1. Underline language in the text that advocates for a shift in curriculum/expectations for students.

2. Frank Underwood

3. Anchor Standard 1 Civic and Political Institutions Determine the importance of the institutions of society and the principles that these institutions are intended to reflect, which requires the demonstration of in-depth understanding of law, politics, and government. KIdentify the roles and responsibilities of community members 1stExplain the need for and purposes of rules in a community 2nd Explain what governments are and how communities work to accomplish tasks and establish responsibilities 3rd Explain how citizens responsibly participate in democratic processes and practice civic responsibility 4th Describe the origins, functions, and structure of state government to determine how it supports freedom within a democracy 5thExplain how government effects how citizens, political and economic groups function within society based on C3

4. Inquiry Cycle 15 Standards

8. Question Formulation Technique

10. The teacher is usually the person who asks the questions during a discussion. In a longitudinal study of elementary and secondary school classes, Dillon (1990) found that each student asks only one question(s) per month on average. Teachers must take deliberate steps to get their students to ask questions.

11. The Right Question Institute rightquestion.org

12. Students are more successful when they learn to ask their own questions.

14. Components of the Question Formulation Technique TM  A Question Focus (Q-Focus)  Rules for Producing Questions  Producing Questions  Categorizing Questions-Open/Closed  Prioritizing Questions  Next Steps  Reflection

15. Ask as many questions as you can. Do not stop to answer, judge, or discuss. Write down every question exactly as it was stated. Change any statements into questions.  Reference your handout for Question Formulation Technique.

19. Definitions: Closed-ended questions can be answered with a “yes” or “no” or with a one-word answer. Open-ended questions require more explanation. Directions: Identify your questions as closed- ended or open-ended by marking them with a “C” or an “O”.

20. “C” or an “O”

21. Directions: Take one closed-ended question and change it into an open-ended question CLOSED- ENDED OPEN- ENDED

22. Directions: Take one open-ended question and change it into an closed-ended question OPEN- ENDED CLOSED- ENDED

23. Review your list of questions Choose the three questions you consider most important. While prioritizing, think about the Q-Focus. Be ready to comment on your rationale for prioritizing the questions as you did

24. Review your list of questions Choose 1 compelling question to share with the room What would be some supporting questions of the compelling question you chose?

25. A Question Focus IS a simple statement, a visual or aural aid to help students generate questions Created from curriculum content Brief Stimulates a new line of thinking A Q-Focus is NOT A question

27. SOAPS Speaker, Occasion, Audience, Purpose, SignificanceRADCAB Relevancy, Appropriateness, Detail, Currency, Authority, BiasOPVL Origin, Purpose, Value, Limitations

29. O ORIGIN: Who wrote the source? When did he/she write it? Where did he/she write it? What type of source is this? Examples: primary source by the author; primary source by interviewee/ interviewer; primary source drawn by the artist at that time; secondary source, usually done by a panel of experts

30. P PURPOSE: Why was this source written/ produced or created? Examples: to keep personal memories; to offer an eyewitness account; to educate colleagues, students and the public; to educate students; to educate and to entertain; for the public to educate; entertain or enlighten; for internal communication and examination among officials of the government; offers an emotionless picture of the facts

31. V VALUE: What does this source ADD to your understanding of the event/person/time? Examples: eyewitness account; offers a quick overview; many years of research is evident; offers at least one person’s perspective

32. L LIMITATION: what are the weaknesses of the source? Examples: only one person’s viewpoint; bias is apparent; perspective issues; usually not an eyewitness account; NOT an expert on every topic; how widespread is the information?; exaggeration of material for comic effect; may not be the real views of the speaker

35. Creating a Close Reading Use a short, complex passage “Read with a pencil” - annotate Note what’s confusing Reread several times Give your students the chance to productively struggle with text-dependent questions Limit background knowledge

36. Read passage silently. Read again. Underline words you DON’T know. Whole group share Read again. Describe the Great Plains region. Tell a partner and modify your answer, if needed Find CAUSES of the Dust Bowl. Write them in the left margin. Pick 4 EFFECTS of the Dust Bowl. Write them in the right margin. Find references to the Great Depression. Put an arrow beside evidence in the text. Turn and talk about the Great Depression with an elbow partner. Pick one of the questions from the Q-Focus. Answer it. Place a star beside the answer.

39. Partners trade evidence so that both partners have evidence marked with causes and effects of Dust Bowl. Organize all evidence into one of these three categories: Environmental (cause or effect) Economical (cause or effect) Emotional (cause or effect)

40. Practices in the Inquiry Cycle Questioning Students will independently and collaboratively: 1. Develop compelling questions that promote inquiry around key disciplinary concepts and embedded enduring issues. 2. Develop supporting questions that identify facts, concepts and research interpretations associated with a key disciplinary concept. 3. Determine the types of sources that will assist in answering compelling and supporting questions. Evaluating Sources Students will independently and collaboratively: 4. Gather relevant information from multiple sources from a wide range of perspectives and evaluate for credibility. 5. Identify and utilize evidence to seek solutions to questions. 6. Develop and create claims and counterclaims using appropriate evidence to construct strengths and weaknesses. Communicating Students will independently and collaboratively: 7. Construct viable arguments, relevant explanations and/or public demonstrations that convey ideas and perspectives to a wide array of appropriate audiences. 8. Critique the arguments and explanations of others paying particular attention to credibility and relevance of information. 9. Address options of individuals and groups to identify and apply a range of strategies and complex reasoning to take public action or propose a solution. 10. Engage in disciplinary thinking used by social scientists (historians, economists, political scientists and geographers) independently and proficiently resulting in civic readiness.

41. Uncovering the Dust Bowl – Ken Burns

43. Go back and look at the highlighted text, your questions and textual evidence, and keeping in mind the video… Considering all of the effects… Go back to each effect, and determine whether it was caused by nature or man.

45. Speaker Coach Time Keeper Big Idea Tracker Evidence/Quote Tracker Wagon Wheel Counter Transition Tracker

46. We read and think about the text in advance. We refer to the text and give enough time for fellow classmates to locate text. We engage in conversation; we don’t talk at each other. We show we are listening by tracking the speaker and summarizing what a classmate said. We don’t raise our hand, but we wait for speaker to finish. We ask questions, give comments, but always give evidence to support our opinions.

47. It’s OKAY to disagree, so long as you do so respectfully I understand what you are saying, but I disagree because… I respect your opinion, but I disagree because… I hear where you are coming from, but… Most importantly, in a discussion there are no right or wrong answers. 47

48. 1.So what you’re saying is… 2.I disagree/agree… 3.I’d like to raise a question… 4.I’m confused about… 5.What is your opinion of… 6.I think this means… 7.What puzzles me is… 8.This relates to… 9.Do you agree/disagree…. 10.Don’t you think this is similar to… 11.I’d like to talk with people about… 48

49. Evaluator Reporting Comment Counter Transition Tracker Evidence Tracker Big Idea Board Tracker COACHING (switch roles)

50. Round 1: Understand: What was the problem? Round 2: Assess: What is challenging about solving the problem? Round 3 (extension): Apply: What should we do about it? (Civic Action)

52. Civic engagement in the social studies may take many forms. Taking informed action provides students opportunities to adapt and apply their work in order to develop the skills and dispositions necessary for an active civic life.

54. Brainstorm skills/competencies Compare/Discuss vertically.

55. An Optimist and a Goat Give One, Get One

56. How close or far away is your classroom instruction to incorporating the attributes necessary to develop proficient social scientists? What one area would you like to focus on and how will you begin this?

58. ContentContext Events leading up to Revolutionary War Cause and Effect Rosa Parks’ arrest Corroboration Comparing and Contrasting Government documents that protect freedoms Declaration of Independence Constitution Bill of Rights (Amendments) Declaration of Independence Constitution Bill of Rights (Amendments)

59. 5.GR.10: Analyze the effects of devastating environmental events and technological advancements on human settlement and movement. Clarifying, Sharing, and Understanding Learning Intentions: Discussion/Reflection: What are the “precise chunk[s] of particular content students are to master”? What is the success criteria for this learning?