whole. Drawing on both, Inquiry Practices and their ability to engage in historical thinking, students will seek to generate their own questions and launch investigations that will allow them to uncover their own explanations of why change occurs. Students will need to routinely use Inquiry Cycle Practices in order to develop these essential understandings but also plan, implement, and reflect on informed-action. Together, the power of Disciplinary Core Concepts and the Inquiry Cycle Practices will empower students to not only understand true citizenship, but also but also to recognize that they themselves are citizens with the power and responsibility to impact their communities. 6: Making Meaning Practices in the Inquiry Questioning Evaluating Sources Communicating Students will independently and Students will independently and Students will independently and collaboratively: collaboratively: collaboratively: 1. Develop compelling questions that promote 4. Gather relevant information from multiple 7. Construct viable arguments, relevant inquiry around key disciplinary concepts and sources from a wide range of perspectives and explanations and/or public demonstrations embedded enduring issues. evaluate for credibility. that convey ideas and perspectives to a wide 2. Develop supporting questions that identify 5. Identify and utilize evidence to seek array of appropriate audiences. facts, concepts and research interpretations solutions to questions. 8. Critique the arguments and explanations of associated with a key disciplinary concept. 6. Develop and create claims and others paying particular attention to credibility 3. Determine the of sources that will counterclaims using appropriate evidence to and relevance of information. assist in answering compelling and supporting construct strengths and weaknesses 9. Address options of individuals and groups to questions. 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 6.CM.1 Examine the origins, functions and structure of the 6.GR.8 Explain spatial patterns between places and U.S. Constitution to determine how it supports freedoms regions as well as changes in their cultural and within a society. environmental characteristics using geographical 6.CM.2 Explain how personal interests, civic virtues, and representations. democratic principles influence decisions. 6.GR.9 Explain how the physical and human characteristics 6.CM.3 Determine the procedures for making civic of places and regions are connected to human identities decisions based on the needs of society. and cultures. 6. GR. 10 Explain how transportation and communication technology influence spatial connections among human
whole. Drawing on both, Inquiry Practices and their ability to engage in historical thinking, students will seek to generate their own questions and launch investigations that will allow them to uncover their own explanations of why change occurs. Students will need to routinely use Inquiry Cycle Practices in order to develop these essential understandings but also plan, implement, and reflect on informed-action. Together, the power of Disciplinary Core Concepts and the Inquiry Cycle Practices will empower students to not only understand true citizenship, but also but also to recognize that they themselves are citizens with the power and responsibility to impact their communities. 6: Making Meaning Practices in the Inquiry 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 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. Civic Mindedness Geographic Reasoning 6.CM.1 Examine the origins, functions and structure of the U.S. Constitution to determine how it supports freedoms within a society. 6.CM.2 Explain how personal interests, civic virtues, and democratic principles influence decisions. 6.CM.3 Determine the procedures for making civic decisions based on the needs of society. 6.GR.8 Explain spatial patterns between places and regions as well as changes in their cultural and environmental characteristics using geographical representations. 6.GR.9 Explain how the physical and human characteristics of places and regions are connected to human identities and cultures. 6. GR. 10 Explain how transportation and communication technology influence spatial connections among human