Engaging Inquiry Strategies for C3 Framework Success with American History Vivian Bernstein Author: Core Learning: American History www.core-learning.com www.corelearningonline.com bernsteinviv@gmail.com NCSS, December 2, 2016
Current Research Supports Teaching with Inquiry Strategies 1. Only 18% of eighth graders performed at the proficient or advanced levels on the 2014 NAEP United States History test. ((www.nationsreportcard.gov) 2. 2. Based on the ACT exam, 75% of high school students are not prepared for college work. (Burgess, 2012) 3. Teachers spend 35-50% of instructional time asking questions, but they spend more time lecturing. (Cotton, K. 1984) 4. Historical thinking requires sourcing and contextualization. (Wineburg, Martin and Monte-Sano, 2013) 5. Based on the ACT exam, 75% of high school students are not prepared for college work. (Burgess, 2012) 6. Teachers spend 35-50% of instructional time asking questions, but they spend more time lecturing. (Cotton, K. 1984) 7. Historical thinking requires sourcing and contextualization. (Wineburg, Martin and Monte-Sano, 2013)
C3 Framework Goal: The pursuit of knowledge through questioning. College and Career Skills Civic Life Literary skills Critical thinking Collaborative skills Problem solving Communication Evidence supported writing Decision making *Communication *Protect the environment *Vote *Jury duty *Volunteer work *Pay taxes *Understand current events
Dimension 1 Develop questions and plan inquiries Generate compelling questions: Why did the North and South disagree about slavery? Scaffold: Create supporting questions: Why did southern states need slaves? Why did Congress pass fugitive slave laws?
Dimension 2 Apply Disciplinary Concepts and Tools Use information from the four social studies disciplines: economics geography history civics
Dimension 3 Evaluate sources and use evidence Recognize different points of view Douglass Autobiography https://loc.gov/resource/mfd.34001/?sp=2 Sources: Primary and secondary maps letters and diaries famous documents charts and graphs objects and artifacts speeches
Dimension 4 Communicate conclusions and take informed action: essays group project written assessments discussions video production apply information to the real world Students must produce evidence based arguments.
Strategy 1. Generate Compelling and Supporting Questions Dimension 1. Develop questions and plan inquiries Compelling and Essential Questions Focus on big ideas Set a purpose for learning Open ended Apply background knowledge Promote deep understanding Encourage critical thinking Clearly stated questions Higher cognitive level questions Promote independent writing and discussion
Examples of Compelling and Supporting Questions Compelling Question: Could the battle at Fort Sumter have been avoided? Supporting Questions: When did the battle take place? What were the results of the battle? https://en.wikipedia.org/wiki/battle_of_fort_sumter
Strategy 2. Use Questions to Expand Vocabulary Focus: Ten Civil War Vocabulary Words 1. abolitionist 2. antebellum 3. arsenal 4. blockade 5. border states 6. Confederacy 7. popular sovereignty 8. secession 9. sectional differences 10. tariff
Answer Vocabulary Questions Would You Rather? 1. Would you rather pay a tariff or do without imported goods? 2. Would you rather live in a western territory or in a border state? Tell Why? 1. Why did the Union start a blockade against the South in 1861? 2. Why does a region need an arsenal?
Writing with Vocabulary for the C3 Framework Dimension 4: Communicating Conclusions Use the unit vocabulary words to write a paragraph. 1. Argument: Disagreements about slavery increased sectional differences. 2. Explanation: Explain three reasons why the North and South disagreed about tariffs.
Strategy 3. Use Questioning Techniques to Teach Summarizing and Inferencing Dimension 2. Apply Disciplinary Concepts and Tools Why Is Summarizing Important? Promotes long term recall Promotes comprehension Helps students focus on main ideas and important details Helps students distinguish relevant and irrelevant information Remember! Students cannot summarize if they cannot identify main ideas.
Complete the Summary Graphic Organizer Find the main idea, supporting facts and irrelevant facts. What is the Main Idea? Dred Scott lost his case to be free when Chief Justice Roger B. Taney said he was not a citizen and could not be free. Supporting Facts 1. Scott and his wife had lived in free territory. 2. Scott tried to buy his freedom. 3. From 1846 to 1857 Scott sued in state and federal courts. Irrelevant Information 1. Scott offered $300 for his freedom. 2. Justice Taney was 80 years old.
Self Questioning to Form Inferences What did I already know about the Dred Scott Case? 1. Scott tried to buy his freedom for $300. 2. Scott had been born into slavery but wanted to be free. What did I learn about the Dred Scott Case? 1. Scott lived on free soil from 1834 to 1838. 2. Anti-slavery friends helped Dred Scott sue for his freedom in state and federal courts for eleven years. What inferences can I make? 1. Freedom was very important to Dred Scott. 2. Scott could not have sued for freedom without help from friends. 3. Abolitionists were angered by the decision.
Strategy 4. Use Questions to Analyze Sources and Form Arguments Dimension 3. Evaluate sources and use evidence Primary Source Work Sheet 1. Who created the source? 2. What kind of source is it? 3. What historical factors are important? 4. What was the purpose of the source? 5. What are the main ideas? 6. Do you agree or disagree with the point of view? Tell why.
Diary of Mary Chesnut April 15, 1861 www.civilwar.org I did not know that one could live such days of excitement. Fort Sumter had surrendered!...the very liveliest crowd I think I ever saw D3 Gather Information from sources. 1. What was the mood in Charleston? Cite evidence. https://en.wikipedia.org/wiki/mary_boyki n_chesnut#/media/file:fw-refugeeschestnut-full.jpg
Editorial: The Issue Must be Met Milledgeville, Georgia, Federal Union [Democratic] (31 March 1857) The late decision of the Supreme Court of the United States, in the Dred Scott case, will bring the enemies of the south face to face with the Constitution of their country. (Source: http://unveilinghistory.org/wpcontent/lessons/2013/markowitz/published-editorials.pdf) Question: What was the Georgia editor s opinion about the Dred Scott decision?
New York Tribune Editorial about the Dred Scott Decision March 12, 1857 We do not believe that this Dred Scott decision could have been wrenched from magistrates who were not under the undue influence of Slavery We hear much of the dangers of agitation. We know of another danger far greater, and that is the danger that our liberties may be subverted Source: http://www.pbs.org.wnet/supremecourt/antebellum/sources_document8.html Question: How did the New York Tribune editor feel about the Dred Scott Decision? Cite evidence.
Write an Argument The Dred Scott decision increased sectional differences. Write a report. Explain the Dred Scott case and the Supreme Court s decision. Then write an argument that explains why you think the decision was correct or incorrect. Use two or more sources to support your argument.
Working with Challenging Documents Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. In 1776, which was eighty seven years ago, the leaders of our country created a new nation in North America. This nation was based on the ideas of liberty. It was based on the belief that all men are created equal which was written in our Declaration of Independence. (Core-Learning Inc., American History, Course II) Word Bank score the number 20 continent one of the Earth s seven large land masses. proposition a statement that must be proved.
Strategy 5. Teach Students to Work with Lower and Higher Level Cognitive Questions Dimensions 1 and Dimensions 4 Successful Questioning Techniques 1. Phrase questions for comprehension. 2. Use a combination of lower and higher cognitive questions. 3. Encourage responses from all students. 4. Encourage students to clarify and expand on answers. 5. Wait time 3-5 seconds 6. Require students to generate questions.
Self Questioning: What Do I Know? Metacognition of Background Knowledge Topics Topic: Events Leading to the Civil War I know this topic. I can speak and write about it. I know something about the topic. I cannot communicate about it. I have no knowledge about the topic. Missouri Compromise Compromise of 1850 Dred Scott Decision Election of 1860
Applying Bloom s Taxonomy Events Leading to the Civil War 1. Knowledge: What are the four facts about the Compromise of 1850? 2. Comprehension: Explain what Abe Lincoln meant when he said A house divided against itself cannot stand. 3. Application: Sequence five events from 1820 to 1860 which increased sectional differences.
Applying Bloom s Taxonomy, continued Events Leading to the Civil War 4. Analysis: Compare and contrast the differences between the North and South in 1860. 5. Synthesis: Write a newspaper editorial that defends or criticizes the Dred Scott decision. Cite evidence to support your argument. 6. Evaluation: How did Lincoln s First Inaugural Address try to prevent war. Why do you think it failed in its goals?
Bibliography and Primary Sources Allen, J. (1999) Words, Words, Words. Maine. Stenhouse Publishers. Bingham, J. T. (2015) The Common Core Standards. New York: Alpha Books. Buehl, D. (2004) Classroom Strategies for Interactive Learning. 2 nd Edition. Newark, DE: IRA Foner, E. and Garraty, J. A. (1991) The Reader s Companion to American History. Boston: Houghton Mifflin. Irish, J. (2015) Historical Thinking Skills. NY: W. W. Norton & Company. Kulthau, C. C., and L. K. Maniotes and A. K. Caspari. (2007) Guided Inquiry: Learning in the 21 st Century. CT: Libraries Unlimited. McTighe, J. and Wiggins, G. (2013) Essential Questions: Opening Doors to Student Understanding. VA: ASCD Wineburg, S. and Martin D. and Monte-Sano, c. (2013) Reading Like a Historian. New York: Teachers College Press. Primary Sources: www.loc.gov/teachers/usingprimarysources/ http://teachinghistory.org/best-practices/using-primary-sources/19079 https://www.archives.gov/education/research/primary-sources www.sheq.standford.edu http://www.pbs.org/wnet/supremecourt/antebellum/landmark_dred.html