Practices in the Inquiry Cycle Questioning Evaluating Sources Communicating Taking Action Students will independently and Students will independently and Students will independently and Students will independently and collaboratively: collaboratively: collaboratively: collaboratively: 1. Develop compelling questions 3. Determine the types of 6. Develop and create claims and 9. Address options of individuals that promote inquiry around key sources that will assist in counterclaims using appropriate and groups to identify and apply disciplinary concepts and answering compelling and evidence to construct strengths a range of strategies and complex embedded enduring issues. supporting questions. and weaknesses reasoning to take public action 2. Develop supporting questions 4. Gather relevant information 7. Construct viable arguments, or propose a solution. that identify facts, concepts and from multiple sources from a relevant explanations and/or 10. Engage in disciplinary research interpretations wide range of perspectives and public demonstrations that thinking used by social scientists associated with a key disciplinary evaluate for credibility. convey ideas and perspectives to (historians, economists, political concept. 5. Identify and utilize evidence a wide array of appropriate scientists and geographers) to seek solutions to questions. audiences. independently and proficiently 8. Critique the arguments and resulting in civic readiness. explanations of others paying particular attention to credibility and relevance of information. Civic Mindedness Geographic Reasoning K.CM.1 Identify the roles and responsibilities of K.GR.8 Create models of familiar places. community members. K.GR.9 Identify the characteristics of climate and explain K.CM.2 Describe how people treat each other, then how it affects peoples’ lives in specific places. demonstrate respect for authority and peers. K.GR.10 Explain how and why people move. K.CM.3 Describe rules in various settings. K.GR.11 Identify ways that physical and cultural characteristics may affect people living in a place. Economic Decision Making Historical Thinking K.EDM.4 Explain how scarcity of resources affects K.H.12 Create a chronological sequence and generate a individuals’ choices. possible cause for an event. K.EDM.5 Explain how people purchase goods and K.HT.13 Compare different perspectives of people. services. K.HT.14 Identify a possible reason for historical K.EDM.6 Describe examples of goods and services. developments and events. K.EDM.7 Describe the origins of goods and services. K.HT.15 Identify different kinds of historical sources.
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. Evaluating Sources Students will independently and collaboratively: 3. Determine the types of sources that will assist in answering compelling and supporting questions. 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. Communicating Students will independently and collaboratively: 6. Develop and create claims and counterclaims using appropriate evidence to construct strengths and weaknesses 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. Taking Action Students will independently and collaboratively: 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. Civic Mindedness Geographic Reasoning K.CM.1 Identify the roles and responsibilities of community members. K.CM.2 Describe how people treat each other, then demonstrate respect for authority and peers. K.CM.3 Describe rules in various settings. K.GR.8 Create models of familiar places. K.GR.9 Identify the characteristics of climate and explain how it affects peoples’ lives in specific places. K.GR.10 Explain how and why people move. K.GR.11 Identify ways that physical and cultural characteristics may affect people living in a place. Economic Decision Making Historical Thinking K.EDM.4 Explain how scarcity of resources affects individuals’ choices. K.EDM.5 Explain how people purchase goods and services. K.EDM.6 Describe examples of goods and services. K.EDM.7 Describe the origins of goods and services. K.H.12 Create a chronological sequence and generate a possible cause for an event. K.HT.13 Compare different perspectives of people. K.HT.14 Identify a possible reason for historical developments and events. K.HT.15 Identify different kinds of historical sources.