C3. Inquiry based lesson plan. Students investigate the conflicts, conditions, and factors of the western expansion in the U.S. prior to the Civil War. Includes supporting questions and a summative performance task. Also includes a song, maps, charts, excerpts from articles, posters/artwork from the time period, and more for students to analyze as a means of preparing their arguments.

C3. Inquiry based lesson plan posits the question about whether or not the American Revolution avoidable. Students explore the relations between the British and the colonists, how British policies affected these relations, and how the colonists responded. Includes graphs, charts, maps, historical excerpts, information about the sugar, stamp, tea and quartering tax (along with others), illustrations and pictures that allow students to gather information to create an evidence-based argument as to whether or not war was avoidable.

C3. Inquiry based lesson plan. Using supporting questions and formative performance assessments, students formulate an argument about whether or not the development suburbs was good for America. Focuses on the rapid urbanization following WWII from 1945-1950, students learn about the social and economic conditions of the U.S. during this time as well as the role of government.

C3. Inquiry based lesson plan that focuses on why countries declare independence. Students explore three supporting questions, and develop an argument based in evidence from historical sources. Includes pertinent background knowledge for the teacher, an activity to introduce the concepts, the Declaration of Independence text (broken into parts) for students to analyze with an organizer, charts that show other countries and the dates they declared independence, maps, a Declaration of Independence for Haiti, Mexico, and Venezuela (for comparison), graphic organizers, formative, and summative tasks to complete.

This inquiry leads students through an investigation of voting rights in America. By investigating the compelling question “Was the vote enough?” students evaluate both sides of the early twentieth century quest to expand suffrage to women. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students determine if getting the vote was enough to give women full social and political equality. Students create an evidence-based argument about whether or not the vote is enough.