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- Students will need to be able to evaluate sources
- Students will need to understand geographical concepts like terrain, and equator.
- Students will need to be able to read sources with the supporting or compelling question in mind
- Students will need to be able to infer how physical geography can affect  citizens health habits
- Students will need to  evaluate how cultural habits impact health
- Students will need to be able to look at a source and determine how it best helps answer the compelling or supporting question
_Students will need to be able to communicate their answers to compelling and supporting questions in writing, and using evidence to support their claim.

# data[].attributes.body
Students will need to be able to evaluate sources

Students will need to understand physical and cultural geography and the relationship between the two

Students will need to be able to draw connections between multiple factors

Students would need to be able to explain how one aspect impacts another (i.e. how physical geography impacts economic decisions; how economics can impact cultural geography)

Students will need to be able to explain their conclusions in a cohesive manner that addresses the prompt and is supported by evidence provided in sources as well as outside knowledge

Students will need the geographical vocabulary and knowledge (i.e. longitude, latitude, etc.)

Students will need to be able to apply it to their own lives - take all the above sources and information, make connections between them, draw inferences and now reflect on where they see that in their own life or where can it be applied in their own life - i.e. take ownership of the content

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sourcing -   evaluate validity and interpretation of sources

content knowledge of geography, health, life style choices, compare and contrast skills

communication skills are necessary

the ability to synthesize information together to make conclusions with evidence

drawing out what evidence matters

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-Students will need to understand CQ by background knowledge of an enduring issue: Impact of an Environment on Humans

-Students will need to define "longevity" (and any new term)

-Students will need to predict cultural characteristics of people living in areas where longevity is common

-Students will need to evaluate and examine sources by analyzing evidence and generating hypotheses that support data.

-Students will need to identify similarities and differences to identify problems and propose solutions of an enduring issue question through multiple perspectives -- social, political, religious, cultural, economic, geographic

-Students will need to make an argument using data from the sources to support their claim

-Students will need to make an application to their lives by comparing environmental and cultural differences of geographic locations

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- Reading for important information
- Analyzing maps, charts, etc.
- Synthesizing information
- Explaining their ideas- they will need to be able to elaborate
- Making inferences
- Content vocabulary/vocabulary that is not from content

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-Students will need to be able to read different sources and understand what they are reading.
-students will need to be able to analyze different sources
-students will need to evaluate data and determine its importance
-students will need to determine what evidence is needed for their conclusions
-students will need to learn new vocabulary
-students will need to understand then explain what they have learned from the sources.
-students will need to make connections to their personal lives as well.
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- What makes certain parts of the globe "different" from other parts of the globe?
- clarifying misconceptions we often have about certain places (e.g. when people think of Africa they often thing of a monolithic place and not a continent with diverse regions within).
- reading a map
- understanding the connection between physical and human geography (how climate affects settlement, how distribution of resources can foster/inhibit the development of urban centers)
- how individual behaviors contribute to the overall health and "fitness" of a particular group and how social pressures play a role in that as well
- comparing multiple sources
- identifying which pieces of evidence from a particular text might help answer a certain question in the best way

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Students will need to develop skills similar to AP DBQ writing skills.
Students will be able to analyze primary source and secondary source documents.
Students will be using skills from multiple social studies disciplines (i.e. sociology,  anthropology, etc.)
Real live issues will be considered by students that apply to their lives.
Students will infer quite a bit, but they will have to support their inferences with sources, which will contribute to supporting further questioning in support of the inquiry model.
Student social studies vocabulary will be enhanced
Students will become comfortable with developing their own supporting questions
Students will better understand how to formulate compelling questions with regards to other subjects.

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Students will need to be able to read and critically evaluate information from multiple primary and secondary sources, and apply that information to a real world prompt or scenario.

Students will need to have the skills to consider intra-curricular connections between history, government, socioeconomic factors, geopolitical and social cultural characteristics.

Students will need the skills to make and support claims using information from supply documents as well as their own background knowledge.

Students will need the skills to identify and filter out virus as it is presented in documents and or arguments… Including their own.

Students will need the skills, and discipline, to challenge their own misconceptions and or inaccurate beliefs, Using factual data and statistics to develop their cognitive processes.

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As a Special Educator, I will have to really focus on everyday examples and applications of the new standards. I have found that this "Real World" approach has been successful with my student's understanding and applying of the content.

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1. Critical Analysis of Primary and Secondary Sources
-Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues and learn to make historical claims backed by documentary evidence.

2. Interpreting Visual and Audio Sources
-Tables use numerals or non-numeral data that is set in vertical columns so that the data may be emphasized, compared, or contrasted.
-Graphs or charts are pictures used to make facts easier for a reader to understand. There are different types of graphs: bar graph, the line graph, pie charts, and the pictograph.

3. Comparing and Contrasting Skills
-Compare historical and contemporary means of changing societies, and promoting the common good.
-Compare the central arguments in secondary works of history on related topics in multiple media.

4. Cause and Effect
-No historical event or development occurs in a vacuum; each one has prior conditions and causes, and each one has consequences.

5. Map skills
-Creating maps and other geographical representations is an essential and enduring part of seeking new geographic knowledge that is personally and socially useful and that can be applied in making decisions and solving problems.

6. Writing Historical Essays
-FRQ writings that focus on Short Answers, Document-Based Questions, and Long Essay Questions that focus on Comparative Analysis or Change and Continuity over Time.

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Mindset of the student will be the first area that will have to be developed so as to build confidence in themselves to answer an inquiry question over a typical true/false or multiple choice question.  Many of my students struggle to complete classwork even when it is almost spoon fed to them, inquiry based thinking is an area that they truly struggle not only in answering, but in having the confidence in their ability to answer.

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-Students will need to be able to read critically and determine levels of importance.
-Students will need to need to be able to analyze various information (primary/secondary)
-Students will need to know how to develop a claim and how to back up that claim with evidence in their writing/responses
-Open thinking to understand that various parts of world have different problems/concerns/ ways of life than here and to be open to learning about that.
-Know how to make connections (Real World Examples are always helpful!)
-Map Skills!
-Graph Skills!

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Students will need to have an understanding of the following:
-cultural/regional differences
-the impact of human-environment interactions
-the impact of geographic/climate differences on the way societies and individuals live/thrive

Students will need to use the following strategies when reading and analyzing the sources:
-determining importance
-Identifying key vocabulary
-drawing conclusions
-making connections between sources and to "real life"
-reading maps, charts, tables. etc.

While it should be obvious and simple, students will need to know the difference between "sources" and "items" as they are taking the assessment.

When it is time for students to write out their answer to the compelling question, they must be able to:
-read and understand the rubric and ALL parts of the question
-understand action verbs like "explain"
-determine their claim/answer to the question(s)
-identify key evidence (from both the sources and their personal lives) to support their claims
-provide sufficient explanation/commentary

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1.Evaluate and analyze sources
2. Understand key vocabulary/content
3. Make connections with  historical events and understand their impact.
4. Understand the difference between primary and secondary sources
5. Understanding maps
6. Make arguments- Cite evidence to support your claim. Finding strong evidence  to justify the arguments.

# data[].attributes.body
- Students need to understand the difference between primary and secondary sources and be able to evaluate the trustworthiness/ reliability of different sources (be able to identify bias).
- Students need to be able to critically analyze and evaluate primary and secondary sources (determining importance).
- Students will need to understand key vocabulary.
- Students need to be able to make connections between multiple sources and between sources and current events/trends.
- Students will need the skills to formulate claims/arguments supported by evidence (develop skills to write coherent historical essays with clear lines of thinking/reasoning).

# data[].attributes.body
- How to analyze primary/secondary sources
-  How to cite/reference sources as support for answers to questions
- Mapping skills (continents/countries/general locations & where to find things)
- Evaluating the legitimacy of sources
- How to read questions carefully (I had to reread item #1 multiple times before I understood what it was asking)
- Quantitative vs Qualitative data and their usefulness in historical analysis
- tenants of social studies (social, political, geographic, economic, etc.)

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1. Reading comprehension - students will need to be able to gather information using numerous sources and understand what is important to the question and what isn't
2. Understanding sources
3. Map skills
4. Historical Writing - being able to make a claim and support with evidence from the documents.

# data[].attributes.body
1. How to read questions carefully
2. evaluating primary and secondary sources
3.How to formulate a position on a topic with textual support
4.Key Social Studies Vocabulary
5. Cite sources in their work

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-Draw connections between multiple sources through analysis and synthesize info to address thematic/inquiry questions.
-Interpret documents: source information
-Analyze & interpret graphs, data, charts, maps (skills related to mapping, understanding data, etc)
-Read intentionally (Keeping their inquiry/supporting question  as target)
-make connections from task/inquiry to their experiences/real-world phenomena
-claim-based writing with supporting evidence derived from provided docs/info.
-ascertain/distinguish  relevant info through careful; critical reading and thinking
-compare/contrast skills
-cause/effect skills
-make inferences based on prior knowledge, provided data/info/sources,etc. that address compelling ?
-planning and methodical skills/steps to achieve goal/inquiry task (what are the smaller pieces I have to do to address the compelling question/inquiry).

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-Sourcing (type, bias, purpose, etc)
- How to compare sources to one another for corroboration
- students will need to relearn how to analyze and take their time- not rush through it to get it done
- categorizing sources according to theme/SPRITE
- writing historical essay (thesis, body paragraphs with supporting evidence)
- being able to use evidence and explain its importance instead of just quoting it.
- content knowledge- map skills, key vocabulary, understanding of key ideas

# data[].attributes.body
-primary sources vs secondary
- frq is a focus - not multiple choice questions
- making a claim/thesis statement and providing evidence to support said claim.
- background information like charts graphs and map interpretation ability.
- inquiry and analysis familiarity needs to be a focal point
- content is important- but so is interpersonal relationships among people places things.

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-compare and contrast multiple sources (both primary and secondary)
-develop evidence.
-influence of geopolitics.
-connections to current day challenges.
-settlement patterns
-natural resources.
-human migration.
-key vocabulary.
-presentation skills.
-assess to technology.
-climate change / global warming.
-adaptability.
-map skills.
-interpreting charts, data,
-natural resources.
-work effectively in groups.
-DBQ writing

# data[].attributes.body
-evaluate the sources
-Determine key words in the question to get the “most correct” answer
-Synthesize pieces of information
-Have a basic understanding of geographic skills and cultural differences

# data[].attributes.body
--necessary skills include map analysis to be able to make sense of the maps and information they provide
--ability to discern between supporting information/evidence and superflous
--ability to decode vocabulary words
--ability to synthesize information from multiple sources
--ability to construct a clear, written response
--reading comprehension
--ability to evaluate quality and usefulness of sources, while keeping in mind the compelling questions
--content wise would need geographic and map literacy skills

# data[].attributes.body
- Analyze sources
- Use sources to support a claim
- Compare and contrast primary/secondary sources
- Create their own claims based on evidence obtained from sources
-Utilize skills such as mapping

# data[].attributes.body
1.  Research skills
2. Geography
3. Science
4. Math
5. Compare/contrast
6. Cause/effect