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.
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.
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.
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.
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.