1. Longwood logo Inquiry to Make Connections Summer Literacy Institute 2014

2. Awesome and Effective Collaborations Using the “Guided Inquiry” Approach Presenter: A.B. Westrick, Author of Brotherhood Based on Guided Inquiry Design: A Framework for Inquiry in Your School by Carol C. Kuhlthau, et.al. A classroom-ready lesson focused on Reconstruction, and easily adaptable to other time periods.

3. BROTHERHOOD with awards 2014 Best Fiction for Young Adults Jane Addams 2014 Honor Book for Older Readers Social Studies 2014 Notable Trade Book Junior Library Guild Fall 2013 Selection

4. Guided Inquiry: You Will Need Collaboration between Social Studies and Language Arts = win-win for teachers and students You will need: Historical fiction or NF Map Photos Newspaper articles Writing tools

5. Guided Inquiry OPEN: Stimulate Curiosity IMMERSE: Connect to Content

6. Daily tweet

7. Guided Inquiry OPEN: Stimulate Curiosity IMMERSE: Connect to Content EXPLORE: Look Around and Dig In

8. Civil War ruins

9. Ruins of Tredegar

10. African-American family

11. Women sewing

12. St. John’s Church

13. Children at St. John’s Church

14. Early KKK garb

15. Farmer’s market

16. Shockoe Bottom buildings

17. Map of Richmond’s burned district

18. Guided Inquiry OPEN: Stimulate Curiosity IMMERSE: Connect to Content EXPLORE: Look around and dig in IDENTIFY: Sort through information, pause and ponder

19. Newspaper 1

20. Newspaper 2

21. Newspaper 3

22. Newspaper 4

23. Newspaper 5

24. Newspaper 6

25. [Notebook paper] 2. Add dialogue. 1. Imagine you are the person mentioned in the article. Write what happened from your point of view. 3. Add physical detail/description. 4. Add textures. What do you feel with your fingertips? 5. What is the weather? The temperature? 6. What sounds do you hear? 7. What do you smell? 8. What emotions are you experiencing?

26. Guided Inquiry OPEN: Stimulate Curiosity IMMERSE: Connect to Content EXPLORE: Look around and dig in IDENTIFY: Sort through information, pause and ponder GATHER: Go broad and deep, asking your own essential questions

27. [Notebook paper] 2. What might the gender and race of the writer have been? 1. Imagine that the ink from the newspaper has stained your fingers. What does it smell like? 3. If you’d written this article, what might you have changed (included or deleted)? 4. What questions do you have about what’s going on in the article? 5. What do you find compelling, disturbing or interesting about this article? 6. What might you want to explore further?

28. Amendments to the U.S. Constitution

29. Guided Inquiry OPEN: Stimulate Curiosity IMMERSE: Connect to Content EXPLORE: Look around and dig in IDENTIFY: Sort through information, pause and ponder GATHER: Go broad and deep, asking your own essential questions CREATE: Go beyond fact, make meaning

30. [Notebook paper] 2. Who might feel threatened by my right to vote? 1. How are you and I (today) affected by the 14th and 15th amendments? 3. In what other countries around the world do some people feel threatened by others’ rights? 4. What might it be like to live (today) in the U.S. and not be a citizen? 5. What would happen if we didn’t have “due process of law” and “equal protection”? [Elementary Level] What would you think if every 4th grader got 2 votes for every one vote that a 5th grader got?

31. Guided Inquiry OPEN: Stimulate Curiosity IMMERSE: Connect to Content EXPLORE: Look around and dig in IDENTIFY: Sort through information, pause and ponder GATHER: Go broad and deep, asking your own essential questions CREATE: Go beyond fact, make meaning SHARE: Tell your story

32. [Notebook paper] 2. What surprised you today? 1. What do you wonder about? 3. What did today’s session make you think of?

33. Guided Inquiry OPEN: Stimulate Curiosity IMMERSE: Connect to Content EXPLORE: Look around and dig in IDENTIFY: Sort through information, pause and ponder GATHER: Go broad and deep, asking your own essential questions CREATE: Go beyond fact, make meaning SHARE: Tell your story EVALUATE: self-assessment and reflection

34. [Notebook paper] 2. What was clear? 1. What did I learn? 3. What was confusing? 4. Where do I want to go from here?

35. [collaboration] Collaboration between Social Studies and Language Arts = win-win for teachers and students (Hooray for historical fiction!)

36. Guided Inquiry A process that encourages 5 types of learning: 1.Curriculum content 2.Information literacy 3.Learning how to learn 4.Literacy competency 5.Social skills

37. Awesome and Effective Collaborations Using the “Guided Inquiry” Approach Presented by A.B. Westrick, Author of Brotherhood Inquiry to Make Connections Summer Literacy Institute 2014