *immersion in what has already been written and said* “…academic argument…an ongoing discussion that requires participants to pay careful attention to what has already been said.” ~Kenneth Burke

38. Darrel Coble

39. Additional IDMs

40. Resources for Social Studies Teachers C3teachers.org (blogs, HUBS, IDM) http://www.c3teachers.org/ ACSS http://arkansascouncilforthesocialstudies.wildapricot.org/ Economics AR http://www.economicsarkansas.org/ AR Geographic Alliance http://arkansasgeographicalliance.com/ NCSS http://www.socialstudies.org/ Stanford History Education Group (SHEG) http://sheg.stanford.edu/ Gilder Lehrman Institute of American History http://www.gilderlehrman.org/collections AETN Ideas - IDM from summer 2015 2-day workshop July 2016 IDM development workshops at each coop summer 2016

41. Bibliography Arkansas Department of Education resources Burke, Kenneth https://sheg.stanford.edu C3 Framework http://www.socialstudies.org/c3 Curriculum Framework document of United States History Since 1890 http://www.davestuartjr.com/purposeful-annotation-close-reading/ Daniels and Zemelman. Subjects Matter: Every Teacher’s Guide to Content-Area Reading, First edition. Portsmouth, NH. Heinemann, 2004. Print. Ed Week June 6, 2007, commentary “Opening Up the Textbook and Offering Students a ‘Second Voice’” "Opening Up the Textbook." - Education Week. N.p., n.d. Web. 29 Mar. 2016. http://www.edweek.org/ew/articles/2007/06/06/39wineburg.h26.html?tkn=VVZFXUyawS… Gallagher, Kelly. Write like This: Teaching Real-world Writing through Modeling & Mentor Texts. Portland, Me.: Stenhouse, 2011. Print. http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf http://www.ldeo.columbia.edu/res/div/ocp/drought/dust_storms.shtml http://www.historicalstockphotos.com/details/photo/2199_migrant_mother.html http://www.harpercollege.edu/mhealy/g101ilec/intro/int/g3intrfr.htm https://infosys.ars.usda.gov/WindErosion/multimedia/dustbowl/big/cimarron_ok.jpg http://www.history.com/topics/dust-bowl http://www.pbs.org/kenburns/dustbowl/about/overview/ Library of Congress LOC http://www.loc.gov/teachers/tps/ ; https://www.loc.gov/ Moje, Elizabeth Birr. NWP Conference, March 6, 2010 Monte-Sano, Chauncey. Reading, Thinking, and Writing About History. New York, NY. Teacher’s College Press, 2014. Print. National Archives NC Department of Public Instruction Shanahan and Shanahan Wineburg, Sam. Reading Like a Historian: Teaching Literacy in the Middle & High School History Classrooms. Columbia University, Teachers College. 2013. Print. ww.historians.org www.c3teachers.org

42. Intended Results Explore an inquiry-based lesson Interact with the Inquiry Design Model (IDM) Develop and apply disciplinary literacy skills Utilizehistorical thinking skills to analyze primary and secondary sources