John Lee, Ph.D. C3 Framework and Inquiry Learning
Transcript of John Lee, Ph.D. C3 Framework and Inquiry Learning
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John Lee, Ph.D.
C3 Framework and Inquiry Learning
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“Social Studies is so BORING and
i r r e l e v a n t ”
“I hate memorizing all of
those names and dates!”
“We sure watch a lot of movies!”
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Ferris Buellers Day Off, 1986
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Raiders of the Lost Ark, 1981
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• Foundation for new standards
• Companion to existing state
standards
• Recalibrate Relationship with
Literacy
• Professional Learning (In-service
and pre-service) framed by an
Inquiry Arc
• Implications for Curriculum and
Instruction
• Assessment reform
http://www.socialstudies.org/c3
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C3 Foundations
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C3
Inq
uir
y A
rc
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• Dimension 1: Developing Questions and Planning Inquiries
• Dimension 2: Applying Disciplinary Tools and Concepts (Civics, Economics, Geography, and History)
• Dimension 3: Evaluating Sources and Using Evidence
• Dimension 4: Communicating Conclusions and Taking Informed Action
Wh
at is
th
e C
3 F
ram
ewo
rk?
C3
Inq
uir
y A
rc
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Wh
at is
th
e C
3 F
ram
ewo
rk? The C3 Framework fully incorporates and extends the
expectations for literacy learning put forward in the ELA Common Core. We view the literacy skills detailed in the ELA Common Core as establishing a foundation for inquiry in social studies. These literacy skills are an indispensable part of social studies.
Lite
racy
• Useful Connections to CC Anchor Standards
• Focus on argumentation, the use of evidence, source work, and discourse
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Wh
at is
th
e C
3 F
ram
ewo
rk?
• Questioning
• Selecting sources
• Gathering information from sources
• Evaluating sources
• Making claims
• Using evidence
• Constructing arguments and explanations
• Adapting arguments and
explanations
• Presenting arguments and explanations
• Critiquing arguments and explanations
• Analyzing social problems
• Assessing options for action
• Taking informed action
C3
Lit
era
cie
s
• Using deliberative processes
• Participating in school settings
• Following rules
Inq
uir
yD
isci
plin
ary
• Classifying historical sources
• Determining the purpose of an historical source
• Analyzing cause and effect in history
• Making economic decisions
• Using economic data
• Identifying prices in a market
• Reasoning spatially
• Constructing maps
• Using geographic data
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Wh
at is
th
e C
3 F
ram
ewo
rk?
Wh
at is
th
e C
3 F
ram
ewo
rk? Now more than ever, students need the intellectual power to
recognize societal problems, ask good questions and develop robust investigations into them, consider possible solutions and consequences, separate evidence-based claims from parochial opinions, and communicate and act upon what they learn.
Civ
ic E
nga
gem
en
t
• The Civic Arc of the C3.
• Civil and democratic discourse within a diverse and collaborative context.
– e.g., Individually and with others, students will…
– e.g., D2.Civ.9.9-12. Use appropriate deliberative processes in multiple settings.
• Taking Informed Action
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C3 Framework Organization
73 indicators in the four Dimensions
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Dimension 2:Applying Disciplinary Tools and Concepts
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Indicators and Pathways
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• Foundation for new standards
• Companion to existing state
standards
• Recalibrate Relationship with
Literacy
• Professional Learning (In-service
and pre-service) framed by an
Inquiry Arc
• Implications for Curriculum and
Instruction
• Assessment reform
![Page 18: John Lee, Ph.D. C3 Framework and Inquiry Learning](https://reader035.fdocuments.us/reader035/viewer/2022081401/6290593247e30b3bb34ec7b4/html5/thumbnails/18.jpg)
IDM components
Dr. John Lee | NC State| 2015
• Component I—Questions
• Component II—Tasks
• Component III—Sources
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IDM follows C3 Inquiry Arc
Students ask
a
COMPELLIN
G
question……
Students answer
in the form of a
SUMMATIVE
ARGUMENTIn the middle are the
FORMATIVE TASKS
(Content and Skills)
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InquiryDesignModel(IDM)Blueprint
CompellingQuestion
Standards
Supporting
Question1
Supporting
Question2
Supporting
Question3
Formative
PerformanceTask
Formative
PerformanceTask
Formative
PerformanceTask
FeaturedSources FeaturedSources FeaturedSources
Summative
PerformanceTask
TakingInformedAction
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Inquiry Design Model:
Questions
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IDM and C3 Inquiry Arc
Students answer
in the form of a
SUMMATIVE
ARGUMENTIn the middle are the
FORMATIVE TASKS
(Content and Skills)
Students ask
a
COMPELLIN
G
question……
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Compelling questions
Dr. John Lee | NC State| 2015
Characteristics of compelling questions:
• Set the opening frame for an inquiry
• Express the intellectual rigor and student relevance of an inquiry
• Set up the summative performance task
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Intellectually rigorous
Dr. John Lee | NC State| 2015
A compelling question:
• Reflects an enduring issue, concern, or debate in the field
• Demands the use of multiple disciplinary lenses and perspectives
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Relevant to students
Dr. John Lee | NC State| 2015
A compelling question:
• Reflects one or more qualities or conditions that we know children care about
• Honors and respects children’s intellectual efforts
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Compelling…or not so compelling?
Dr. John Lee | NC State| 2015
• Did slavery make economic sense?
• How could slave owners justify their actions?
• Who were three abolitionists?
• Was everyone in the South a racist?
• Should former slaves have received reparations?
• What were the causes of the Civil War?
• Can words lead to war?
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8thGradeUncleTom’sCabinInquiry
CompellingQuestion
Canwordsleadtowar?
Georgia
Grade8
SocialStudies
Standards
SS8H6ThestudentwillanalyzetheimpactoftheCivilWarandReconstructiononGeorgia.
a. ExplaintheimportanceofkeyissuesandeventsthatledtotheCivilWar;
Gathering,Using,andInterpretingEvidence;ChronologicalReasoningandCausation;ComparisonandContextualization
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Supporting questions
Dr. John Lee | NC State| 2015
• Support and extend the Compelling Question
• Represent the disciplinary knowledge desired
• Reflect the sources selected
• Inspire formative performance tasks
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8thGradeUncleTom’sCabinInquiry
CompellingQuestion
Canwordsleadtowar?
Georgia
Grade8
SocialStudies
Standards
SS8H6ThestudentwillanalyzetheimpactoftheCivilWarandReconstructiononGeorgia.
a. ExplaintheimportanceofkeyissuesandeventsthatledtotheCivilWar;
Gathering,Using,andInterpretingEvidence;ChronologicalReasoningandCausation;ComparisonandContextualization
SupportingQuestion1 SupportingQuestion2 SupportingQuestion3 SupportingQuestion4
HowdidHarrietBeecherStowedescribeslaveryin
UncleTom’sCabin?
WhatledHarrietBeecherStowetowriteUncleTom’s
Cabin?
HowdidNorthernersandSouthernersreactto
UncleTom’sCabin?
WhatwastheimpactofUncleTom’sCabinon
abolitionism?
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Inquiry Design Model:
Tasks
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Students answer
in the form of a
SUMMATIVE
ARGUMENTIn the middle are the
FORMATIVE TASKS
(Content and Skills)
Students ask
a
COMPELLIN
G
question……
IDM and C3 Inquiry Arc
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A Task-based approach
Dr. John Lee | NC State| 2015
• Formative Performance Tasks
• Summative Performance Tasks
• Modular Performance Tasks
– Summative Extensions/Adaptations
– Taking Informed Action
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Task provide opportunities to assess students' learning
Dr. John Lee | NC State| 2015
Focus on…
• Content Knowledge
• Conceptual Knowledge
• Skills:– Disciplinary Skills
– Inquiry Skills
– Literacy Skills
– Technology Skills
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Formative Performance Tasks
Dr. John Lee | NC State| 2015
• In order to make a coherent and evidenced-based argument, – students need to build their knowledge base;
– students need practice with argumentation skills;
– students need a strong conceptual foundation;
• Formative task work is purposeful—there is no “gotcha” summative assessment.
• These formative tasks are framed by the supporting questions.
*Note: formative tasks often follow a skill progression of increasing complexity.
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8thGradeUncleTom’sCabinInquiry
CompellingQuestion
Canwordsleadtowar?
SupportingQuestion1 SupportingQuestion2 SupportingQuestion3 SupportingQuestion4
HowdidHarrietBeecherStowedescribeslaveryin
UncleTom’sCabin?
WhatledHarrietBeecherStowetowriteUncleTom’s
Cabin?
HowdidNorthernersandSouthernersreactto
UncleTom’sCabin?
WhatwastheimpactofUncleTom’sCabinon
abolitionism?
Formative
PerformanceTask
Formative
PerformanceTask
Formative
PerformanceTask
Formative
PerformanceTask
SummarizetheplotofUncleTom’sCabin,and
identifymainideasandsupportingdetailsfrom
Stowe’sdescriptionofslaveryinUncleTom’s
Cabin.
Identifyfourquotesinthesourcesthatpointto
Stowe’smotivationandwriteaparagraph
explaininghermotivation.
ComparetheviewpointsexpressedinNorthern
andSouthernnewspapersusingaT-
chartandmakeaclaimaboutthedifferences.
Participateinastructureddiscussionregardingthe
impactUncleTom’sCabinhadonabolitionism.
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Summative Performance Tasks
Dr. John Lee | NC State| 2015
Takes form as an argument.
An argument is a collection of claims supported by relevant evidence, which can be considered an answer to the question investigated by the research.
As arguments become more sophisticated, students might include counterclaims.
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8thGradeUncleTom’sCabinInquiry
CompellingQuestion
Canwordsleadtowar?
SupportingQuestion1 SupportingQuestion2 SupportingQuestion3 SupportingQuestion4
HowdidHarrietBeecherStowedescribeslaveryin
UncleTom’sCabin?
WhatledHarrietBeecherStowetowriteUncleTom’s
Cabin?
HowdidNorthernersandSouthernersreactto
UncleTom’sCabin?
WhatwastheimpactofUncleTom’sCabinon
abolitionism?
Formative
PerformanceTask
Formative
PerformanceTask
Formative
PerformanceTask
Formative
PerformanceTask
SummarizetheplotofUncleTom’sCabin,and
identifymainideasandsupportingdetailsfrom
Stowe’sdescriptionofslaveryinUncleTom’s
Cabin.
Identifyfourquotesinthesourcesthatpointto
Stowe’smotivationandwriteaparagraph
explaininghermotivation.
ComparetheviewpointsexpressedinNorthern
andSouthernnewspapersusingaT-
chartandmakeaclaimaboutthedifferences.
Participateinastructureddiscussionregardingthe
impactUncleTom’sCabinhadonabolitionism.
Summative
PerformanceTask
Canwordsleadtowar?Constructanargument(e.g.,detailedoutline,poster,essay)thatdiscussestheimpactofUncleTom’sCabinusingspecificclaimsandrelevantevidencefromhistoricalsourceswhile
acknowledgingcompetingviews.
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Uncle Tom’s Cabin:
Can Words Lead to War?
• Argument stems: Students’ arguments likely will vary, but could include any or all of the following claims:
• Words can lead to war when words, such as the words in Uncle Tom's Cabin, help people to express their disagreements with others.
• The causes of the Civil War and most other wars are very complicated and cannot be boiled down to words in a book such as Uncle Tom's Cabin.
• It is difficult to determine the extent to which Uncle Tom’s Cabin contributed to the Civil War, but the book did support abolitionism.
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Modular Performance Tasks
Dr. John Lee | NC State| 2015
• Staging the Compelling Question
• Extensions or alternative ways for students to express their arguments.
• In keeping with C3 Framework: D4.3.6-8. Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
• Taking Informed Action
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Exa
mple
s o
f S
um
mative
Exte
nsio
ns
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Taking Informed Action
Dr. John Lee | NC State| 2015
• Ways for students to civically engage with the inquiry.
• Sometimes action is embedded in summative performance task.
• In keeping with C3 Framework,
– Step 1: Understand the problem
– Step 2: Assess the problem
– Step 3: Take Action on the problem
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Taking Informed Action
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IDM Taking Informed Action
Complexity of the Effort
Lo
cu
s o
f A
cti
vit
y
Research Issue relevant to Inquiry
Identifying the problem(s) and
possible civic action(s)
Understand Problem Assess Options Apply Action
Cla
ssro
om
Sch
oo
lC
om
mu
nit
y Organizing a boycott
Organizing a fundraising event for an issue/cause
Uploading a PSA to a website
Circulating apetition
Write a letter to an editor
School Newspaper Special Issue
Organizing a school assembly
Bringing stakeholders together for a
classroom forum.
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8thGradeUncleTom’sCabinInquiry
CompellingQuestion
Canwordsleadtowar?
Georgia
Grade8SocialStudies
Standards
SS8H6ThestudentwillanalyzetheimpactoftheCivilWarandReconstructiononGeorgia.
a. ExplaintheimportanceofkeyissuesandeventsthatledtotheCivilWar;
Gathering,Using,andInterpretingEvidence;ChronologicalReasoningandCausation;Comparisonand
Contextualization
StagingtheQuestion
Considerthepowerofwordsandexamineavideoofstudentsusingwordstotryandbringaboutpositivechange.
SupportingQuestion1 SupportingQuestion2 SupportingQuestion3 SupportingQuestion4
HowdidHarrietBeecherStowedescribeslaveryin
UncleTom’sCabin?
WhatledHarrietBeecherStowetowriteUncleTom’s
Cabin?
HowdidNorthernersandSouthernersreactto
UncleTom’sCabin?
WhatwastheimpactofUncleTom’sCabinon
abolitionism?
Formative
PerformanceTask
Formative
PerformanceTask
Formative
PerformanceTask
Formative
PerformanceTask
SummarizetheplotofUncleTom’sCabin,and
identifymainideasandsupportingdetailsfrom
Stowe’sdescriptionofslaveryinUncleTom’s
Cabin.
Identifyfourquotesinthesourcesthatpointto
Stowe’smotivationandwriteaparagraph
explaininghermotivation.
ComparetheviewpointsexpressedinNorthern
andSouthernnewspapersusingaT-
chartandmakeaclaimaboutthedifferences.
Participateinastructureddiscussionregardingthe
impactUncleTom’sCabinhadonabolitionism.
Summative
PerformanceTask
Canwordsleadtowar?Constructanargument(e.g.,detailedoutline,poster,essay)thatdiscussestheimpactofUncleTom’sCabinusingspecificclaimsandrelevantevidencefromhistoricalsourceswhile
acknowledgingcompetingviews.
Taking
InformedAction
Understand:Identifyanddescribeamodernissuethatneedsreform(e.g.childlabor,trafficking,orpoverty).
Assess:Createalistofpossibleactionsthatinvolvewords.Thismayincludeletters,editorials,socialmedia,videos,andprotests.
Act:Chooseoneoftheoptionsandimplementitasanindividual,smallgroup,orclassproject.
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Inquiry Design Model:
Sources
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Students answer
in the form of a
SUMMATIVE
ARGUMENTIn the middle are the
FORMATIVE TASKS
(Content and Skills)
Students ask
a
COMPELLIN
G
question……
IDM and C3 Inquiry Arc
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The nature of sources
Dr. John Lee | NC State| 2015
• Sources provide information that is useful in answering questions.
• Three characteristics of sources
– Information contained in a source
– Composition of a source
– Perspective or bias of a source
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The Instructional Uses of Sources
Dr. John Lee | NC State| 2015
Sources can be used to
• Spark curiosity
• Build knowledge
• Construct arguments
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Sparking Curiosity
Sparking curiosity is about engagement.
• Focus on relevance and what we know students care about.
• Using Staging Activities in an inquiry.
• Nurturing curiosity through sources throughout the inquiry.
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Building Knowledge
• Sources in an inquiry contain the disciplinary knowledge (content and concepts) students need to complete tasks.
• Students use disciplinary skills when building knowledge.
• Students gather information from the sources during an inquiry.
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Constructing Arguments with Evidence
• Inquiries result in arguments.
• Sources contain information that can be used as evidence in an argument.
• Students need support determining what information should be used in an argument.
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8thGradeUncleTom’sCabinInquiry
CompellingQuestion
Canwordsleadtowar?
SupportingQuestion1 SupportingQuestion2 SupportingQuestion3 SupportingQuestion4
HowdidHarrietBeecherStowedescribeslaveryin
UncleTom’sCabin?
WhatledHarrietBeecherStowetowriteUncleTom’s
Cabin?
HowdidNorthernersandSouthernersreactto
UncleTom’sCabin?
WhatwastheimpactofUncleTom’sCabinon
abolitionism?
Formative
PerformanceTask
Formative
PerformanceTask
Formative
PerformanceTask
Formative
PerformanceTask
SummarizetheplotofUncleTom’sCabin,and
identifymainideasandsupportingdetailsfrom
Stowe’sdescriptionofslaveryinUncleTom’s
Cabin.
Identifyfourquotesinthesourcesthatpointto
Stowe’smotivationandwriteaparagraph
explaininghermotivation.
ComparetheviewpointsexpressedinNorthern
andSouthernnewspapersusingaT-
chartandmakeaclaimaboutthedifferences.
Participateinastructureddiscussionregardingthe
impactUncleTom’sCabinhadonabolitionism.
FeaturedSource FeaturedSource FeaturedSource FeaturedSource
SourceA:Summaryof
UncleTom’sCabin
SourceB:Excerptsfrom
UncleTom’sCabin
SourceC:Illustrations
fromUncleTom’sCabin
SourceA:UncleTom's
Cabin-ChapterXLV:ConcludingRemarksby
HarrietBeecherStowe
SourceB:Letterfrom
HarrietBeecherStowetoLordThomasDenman,1853
SourceA:TheMorning
Post"W.B.S."Boston,May,1852
SourceB:SouthernPressReview,Unsigned,1852
SourceA:CharlesSumner
quotefromtheSenate,1852
SourceB:TheLiberatorJohn
Ball,Jr.Boston:8September1854
SourceC:SalesofUncleTom’sCabin
Summative
Performance
Task
Canwordsleadtowar?Constructanargument(e.g.,detailedoutline,poster,essay)thatdiscussesthe
impactofUncleTom’sCabinusingspecificclaimsandrelevantevidencefromhistoricalsourceswhileacknowledgingcompetingviews.
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Working with Sources
• When using sources in an inquiry teachers should consider the following.
– Selecting sources
– Scaffolding
– Adapting sources
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Selecting Sources
• Selection of sources requires deep knowledge of content.
• Where can we find the sources?
• Archives, libraries, collections
• Online
• Through collaboration and sharing
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Adapting sources
• Approaches to adapting sources– Excerpting– Modifying – Annotating
• Examples– Text passage from Uncle Tom’s Cabin– Summary of Uncle Tom’s Cabin– Illustration from the 1st edition of Uncle Tom’s Cabin
• Adaptations to instruction• Objections to making changes to sources
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Sources require scaffolding
• Scaffolds provide novices with support for complex academic work.
• Scaffolds can be designed to support formative and summative tasks.
• Analyzing sources in an inquiry involves literacy work.
• Source work is not easy.
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Questions
Tasks
Sources
7thGradeUncleTom’sCabinInquiry
CompellingQuestion
Canwordsleadtowar?
Georgia
Grade8SocialStudies
Standards
SS8H6ThestudentwillanalyzetheimpactoftheCivilWarandReconstructiononGeorgia.
a. ExplaintheimportanceofkeyissuesandeventsthatledtotheCivilWar;
Gathering,Using,andInterpretingEvidence;ChronologicalReasoningandCausation;
ComparisonandContextualization
StagingtheQuestion
Considerthepowerofwordsandexamineavideoofstudentsusingwordstotryandbringaboutpositivechange.
SupportingQuestion1 SupportingQuestion2 SupportingQuestion3 SupportingQuestion4
HowdidHarrietBeecherStowedescribeslaveryin
UncleTom’sCabin?
WhatledHarrietBeecherStowetowriteUncle
Tom’sCabin?
HowdidNorthernersandSouthernersreact
toUncleTom’sCabin?
WhatwastheimpactofUncleTom’sCabinon
abolitionism?
Formative
PerformanceTask
Formative
PerformanceTask
Formative
PerformanceTask
Formative
PerformanceTask
SummarizetheplotofUncleTom’sCabin,andidentify
mainideasandsupportingdetailsfromStowe’s
descriptionofslaveryinUncleTom’sCabin.
Identifyfourquotesinthesourcesthatpointto
Stowe’smotivationandwriteaparagraph
explaininghermotivation.
Comparetheviewpointsexpressedin
NorthernandSouthernnewspapersusingaT-
chartandmakeaclaimaboutthedifferences.
Participateinastructureddiscussionregardingthe
impactUncleTom’sCabinhadonabolitionism.
FeaturedSource FeaturedSource FeaturedSource FeaturedSource
SourceA:SummaryofUncleTom’sCabin
SourceB:ExcerptsfromUncleTom’sCabin
SourceC:IllustrationsfromUncleTom’sCabin
SourceA:UncleTom'sCabin-ChapterXLV:
ConcludingRemarksbyHarrietBeecherStowe
SourceB:LetterfromHarrietBeecherStoweto
LordThomasDenman,1853
SourceA:TheMorningPost"W.B.S."Boston,
May,1852
SourceB:Southern
PressReview,Unsigned,1852
SourceA:CharlesSumnerquotefromtheSenate,
1852
SourceB:TheLiberator
JohnBall,Jr.Boston:8September1854
SourceC:SalesofUncleTom’sCabin
Summative
Performance
Task
Canwordsleadtowar?Constructanargument(e.g.,detailedoutline,poster,essay)that
discussestheimpactofUncleTom’sCabinusingspecificclaimsandrelevantevidencefromhistoricalsourceswhileacknowledgingcompetingviews.
TakingInformed
Action
Understand:Identifyanddescribeamodernissuethatneedsreform(e.g.childlabor,trafficking,
orpoverty).
Assess:Createalistofpossibleactionsthatinvolvewords.Thismayincludeletters,editorials,
socialmedia,videos,andprotests.
Act:Chooseoneoftheoptionsandimplementitasanindividual,smallgroup,orclassproject.
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