I truly enjoyed this session!  What sources would you all as educators point a new teacher, such as myself, towards for planning great inquiries for inquiry-based social studies lessons?

Our Social Studies PLC did a book study on Inquiry Illuminated: Researcher's Workshop Across the Curriculum (Grades K-6) by Goudvis, Harvey and Buhrow (Heinemann, 2019) before we reworked our units of study to be inquiry based. It was a great starting point for our planning and collaboration.

I am reminded that inquiry is an important way to engage students and create opportunities for awe, curiosity, and the desire to know things. I never thought about it as a way to develop the skill of skepticism, though, and I think that's really powerful connecting to the responsibility we have a citizens in a democracy. I will aim to reclaim the positive aspects of healthy skepticism.

Saw this tweet from Nickole Hannah Jones and it reminded me of Elleni Abebe lenses/frames (gotta dig that resources she mentioned out!). This would be a great question to pose to students as a way of inquiry-based learning about both our current situation and how we tend to view ourselves through one lens and other societies through very different ones. Would be interesting to see what students could find in regards to how we view those mentioned by the questioner!

Hello everyone! Links to things I mentioned are here:

Peter Sexias - the Big Six historical concepts are: Historical significance, evidence, continuity and change, cause and consequence, historical perspectives and the ethical dimension

The role play activities I mentioned can be found here (I mentioned the Je Suis le Roi in the talk): http://www.thinkinghistory.co.uk/ActivityKS/ActivityKS3All.html#p1066 

Hans J Massquoi image: 

Helpful stems for possible enquiry questions by historical concepts. We are not very good at ethical questions as they are not necessarily seen as important for history teaching in England(!) so none are presented below:

Helpful question stems for Enquiries

Causation

• Why did X happen?
• How far was X responsible for Y?
• Was as X so successful?
• Why did X do Y?
• Why did X happen in Year Y?
• If it had not been for X, would Y still have happened?

Similarity and Difference

• Who was affected by / benefitted from X?
• Who were the Group X?
• How similar/different were the experiences of X and Y?
• Who took part in Event X?
• Who really wanted X to happen?
• Where was X happening?
• Who was affected by X?

Change and Continuity

• How did X change during Period Y?
• What was new about Development X?
• How big a change was X?
• What kind of change was X?
• What kind of change did X bring to people’s lives?
• Did X change anything?
• Did X really change over period Y?

Historical Evidence

• Why is it so hard to find out about X?
• How do we know about X?
• What can we learn about X from Source Y?
• What kinds of sources tell us most about X?
• Why is it hard to decide if Period X was like Description Y?
• What can Sources X reveal about Period Y?
• In what different ways can we interrogate different types of sources from Period Y?
• How useful / reliable are Sources X for finding an answer to Question Y?

Historical Interpretations

• Why are there still so many interpretations about X?
• How did X become a hero/villain?
• Why do views on X keep changing?
• What can we learn about Period X by studying the interpretations they created?
• Why can’t historians agree about X?
• Why do interpretations of X keep changing?
• How did we get the interpretation that…?
• How does Historian X let us know what they think about Y?
• Does Historian X or Historian Y give the most convincing view of…

Historical Significance

• Why do people still remember X?
• What made X so special?
• Why is X so historically significant?
• Which group during Period X get judged as significant and why?

I am a teacher of early learners and I believe we can still try to stimulate the minds of our students by teaching them to be critical thinkers , give simple prompts to  encourage  engaging conversations . Of course , with ell students , there has to be prompt starters and wait  time expectations to give them a chance to speak. Doing this would  allow the teacher ir even other students to  elicit information especially  during the inquiry process. 

Really enjoyed the session as well! I like the emphasis on curiosity, enthusiasm, and using provocative images/sources to promote and cultivate inquiry. 

Agree Grace Saturnino ! With younger students, as Tuyen mentioned, I try to meet them where they are at. I usually ask them to tell me why they might be late for school/be grounded etc and then get them to peel back their explanation of causes from trigger/monocausal explanations to ones that might be medium/long term ones. It is fun to do!

Hi Everyone! Thanks so much for joining today's Designing Inquiry Live Discussion. Here are the links shared in the chat during the session. Looking forward to seeing you all tomorrow! It's going to be an amazing final day.

• DC Public Schools Overview 
• New York Toolkit Video Series 
• The Big Six: Historical Thinking Concepts 
• Essential Questions in Teaching American History 
• The Question Formulation Technique in 90 Seconds 
• Power Up Social Studies with Read Alouds Track Talk 
• Berkeley History- Social Science Project Teacher Resources 

I'm sorry to have missed this session yesterday and look forward to watching the recording. These are wonderful. Thank you for sharing them. We are just getting started with designing standards based inquiries, so these inquiry stems will help scaffold our thinking as we continue to develop inquiries. We're using the Inquiry Design Model (IDM) by Lee, Grant, and Swan to structure our inquiries, which is extremely helpful.