This inquiry focuses on Mesopotamia and represents just a slice of what students should learn about the development of agriculture and the establishment of human civilization, so additional inquiries may be needed to fully represent the key idea.

By completing this inquiry, students begin to understand issues revolving around the factors that help to form a people’s identity, as well as the fluidity of defining a group within any predetermined criteria.

Through their investigation of sources in this inquiry, students should develop an understanding of the consequences of the Black Death and an informed awareness of the importance of preparing for future diseases and possible pandemics.

C3. Inquiry based lesson plan. Using supporting questions and formative performance assessments, students explore the impact of Uncle Tom's Cabin. Students analyze a summary of the plot of the book, find the main idea(s), look at connected videos, illustrations, and utilize graphic organizers to assess the power of words within this specific historical context.

This inquiry is about the historical antecedent to the Silk Road. The compelling question asks, “Did Chinese and Romans know each other?” Although this is a yes/no question, the complexity lies in between those poles. Students will likely find themselves answering “maybe” and needing to explain why.

C3. Inquiry based lesson plan that includes several links and additional resources. Students evaluate why immigrants came to the U.S. and their experiences once they arrived at Ellis Island. Includes links to virtual tours of Ellis Island, primary sources (photographs), a poem to analyze, and an interactive resource that details immigrants' experiences. Excellent extension offered that connects wtih immigrants in present day.

Inquiry based lesson plan allows kids to explore governments around the world: who is in charge, how they are chosen, and what happens when leaders make unfavorable choices. Includes supporting questions, articles, and activities.

This inquiry leads students through an investigation of The Dust Bowl. By investigating the compelling question “Was the Dust Bowl a Perfect Storm?” students gain understanding through reading a variety of texts and analyzing photographs to determine the major causes of the Dust Bowl. By examining the dust bowl through multiple social studies lenses, students realize how each of the social studies lenses has an impact on the others. They analyze the history and personal stories of the Dust Bowl to determine who or what was responsible for this historic event. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students determine who or what was responsible for this historic event. Students create an evidence-based argument about contributing factors and whether or not the Dust Bowl was a perfect storm.

This inquiry leads students through an investigation of global citizenship, global cooperation, as well as how local solutions have been used to solve shared global issues. The inquiry is designed to open students’ eyes to their role as global citizens. It is also designed for students to uncover the similarities in issues faced by rural American citizens and citizens of developing countries. Students investigate glocal problems, issues demonstrating global interconnectedness. They examine local solutions that have been applied globally and consider the role of global cooperation in bringing solutions to those problems. Finally, students assess the effectiveness of global cooperation in solving shared issues. These tasks prepare students to write an evidence-based argument that addresses the compelling question: How do local communities solve global problems?

C3. Inquiry based lesson plan. Students explore the connection between the consumption of sugar and the reliance of slave labor to cultivate sugar plantations. Includes multiple opportunities to explore the supporting questions and develop an argument with claims, including charts, graphs, illustrations, reading excerpts, and background information.

This is an extensive lesson plan that allows students to compare Ancient Egypt and Ancient Mesopotamia in terms of geography, religion, and government. Inquiry based.

C3. Inquiry based lesson plan. Students explore how the relationship between the pilgrims and the Wampanoag changed over time. Students develop an argument with evidence about whether or not the conflicts that developed could have been avoided (from the pilgrims' and Wampanoag's perspectives). Includes pictures, maps, excerpts, supporting questions, formative, and summative assessments.

In this instructional task, students develop and express claims through discussions and writing which examine the effect of colonization on African development. This instructional task helps students explore and develop claims to answer the question: How does the history of colonization continue to affect the economic and social aspects of African countries today?

This inquiry leads students through an examination of whether there is a time limit on pursuing justice in decades-old civil rights-era lynching cases. By investigating the compelling question “Is it ever too late for justice?” students evaluate primary sources about the murder of Emmett Till and address the issue of whether the passage of time essentially closes the book on cases where justice was not served. The formative performance tasks help students build knowledge and practice skills so they can answer the supporting questions. Students create an evidence-based argument to answer the compelling question.

This inquiry examines the establishment of Al-Andalus as an emirate of the Umayyad Caliphate and later as a caliphate of its own in 926 CE. The inquiry provides students with an opportunity to examine the establishment of the caliphate of Córdoba as a center of knowledge, innovation, and religious tolerance.

Students investigate the ancient and modern Olympics using a range of historical and secondary sources to learn more about the historical and mythological origins of the games; the rebirth of the games in France under the leadership of Pierre de Coubertin; and the broader goals of the Olympics, including nurturing the arts.

This inquiry leads students through an investigation of immigration experiences in the United States. By investigating the compelling question—“Is America the ‘Promised Land’ for the world’s immigrants?”—students evaluate the motivating factors and deterrents for immigration to the United States both in the past and present. The formative performance tasks help students build on knowledge and skills through the course of the inquiry and allow students to recognize the push/pull factors for immigrants throughout our history. Students create an evidence-based argument about whether America remains the prime destination spot for many of the world’s immigrants today.

Through the examination of sources about the practices and geographic distribution of world religions, students develop a comparative understanding of major religions. They extend their emerging understanding by investigating how the concept of religious freedom has emerged over time and examining the current status of religious freedom around the world.

C3 Inquiry based lesson plan offers supporting questions for students to investigate the arguments for and against imperialism as it relates to the United States' involvement in the Spanish-American War. Includes background information, newspaper clippings, newspaper illustrations, campaign speeches, political cartoons, for students to analyze as they develop their evidence-based argument as to whether or not American expansion abroad was (is) justified.

This inquiry leads students through an investigation of Containment. By investigating the compelling question “Was Containment a Success?” students evaluate the need for and policies of containment. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students make judgments on the policies of containment. Students create an evidence-based argument about the relative success or failure of containment.