Social Studies

C3 Framework: Start by reading this document which heavily influenced the Iowa standards.

C3 Framework Synopsis: The Iowa SS inquiry standards are tightly aligned to the C3 Framework.  This synopsis can help you understand the C3 Framework in a nutshell. 

Supporting Inquiry-Based Teaching and Learning: Chapter 8 outlines ways administrators can support inquiry in the classroom

Making Inquiry Possible: Explore the why, what, who, and how of inquiry-based instruction through a series of documentary films that feature teachers working together to make inquiry possible.

Four films explore these four questions:

• Why inquiry?

• What makes inquiry possible?

• What does inquiry look like?

• How do you build an inquiry culture?

Featured Resources include:

Making Inquiry Possible article explains the project

Civics Test Inquiry

C3 Blogs

Social Studies Inquiry Observation Form: use this form as is to observe for inquiry in the classroom or revise to meet your needs.

 Common Core Shifts: These shifts directly connect to the literacy standards for social studies. This document also contains some student and teacher look fors.

Inquiry Teacher Practices: This is the resource I have not sourced but the "look fors" language could be very helpful when you observe.

MA Observation Checklists: The grade level observation look-fors for ELA can help you identify the literacy standards that could potentially be implemented through social studies.

Social Studies Videos: These videos from Georgia classrooms offer a view of what inquiry can look like at various grade levels. 

Inquiry Design Model (IDM) Template: This can give you an idea of what a unit design can look like (one model) 

C3 Inventory: Samples of inquiry based units

Using the Question Formulation Technique in the Classroom: Questioning is at the heart of inquiry. Learn more about the QFT and its use in the social studies classroom by engaging in this micro credential.

Marginalization of Social Studies: This one page graphic serves as a way to explore why an emphasis on elementary social studies instruction  is needed in our schools.

Coaching Change in Social Studies Instruction: slide deck to walk you through an inquiry as you learn about inquiry.

Change Matrix Coaching Questions

1. Do we have a clear vision of what social studies inquiry looks like at each of the three levels (elem, MS, HS)?

2. Is that vision co-owned?

3. Is there a manageable, realistic action plan to achieve the vision? Does the action plan include clearly defined outcomes (steps), address new learning needed, provide the time and resources to meet the outcome and define how we know we have met the outcome?

4. What skills are required for this work? 

5. Where can we build on existing strengths?

6. How and where can we build skills to fill gaps?

7. Why should teachers do this? What is in it for them (incentives)? What are the built in accountability measures?

8. Do teachers have the resources needed to do this work?

   1.  Instructional materials that support the standards and inquiry

   2. Time to do the work

   3. Coaching, administrative support

Making Inquiry Possible

The following is compiled from the Making Inquiry Possible project. 

The Making Inquiry Possible Project (MIP) is a professional learning initiative undertaken by C3 Teachers with support from the University of Kentucky’s College of Education. The MIP project features a series of documentary films and professional learning materials designed to assist educators in implementing inquiry and to facilitate discussions about the triumphs and challenges that teachers, students, and districts experience as they put inquiry-based standards into practice.

Ideally, complete this work in a PLC.  Inquiry for teachers and students is a collaborative process of making meaning. We are better together!

Film 1: What makes inquiry possible?

To begin this exploration into What Makes Inquiry Possible, complete a previewing exercise before watching the film.  The film is intended to be a mirror for educators who want to deepen their inquiry-based practice and to strengthen collaborative conversations about growing inquiry in schools.  So, we begin with you!

Previewing Exercise: complete this form (MAKE A COPY OF THE FORM FOR YOUR PLC, LABEL IT for your PLC and SHARE YOUR COPY WITH YOUR PLC)

Form Questions: Reflect on your own experience with inquiry as an initial lens for watching the film. Think about the following questions individually and jot down your thinking (5 minutes).  Share with your PLC.

1. How do you define and describe inquiry?

2. If you had the magic of a genie, what three things would you wish for or need to make inquiry a reality?

3. What resources have helped shape your initial understanding of inquiry?

Film Setup:

Now it’s time to watch the film, What makes inquiry possible?.  The film is approximately 18 minutes in length and peers into the work of one high school in Woodford, Kentucky as the teachers build out an inquiry-based curriculum and culture.

As you watch the film, think about four questions: a) How are you thinking about inquiry now? b) What made inquiry possible at Woodford High? c) If you were to choose a 30-second spot in the film that really resonated with you, what would it be?  Why did it resonate? and d) How is Woodford similar to and different from your school?  

Watch the film: What Makes Inquiry Possible

As a PLC, answer these questions:

1. How are you thinking about inquiry now? 

2. What made inquiry possible at Woodford High? 

3. If you were to choose a 30-second spot in the film that really resonated with you, what would it be?  Why did it resonate?  

4. How is Woodford similar to and different from your school?

5. What it would take to push your individual practice toward inquiry and how you might encourage and enable other teachers and administrators to do so as well.

6. What action step can you take as a PLC team to get closer to a culture of social studies inquiry?

Film 2: What does inquiry look like?

Film Setup:

For teachers interested in implementing inquiry in their classrooms, it can help to see what inquiry looks like in action! In this film, we feature two teachers implementing the same inquiry, Can the Civics Test Make You a Better Citizen? The teachers lead students through an investigation of a state-mandated civics test, a current graduation requirement for Kentucky students, in order to evaluate the ways in which the test addresses needed knowledge and skills to prepare students for active engagement in civic life. See inquiry come alive as teachers take us through the instructional steps of implementing an inquiry.

Watch the film: What Does Inquiry Look Like?

As a PLC, answer these questions:

1. How did Summer and Sarah stage the compelling question? To stage this question, what would work with your students and what would you do differently?

2. Identify the supporting questions and the formative task (s) for each question.  Considering the compelling question and the summative assessment, what adjustments if any would you make to the supporting questions or formative tasks? 

3. What strategies did Summer and Sarah use to help students construct arguments?

4. The quality of arguments was weaker than Summer and Sarah hoped for, what adjustments in instruction would you make to improve the arguments?

5. Why is taking action an important part of inquiry?

6. What other ways could students take action in this inquiry?

7. How could you adjust this inquiry in a state that does not require the civics exam as a graduation requirement?

8. What action step can you take as a PLC team to get closer to a culture of social studies inquiry?

Film 3: How do you build an inquiry culture?

Film Setup:

Teaching with inquiry means honoring a teacher’s expertise and individual craft while at the same time understanding that changing practice requires a collective effort. As teachers shift their instructional approaches to inquiry, they need support from colleagues and administrators. In this film, we feature one urban Kentucky district tackling inquiry by creating an inquiry culture that fits their unique context. The film, How Do You Build An Inquiry Culture?, is intended to be a mirror for educators who want to strengthen collaborative conversations when growing inquiry in schools.

Watch the film: How Do You Build an Inquiry Culture? 

As a PLC, answer these questions:

1. On a scale of 1-10, how often are social studies colleagues in your PLC, department, or district talking about questions, sources, or tasks needed for robust inquiry experiences? (1-never, 5-sometimes, 10-daily)

2. What excites you about inquiry in your classroom?

3. What frightens you about inquiry in your classroom?

Complete this Making Inquiry Possible Self-Assessment (MAKE A COPY OF THE FORM FOR YOUR PLC, LABEL IT for your PLC and SHARE YOUR COPY WITH YOUR PLC)

As a PLC, analyze the results of your self-assessment. 

1. What are the areas of needed support? 

2. What are the areas of needed learning? 

3. What assets/strengths can your team build on? 

Resource from Film #3: JCPS Social Studies