Inquiry Design Model: Building Inquiries in Social Studies by National Council for the Social Studies

INQUIRY SERIES

www.socialstudies.org

www.c3teachers.org

“This book is both brilliant and practical.” Walter Parker, Professor of Education and Political Science, University of Washington, Seattle Inquiry Design Model: Building Inquiries in Social Studies is a comprehensive, in-depth guide for teachers who want to build classroom inquiries based on the College, Career, and Civic Life (C3) Framework. The authors demonstrate how to construct effective Inquiry Design Model (IDM) blueprints that incorporate engaging questions, tasks, and sources. The book offers invaluable advice on how to formulate compelling and supporting questions, build disciplinary knowledge, and develop the ability of students to evaluate evidence, construct arguments, and take informed action. The authors of this book are the lead authors of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. KATHY SWAN is a professor of social studies education in the College of Education at the University of Kentucky. JOHN LEE is a professor of social studies education in the College of Education at North Carolina State University. S.G. GRANT is a professor of social studies education in the Graduate School of Education at Binghamton University.

NCSS | C3 TEACHERS

NCSS Publications 170100

INQUIRY DESIGN MODEL: BUILDING INQUIRIES IN SOCIAL STUDIES

co-published with

Building Inquiries in Social Studies

www.socialstudies.org

co-published with

www.c3teachers.org

KATHY SWAN JOHN LEE S.G. GRANT FOREWORD BY WALTER PARKER

First published in 2018. This book is a co-publication of National Council for the Social Studies and C3 Teachers.

National Council for the Social Studies (NCSS) is the largest professional association in the United States devoted solely to social studies education. Founded in 1921, its mission is to provide leadership, service, and support for all social studies educators. NCSS is the publisher of the National Curriculum Standards for Social Studies and the College, Career, and Civic Life (C3) Framework for Social Studies State Standards.

C3 Teachers is a collaborative network of over 8,000 educators that aims to empower teachers as they work through the challenges and opportunities of inquiry-based instruction grounded in the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. Through the network, teacher leaders share professional development ideas, resources, and online tools to support and sustain inquiry that uses the Inquiry Design Model (IDM) as its foundation.

Copyright ÂŠ 2018 Kathy Swan, John Lee, and S.G. Grant All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright holder. Editorial staff on this publication: Michael Simpson, National Council for the Social Studies Design and layout: Gene Cowan, Cowan Creative Cover concept: Henry Owings ISBN: 978-0-87986-112-4 | Printed in the United States of America

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TABLE OF CONTENTS FOREWORD...........................................................................................................................................................1 INTRODUCTION................................................................................................................................................. 5 The Reality Is that the IDM Is a (Frustratingly) Complex Process................................................................ 6 Structure of the Book............................................................................................................................8 Acknowledgements.............................................................................................................................. 11

PHASE I FRAMING THE INQUIRY.......................................................................................................................................15

CHAPTER 1 FINDING THE RIGHT CONTENT ANGLE FOR AN INQUIRY........................................................................ 19 Avoiding the Content Trap ................................................................................................................. 19 Finding the Just Right Content Angle................................................................................................... 21 Reasoning with Standards Toward a Content Angle............................................................................... 24 Design Notes: Standards as a Starting Place......................................................................................... 26 Conclusion........................................................................................................................................ 28

CHAPTER 2 CRAFTING A COMPELLING QUESTION THAT IS ACTUALLY COMPELLING........................................... 29 Building Rigor and Relevance through Compelling Questions.................................................................30 Do People around the World Care about Children’s Rights?..................................................................... 31 Is Compromise Always Fair?................................................................................................................ 32 What Should Be Done about the Gender Wage Gap?............................................................................... 33 Types of Compelling Questions............................................................................................................. 34 Design Notes: Crafting a Compelling Compelling Question..................................................................... 42 Conclusion........................................................................................................................................ 46

CHAPTER 3 STRESS TESTING THE COMPELLING QUESTION THROUGH THE SUMMATIVE ARGUMENT TASK............................................................................................................ 47 Constructing the Summative Argument Task......................................................................................... 48 Stress Testing the Compelling Question ................................................................................................ 50 Drafting Argument Stems................................................................................................................... 52 Design Notes: Don’t Skip the Argument Stems!....................................................................................... 54 Conclusion........................................................................................................................................ 57

Table of Contents

iii

PHASE II FILLING THE INQUIRY.......................................................................................................................................... 59

CHAPTER 4 SEQUENCING THE CONTENT THROUGH SUPPORTING QUESTIONS.................................................. 63 Building Content through Supporting Questions................................................................................... 63 Constructing a Question Logic through Supporting Questions................................................................. 65 Design Notes: Getting Logical through Supporting Questions.................................................................. 73 Conclusion........................................................................................................................................ 75

CHAPTER 5 USING DISCIPLINARY SOURCES TO BUILD ARGUMENTS .........................................................................77 Sources in an Inquiry......................................................................................................................... 78 How Content and Evidence Are Represented in Sources........................................................................... 81 Constructing a Source Logic in an Inquiry............................................................................................ 85 Design Notes: Doing Inquiry One Source at a Time ............................................................................... 88 Conclusion........................................................................................................................................90

CHAPTER 6 BUILDING THE KNOWLEDGE THROUGH THE FORMATIVE PERFORMANCE TASKS...........................91 Defining the Task Logic...................................................................................................................... 92 Constructing a Task Logic ................................................................................................................. 93 Design Notes: Focusing on the Formative Performance Tasks................................................................. 100 Conclusion...................................................................................................................................... 103

PHASE III FINISHING THE INQUIRY.................................................................................................................................. 105

CHAPTER 7 CREATING CURIOSITY BY STAGING THE COMPELLING QUESTION....................................................109 Staging the Compelling Question....................................................................................................... 110 Types of Staging Activities..................................................................................................................111 Design Notes: How to Stage the Compelling Question ............................................................................115 Conclusion.......................................................................................................................................117

CHAPTER 8 MAKING CONNECTIONS WITH EXTENSION TASKS............................................................................... 119 What are Extension Tasks?................................................................................................................ 120 The Function of Extension Tasks in an Inquiry................................................................................... 120 The Characteristics of Extension Tasks................................................................................................121 Extension Types............................................................................................................................... 123 Design Notes: Getting Creative with Extension Tasks ........................................................................... 126 Conclusion...................................................................................................................................... 128

The Inquiry Design Model: Building Inquiries in Social Studies

CHAPTER 9 TAKING IT TO THE BRIDGE WITH INFORMED ACTION.........................................................................129 Designing Taking Informed Action .................................................................................................... 130 Types of Action .................................................................................................................................131 But, Wait? I Teach History. How Can You Take Action On That?......................................................... 135 Design Notes: Getting Started with Taking Informed Action................................................................. 137 Conclusion...................................................................................................................................... 140

CHAPTER 10 FINISHING AN INQUIRY BY LOOKING VERTICALLY................................................................................ 141 Aligning the Blueprint Elements Vertically.......................................................................................... 142 Reviewing Vertical Alignment, Part I: Compelling Questions, Summative Argument, and Argument Stems...................................................... 143 Reviewing the Vertical Alignment, Part II: Supporting Question, Formative Performance Task, and Featured Sources.............................................. 144 Reviewing the Vertical Alignment, Part III: Conceptual Clarity from Compelling Question to Taking Informed Action............................................... 146 Conclusion.......................................................................................................................................147

CONCLUSION.................................................................................................................................................. 149 Wrapping Up—Part I...................................................................................................................... 150 Wrapping Up—Part II..................................................................................................................... 152

APPENDIX EXAMPLES OF IDM BLUEPRINTS 3rd Grade Children’s Rights Inquiry................................................................................................... 157 5th Grade Puerto Rico Inquiry........................................................................................................... 158 7th Grade Great Compromise Inquiry................................................................................................. 159 10th Grade Modernization Inquiry..................................................................................................... 160 10th Grade Apartheid Inquiry............................................................................................................161 12th Grade Gender Wage Gap Inquiry................................................................................................ 162

SUBJECT INDEX.............................................................................................................................................. 163 ABOUT THE AUTHORS................................................................................................................................... 167

Table of Contents

Foreword WALTER PARKER

This book is both brilliant and practical. Either of these would be an accomplishment, so the combination is special. The book presents a model of curriculum and instruction for teaching social studies with and for inquiry. It is a user’s guide that will help social studies teachers do the very thing they are asked mainly to do: design and implement inquiry lessons that teach students how to make evidencebased claims and how to evaluate the strength of claims made by others—textbook authors, teachers, public officials, journalists, internet trolls, and so on. When we teach with inquiry, we engage students in a way of thinking so that they will learn important content. The content may be the causes of famines, why some social movements succeed while so many fail, the consequences of the agricultural revolution, the history of democracy, the fall of the Qing dynasty, the invention of human rights—whatever subject matter the curriculum requires and teachers, in their role as curriculum gatekeepers, choose to emphasize. When we teach with inquiry, inquiry is a means to learn this content. But when we teach for inquiry, we aim to develop students’ ability to engage in this way of thinking: to make evidencebased arguments, whatever the content. When we teach for inquiry, in other words, the inquiry process becomes an end in itself, an instructional goal valued for the kind of reasoning it cultivates. When we teach with inquiry, we have a content goal. When we teach for inquiry, we have a thinking goal. The trick is to do both, simultaneously—to teach with and for inquiry. Students learn to answer a compelling content question with an evidence-based argument. They learn what an evidence-based argument is in addition to learning about the causes of famines, the history of democracy, or whatever content is selected for instruction. The question students answer is inquiry-worthy because it deals with a “ juicy piece of content,” as the authors of this book say. It is a compelling question around which additional questions and content swirls, like planets orbiting a star. Choosing the right “star” is at the Foreword

heart of the Inquiry Design Model (IDM), and a whole course made of such stars, one well-designed inquiry after another, would be a triumph. But, I’m getting ahead of myself. Let me return to why the book is brilliant and practical. It is brilliant because the authors’ understanding of classroom inquiry is deep and generative. Their grasp of inquiry has been honed in the furnace of study and practice—in knowledge of the long tradition of inquiry in the social studies but also in real-time discussions with other scholars and teachers who are making classroom inquiry common and routine, not special and rare. Most important, their understanding has been sharpened in numerous attempts to design inquiry plans of their own and with teachers in workshops they have led and with students at the universities where they teach. The result—the IDM—is presented in the three parts and ten chapters of this meticulously organized book. At the center is the evidencebased argument. As Swan, Lee, and Grant write, “developing the skill of argumentation is the most important contribution of a strong social studies education.” Learning to make and evaluate evidencebased arguments is the singular, unifying, intellectual goal of all social studies courses. The book is practical because it is grounded in the classroom work of social studies teachers and because it aims to improve classroom practice. Because it is practice-centered, the book is both realistic and idealistic. The IDM itself is practical because it lays out a clear path from compelling question to evidence-based argument. Readers will learn the model, soup to nuts. How can we craft a compelling question that is actually compelling? This is detailed here. How do we scaffold students’ creation of an evidence-based argument that answers that question? This is detailed here. The four dimensions of the C3 Framework’s Inquiry Arc—framing the question, mobilizing disciplinary knowledge, making and evaluating claims, and then applying and expressing them—are made real and concrete. Sticking points are revealed, pitfalls are highlighted, and rigor and quality are pursued relentlessly. Helpful examples are abundant. The implications for civic education (education for democracy) are straightforward and potent. People living in societies that are struggling to create or maintain democratic systems of government are obligated to weigh evidence and grapple with competing accounts. They are required not to “ jump to conclusions” but, instead, to be patient and evenhanded, to sort things out, to listen and read, to reason and observe, and to exercise judgment. 2

The Inquiry Design Model: Building Inquiries in Social Studies

Everything from jury duty to voting and deliberating public policy depends on “we the people” being able to pull this off. This is democratic work and intellectual work all at once, and it is not easy. It is the core meaning of the slogan “Question Authority.” Indeed, inquiry is how to question authority. It is intelligence in operation. It is the evidence- and logic-based way to apply the mind to problems. It is a content-rich way, obviously, because inquiry is meaningless without powerful subject matter. It is a values-rich way, too, for it unabashedly values critical thinking, experimentation, revision in light of evidence, respect for multiple perspectives, and an open future. It values, in other words, a political culture that favors science (evidence, transparency, refutation) over folklore or dogma, and it values liberal democracy (freedom, justice, popular sovereignty) over tyranny and oppression. Importantly, it does not prescribe where students should end up. It does not indoctrinate them but, rather, respects their budding autonomy and, with it, their growing capacity to make uncoerced decisions. Nearly everyone makes evidence-based arguments. What teachers try to accomplish in inquiry-based social studies classrooms is teaching students how to make evidence-based arguments of the highest quality. This involves, for teachers, connecting theory to practice. Theory means understanding what we are doing; practice means doing as we understand, using what we’ve learned. To have a teaching practice is to study teaching while doing it, experimenting as we go. Clearly, the two are inseparable. In his 1910 book How We Think, John Dewey called this “the double-movement of reflection.” We humans observe and do things, and then we reflect on (theorize) what our observations and actions mean. We then test these theories in new observations and actions, and then use this new material to revise our theories, recursively. We test our countless little theories in countless new experiences, and we use the new experiences to revise our theories. This dance, this double movement, is how we get on, intelligently, in the world. The process is continuous, until we stop learning for whatever reason: maybe our theories are no longer challenged by new evidence, so they just seem “true”; or our resources dry up, or we get lazy. When we joke, “Don’t bother me with the facts, I’ve already made up my mind,” we acknowledge that our inquiry has ended, that we have become attached to a particular claim and aren’t going to pay attention to experience or evidence anymore. What the IDM aims to do is educate the inherent human capacity for inquiry, shaping it from its everyday, casual form to its more rigorous, scientific form—from undisciplined to disciplined inquiry. Foreword

This is why children and youth are sent to school. This is what social studies education is for. It furnishes students’ minds with the subject matter of history and the social sciences and it empowers them to reason with evidence—sourcing, contextualizing, corroborating, questioning. This liberates them to think outside the boxes of their upbringing and the status quo. Inquiry is a blade that can cut through the crust of conventional wisdom, leading the thinker into the unknown, thinking the not-yet-thought. This is its social justice rationale. All of our students should have access to it. So, let’s get to it. Swan, Lee, and Grant have loads of experience developing and evaluating inquiries, and they lay it out succinctly in these pages. I invite you to let them be your coaches for planning and leading high-quality classroom inquiries.

The Inquiry Design Model: Building Inquiries in Social Studies

Introduction The College, Career, and Civic Life (C3) Framework for State Social Studies Standards ushered in an important opportunity to articulate a common vernacular for and a curricular approach to inquiry.1 Featuring four distinct but inter-connected dimensions, the C3 Inquiry Arc lays out a process for supporting students to ask questions about our social world, use concepts and tools from the disciplines that make up social studies, analyze and argue about what they have learned, and apply that knowledge to the challenges that face our world today. While the C3 Framework was an important step in clarifying what inquiry should ideally look like in social studies, teachers understandably wanted more. Teachers have rightfully wondered: How do I teach the Civil War or the Civil Rights Movement or the Gilded Age through inquiry? How do the four dimensions apply to wealth inequality, or teaching the three branches of government, or push and pull patterns of immigration? What are the interim steps students need to take to answer a compelling question with an evidence-based essay? And, how in the world do students take action on topics as distant and abstract as ancient history, World War II, and the like? Soon after the publication of the C3 Framework, we became acutely aware of the challenges teachers faced in visualizing the four dimensions as curriculumâ&#x20AC;&#x201D;the language of classrooms. The opportunity to create curriculum using the spine of the Inquiry Arc came in 2014 when we created the New York Toolkit Project (http://www.c3teachers.org/new-york-hub/), a set of 84 curriculum units or inquiries (six each at grades K-11, twelve at grade 12) that aligned to the newly published social studies content standards in New York. The New York Toolkit Project allowed us to operationalize a curricular vision for the C3 Framework we now call the Inquiry Design Model or IDM.2 Over the course of a year, with the help of a committed and innovative group of K-12 teachers, we kicked the tires of IDM trying to hone a way to do curriculum that would elevate and further articulate inquiry but not annoy teachers with over-prescriptions and other lesson plan tedium. And, we did our fair share of kicking. Introduction

In 2017, we published our first book on IDM, Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model in which we outlined the core elements of inquiry—questions, tasks and sources—that appear within the blueprint.3 The blueprint is the centerpiece of IDM, allowing designers to represent an inquiry’s compelling and supporting questions, formative and summative tasks, and disciplinary sources. We confine the blueprint to one page as it provides a visual snapshot of an inquiry, devoid of the day-to-day detailed procedures that often weigh down lesson and unit plans. Although teachers appreciate a theoretical grounding in inquiry’s key elements, early IDM adopters/designers persisted in wanting to know how to actually create inquiries using IDM. Heeding their advice, we began to mine our own process for creating inquiries in an effort to reveal the sticking points that teachers encountered when trying to create their own. We wrote this design book wanting to understand: how do you really (we mean, really) write an inquiry? Where do you start and how do you finish? What ideas come in-between? How do we teach others to do the IDM without falling down the rabbit hole of making things too complex, too convoluted, or too esoteric? Could we be as clear about a process for developing an IDM as we were in defining the C3 Inquiry Arc? As methods instructors, we couldn’t help but tackle this challenge and this book is the product of a 4-year conversation (and on some days, argument) about how exactly we do IDM. We have organized this book into three phases of inquiry construction: Framing the Inquiry, Filling the Inquiry, and Finishing the Inquiry. We provide an overview of all three phases in this Introduction, but first, we articulate a number of overarching ideas about the design process.

The Reality Is that the IDM Is a (Frustratingly) Complex Process We do have several caveats to our IDM design process: It isn’t always that sequential and sometimes it’s not all that clear either. Although it would be nice if curriculum design was like following a recipe in cookbook, it just isn’t. The design process is at some times linear; at others it is iterative. But it is always highly creative and thus, very personal. There is also a deep collaborative element that strengthens the inquiry design process and enables the momentum that makes design possible. In the following bullets, we list out these seven key realities of the design process as a backdrop to the IDM path we outline across the 10 chapters of this book. 6

The Inquiry Design Model: Building Inquiries in Social Studies

• IDM design is iterative. What we have learned is that developing a blueprint requires pencils, not pens. We start our own inquiries and professional development sessions with blank copies of the blueprint and a set of pencils (with erasers). As we work through the various boxes of the blueprint and start to tighten the alignment, we move to the computer to finalize the design. • IDM design is creative. Blueprints are often inspired by the sources that we encounter during our research. A memorable photograph, a puzzling article, or a confounding data set can often get the creative energy flowing for an inquiry. We talk about finding a content angle in Chapter One of this book but, in reality, inspiration comes when it comes and it can happen totally out of order to the design process. We like to seize these moments and enjoy the creative energy that comes when we find a curricular muse. • IDM design is all about coherence. In this book, we talk a lot about alignment, both vertical and horizontal. Essentially, alignment is a synonym for coherence. When we examine a blueprint, we are looking to see that the content of the inquiry is coherent—that there is a logic about how the content of the inquiry unfolds from the Compelling Question to the Taking Informed Action sequence. Moreover, we are looking for pedagogical coherence: Has the inquiry designer created a strong instructional sequence for building up students’ capacity to construct an evidencebased argument? A good inquiry is coherent around both the content and pedagogy and, when it is, we marvel at the elegant architecture of the one-page blueprint to accomplish so much. • IDM design is personal. Designing inquiries is ultimately a personal pedagogical process and so we are reticent to suggest a generic approach with steps 1, 2, 3…. Teachers bring their own content knowledge and pedagogical preferences to the design process. As a result, each blueprint reflects a designer’s ability to create her or his own instructional artistry within the blueprint. We think that teachers are beginning to innovate around IDM, making it their own personal curriculum tool. And, we celebrate that! • IDM design is contextual. The design process is contextual because every group of students is different. The IDM process should be customized around a set of “real” students, not hypothetical ones. For this reason, we publish inquiries on C3 Teachers (http://www. c3teachers.org) in both PDF and Word. We do this purposefully Introduction

SUBJECT INDEX Alignment................................................................................16, 57, 64, 150-2 coherence �� 7, 60, 74-5 horizontal ��7 vertical ��7, 141-8 SEE ALSO

logics, horizontal alignment, vertical alignment

Argumentation.......................................................................47-50, 59, 61, 93 SEE ALSO

summative argument task

Argument stems........................................................ 17, 50-7, 64-5, 74, 83-5 argument stance ��51, 84 claims.............................................................................................................. 51, 84-5 stress testing..................................................................................... 47, 50-1; 55, 57

Backward mapping ��15-6, 47 Cross-curricular connections ��122, 127 C3 Teachers........................................................................................8, 94, 152 College, Career, and Civic Life (C3) Framework for State Social Studies Standards ��5, 27, 149 Inquiry Arc............................................................................................. 5, 6, 149, 152

Compelling questions.................................................... 16, 17, 29-46, 47-57 analytic questions ��37, 41 broad-brush questions ��35, 41 case-study questions �� 35-6, 41 comparative questions ��37-8, 41 evaluative questions ��38, 41 ironic questions ��40, 41 mystery questions �� 40-1 personalized questions ��36, 41 problem-based questions �� 38-9, 41 rigor and relevance......................................................... 29-34, 42-4, 46,48, 110 types of �� 34-42 word play questions ��39-40, 41 yes/no questions �� 42 SEE ALSO

staging, vertical alignment Index 163

Content................................................... 16-7, 19-28, 29, 44, 64-5, 82, 88-9 content angle �� 20-8, 50-1, 64 sources ��81-4 SEE ALSO

standards

Differentiation �� 89 see also disciplinary sources

Disciplinary sources �� 61, 77-90 building knowledge �� 80, 88 complexity of content �� 87 constructing arguments ��80-1 differentiation ��89 evidence �� 77-8, 81-5 perspectives ��87-8 source type ��85-7 sparking curiosity ��78-9 SEE ALSO

source logic

Extension tasks............................................................................106, 119-128 action-oriented tasks �� 123 analytical tasks ��123-4 arguments ��120 characteristics �� 121-3 community-oriented tasks �� 124 creative and expressive tasks �� discussion-oriented tasks �� 125 function �� 120-1 personal tasks �� 125 project-based tasks �� 125-6 types �� 123-6

Formative performance task ��61, 91-103 deliberative tasks ��96-7 disciplinary tasks �� 98-9 multi-modal tasks ��97-8 research tasks �� 95-6 supporting questions ��100 taking informed action ��131 types ��92 verbs ��102-3 writing tasks �� 94-5 SEE ALSO

task logic

164 The Inquiry Design Model: Building Inquiries in Social Studies

IDM blueprint............................................6, 7-8, 15, 28, 47-50, 73, 91; 130, 138, 142, 149-50 checklist �� 150-2 SEE ALSO

Inquiry Design Model

Inquiry Design Model (IDM)........................ 5-11, 16-17, 28, 29-30, 48, 50, 55, 60, 73-4, 77, 88, 142, 149, 152 realities �� 6-8

Logics..........................................................................................................57, 60 SEE ALSO

content logic, task logic, source logic

Media specialists ��89 New York Toolkit Project ��1, 149 Question Formulation Technique (QFT)

112-3

Question logic............................................................................. 60, 63, 65-72 types �� 67-73 SEE ALSO

supporting questions

Questions....................... SEE compelling questions, supporting questions Source logic �� 61, 85-8 SEE ALSO

disciplinary sources

Staging the compelling question �� 106, 109-117 brainstorming activities �� 111-3 compelling question ��110-1 standards �� 111 types �� 111-5 text-based source activities ��114-5 visual source activities �� 113-4

Standards................................................................ 16, 19-20, 22-7, 81-2, 149 Summative argument task �� 17, 47-57, 93-4 claims �� 48-54 compelling questions �� 47-57 evidence-based argument �� 47, 59-60, 77, 105-6 formative performance tasks �� 92 SEE ALSO

argumentation, argument stems

Supporting questions ��60, 63-75, 82-3 SEE ALSO

formative performance task, vertical alignment

Index 165

Taking informed action �� 107, 129-140 citizenship ��129 embedded ��131, 139 history classes �� 135-7 options ��139 stages �� 130-1 types �� 131-5

Task logic.............................................................................................. 61, 92-9 deliberation task logic ��96-7 disciplinary task logic �� 98-9 multi-modal task logic ��97-8 research task logic �� 95-6 types �� 94-9 writing task logic �� 94-5

Vertical alignment �� 141-8 argument stems ��143-4 compelling questions ��143-4, 146-7 featured sources �� 144-6 formative performance tasks �� 144-6 summative argument ��143-4 supporting questions �� 144-6 taking informed action ��146-7

166 The Inquiry Design Model: Building Inquiries in Social Studies

ABOUT THE AUTHORS The authors of this book are the lead authors of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. Kathy Swan is a professor of social studies education in the College of Education at the University of Kentucky. John Lee is a professor of social studies education in the College of Education at North Carolina State University. S.G. Grant is a professor of social studies education in the Graduate School of Education at Binghamton University.

Index 167

INQUIRY SERIES

www.socialstudies.org

www.c3teachers.org

NCSS | C3 TEACHERS

NCSS Publications 170100

INQUIRY DESIGN MODEL: BUILDING INQUIRIES IN SOCIAL STUDIES

co-published with

Building Inquiries in Social Studies

www.socialstudies.org

co-published with

www.c3teachers.org

KATHY SWAN JOHN LEE S.G. GRANT FOREWORD BY WALTER PARKER