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 Decision making

*Communication *Protect the environment

Critical thinking Collaborative skills

*Vote *Jury duty

Problem solving Communication

*Volunteer work

Evidence supported writing *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

Sources: Primary and secondary • maps • letters and diaries • famous documents • charts and graphs • objects and artifacts • speeches Douglass Autobiography

https://loc.gov/resource/mfd.34001/?sp=2

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

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?

Examples of Compelling and Supporting Questions

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

Tell Why?

1. Why did the Union start a blockade against the South in 1861?

2. Why does a region need an arsenal?

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?

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

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 Irrelevant Information

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.

1. Scott offered $300 for his freedom.

2. Justice Taney was 80 years old.

Find the main idea, supporting facts and irrelevant facts.

Self Questioning to Form Inferences

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.

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 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.

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_Boykin_Chesnut#/media/File:Fw-refugees-chestnut-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/wp-content/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

Topic: Events Leading to the Civil War Topics 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. 2nd 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 21st 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