So…What’s the Right Answer?
March 31, 2015
Our Team
Section Chief K-12 Social Studies
Fay Gore
NC Character Education
Coordinator
Fay.Gore@dpi.nc.gov
Program Assistant
Bernadette Cole
Bernadette.Cole@dpi.nc.gov
K-12 Social Studies Consultants
Ann Carlock
Ann.Carlock@dpi.nc.gov
Justyn Knox
Justyn.Knox@dpi.nc.gov
Michelle McLaughlin
Michelle.Mclaughlin@dpi.nc.gov
Scott Garren
Scott.Garren@dpi.nc.gov
Expected Outcomes
Gain a mutual understanding of
• the inquiry process
• how to DO HISTORY & effectively research
• how to create a compelling question
• how to evaluate evidence
• how to facilitate authentic student
thinking to arrive at one’s own truths
Activity
• What is inquiry?
• What are the components of a
compelling question?
• What should teaching and learning look
like?
• How should valid and credible
resources be selected?
Inquiry
• Inquiry is defined as "a seeking for truth, information,
or knowledge -- seeking information by questioning.“
• As a general instructional strategy, it is a complex
process that allows students to make deeper
connections with what they are learning.
• From a Social Studies perspective, it is the hope that
this understanding will lead to students taking more
informed action as an engaged citizen.
C3 Framework (2013)
Components of a compelling question?
When determining if a question is compelling, ask yourself whether it
allows students to:
❏ Focus on enduring issues and concerns?
❏ Explore curiosities about how things work?
❏ Interpret and apply disciplinary concepts?
❏ Construct arguments in response to unresolved issues?
❏ Ask additional questions? What Supporting questions need to first
be answered?
❏ Is the question relevant to contemporary times?
❏ Is the question debatebale?
❏ Will the question hold the sustained interest of the grade level
student for which it is intended?
❏ Is the question challenging?
Is a compelling question critical to the inquiry process?
C3 Framework (2013) & Lesh (2011)
What should teaching and
learning look like?
“In history courses I took in school we read
about history, talked about history and wrote
about history; we never actually did history. If I
had learned basketball in this way, I would have
spent years reading interpretations and
viewpoints of great players, watching them play
games and analyzing the results of various
techniques and strategies.”
-Anecdote from a teacher in Stephane Levesque’s Thinking Historically
How should valid and credible sources be selected?
❏
Identify if a source is categorized as primary or secondary
❏
Determine the relevance of a source both in print and in digital formats
❏
Determine the disciplinary context
❏
Identify the author’s bias, motive and point of view
❏
Make a claim with an awareness of the counterclaim and know how to defend against a counter
claim
❏
Reconcile multiple perspectives on the same content
❏
Identify both consistencies and inconsistencies in evidence
❏
Articulate how other experts regard the source's value, validity and credibility
❏
Cite sources in order to avoid plagiarism
❏
Identify when and why evidence may have limitations
http://ssnces.ncdpi.wikispaces.net/Evaluating+Sources+and+Using+Evidence (2014)
The results of validating evidence:
❏ Students should be able to provide well-reasoned explanations, claims and arguments
that are supported by valuable evidence.
❏ It is not only important that students be able to analyze a source through multiple
disciplinary lenses, the student should additionally be able to evaluate the source and
determine its credibility, value and validity.
❏ Students will know the difference between an opinion, an explanation and an
argument.
❏ This is an opportunity for the student to reflect as to if the selected sources
represented all of the available and valuable evidence that is needed to answer their
compelling question.
http://ssnces.ncdpi.wikispaces.net/Evaluating+Sources+and+Using+Evidence (2014)
Describe what actions are being
depicted…
Describe what actions are being
depicted…
Describe what actions are being
depicted…
Describe what actions are being
depicted…
Practice
Working in teams, evaluate the provided evidence
packets bearing in mind these questions:
1. What information is provided?
2. What is the context? What was going on during
that time period? What background information do
you have that helps explain the information?
3. What is between the lines? Who created the
source and what do you know about that person?
4. Who was the source created for?
5. Why was the source produced?
Generate at least one compelling question that your
evidence could answer.
Lesh (2011)
Public History Assignment
Having absorbed all the evidence, create the historical marker (less
than 100 words) that should be placed at the entrance of
Monticello. Describe your interpretations of Thomas Jefferson.
Taking into account specific factors involved in the events and the
publics opinions and conflicting perceptions of Thomas Jefferson.
Finally, be prepared to explain why you came to this decision and
which document had the most influence and why?
Classroom Tips
Classroom Tips
❏ How to create your own Google Search Engine
❏ Practice document
❏ Evaluating Valid Websites
❏ Source Code Meta Tags
❏ Resources
Resources
http://ssnces.ncdpi.wikispaces.net/Evaluat
ing+Sources+and+Using+Evidence
VanSledright, B.A. (2014). Assessing
historical thinking and
understanding: Innovative designs
for new standards. New York:
Routledge.