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student observation skills have increased as they now are thinking more deeply about their community and location and what Mason makes our community special and unique .

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Kids are understanding the content more and making deeper connections to other information or events. I feel like they feel more confident as well in their own skills and abilities.

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Students are taking more risks! They also seem to be more motivated to learn social studies.

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Students are more confident and are able to make deeper connections. The confidence helps students to have a more positive mindset during the challenging activities. The deeper connections help students to improve their understanding of the material.

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Every student is able to do something within the lesson. Students walk away from the lesson and feel confident in the work and learning that they have done.

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Students have seemed to take more risks sharing their thoughts.

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Students are able to share their own thinking and ideas

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Students feel confident to share responses knowing there is no right 'one' answer

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Students feel confident to share responses knowing there is no right 'one' answer

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Students have developed an ability to make connections with the real world, as well as an understanding of how the modules are connected.

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Teachers creating a safe space for all students to share, question, and engage it topics that they may otherwise not have considered. Teaching with inquiry encourages development of vocabulary and practical life application

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Increased confidence in the skills they are building and the content they are learning

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Students have been able to make connections between their own lived experiences, their opinions, the things they value, and the content we are exploring together.

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Students have the opportunity to discuss, collaborate and defend their thoughts and ideas.

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Students brainstormed words relating to the so-called "New World" based on our inquiry research and our essential question, What does the so-called New World mean to Indigenous Americans, Africans, and Europeans.

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Students examined push and pull factors for European exploration. They explored the geographic, economic, and cultural factors that influenced migration.

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How can facing the complexities of America’s past help us to meet the challenges of the present?

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Our Inquiry #5 Questions from Roussos Homeroom (Butts)

Slides #2-10 from both homerooms

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Inquiry #5 GFT to introduce the Road to the American Revolution Slides

I used props/took pictures to give kids different personas to explore different perspectives. Ex. A Toy maker making $$ a year, while a plantation owner made $$$$$$$$$$ a year, a farmer made $ last year. I put each one in different colonies on our class "Thirteen Colonies Map'. The first activity was to ask all students to hope to move west and own their own land after the French and Indian War. They made groups to decide what to pack. Then they got the Proclamation of 1763 from King George III and could not go. They were mad! They started the list of "Causes of the Am Revolution" by not being allowed to cross the Proclamation Line.

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Student reflection after wrapping up our module on the First Thanksgiving.

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We reflected on our learning about the First Thanksgiving as we finished up one of our checkpoints and took a quiz over some of the misconceptions we read about. Students were very insightful about their learning and interest during this module!

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Inquiry Challenge Statements (5th Grade)

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Inquiry Challenge Statements (5th Grade)

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As part of Inquire Challenge Statements, students created ad campagains in order to educate and entertain younger students about Native American's cultural hertitage. Students then presented to ME classrooms.

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QFT Historic Native Americans Study (Butts)

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QFT Historic Native Americans Study (Butts)

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Lots of missing understanding. The most interesting questions from a very intelligent student: "Who brought the Native Americans here?" Lots of good work to do!

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Module 4, Lesson 1 Artifact Sort (Brewer)

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Module 4, Lesson 1 Artifact Sort (Brewer)

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Cultural Areas Collaborative Map Inquiry Wall (Brewer)

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Cultural Areas Collaborative Map Inquiry Wall (Brewer)

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Diversity Across Indigenous America (Brewer)

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Diversity Across Indigenous America (Brewer)

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Students examined the unique geographic characteristics of Indigenous cultural areas. Through critical thinking, they were able to understand that generalizing Indigenous Americans as a single group is problematic.

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Students generated questions about how to honor Native Americans and then categorized them as open or closed questions.

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Laurie Butts: Our first Social Studies QFT to ask questions about glaciers.  Super engaging! Research focus is on how the glacier changed Ohio lands/settlement.

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https://bit.ly/465F6W7

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Students worked in small groups to analyze & gather data about the geography, climate, plants & food for one cultural region. 

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QFT & Initial Reaearch (5th Grade - Schreiber)

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QFT & Initial Reaearch (5th Grade - Schreiber)

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Generated our questions about how to honor Native Americans using the QFT strategy. Lots of questions from our launch & from things we’ve seen on the news.

Then we began our initial research using maps to help us draw conclusions about different cultural regions. We also answered a few closed questions - (1) How many tribes were there? 1,200 prior to Europeans! (2) What were some of the biggest nations? The Pueblo nation fascinated us today with all the sub-tribes in the region! We will look at that the nations map tomorrow to see how other regions compare. We can’t wait to learn more!

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QFT Anchor Chart (5th Grade - Schreiber)

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QFT Anchor Chart (5th Grade - Schreiber)

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Getting ready to ask some big questions in fifth grade about how we can honor the heritage and culture of Native Americans. Will post a follow up once we go through the QFT process!

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Excited to try one of the units and see how the kids respond.

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I'm looking forward to trying the InquirEd units and adapting them to meet our needs.

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I'm looking forward to trying the InquirEd units and adapting them to meet our needs.

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Looking forward to co-creating questions and action projects with students!

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Looking forward to see my students get excited about Social Studies and to see what things they are curious about. I'm interested to see how we can adapt this to meet this needs of all students. 

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Looking forward to see my students get excited about Social Studies and to see what things they are curious about. I'm interested to see how we can adapt this to meet this needs of all students. 

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I am curious to learn how to get my students to ask good questions. I am excited to find ways to encourage critical thinking and make real world connections.

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We are curious about how the flow/organization of the lesson will go.

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Looking forward to working together to utilize the new resources. :)

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Looking forward to working together to utilize the new resources. :)

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We are excited to try out a new approach to teaching the social studies curriculum. The resources look great.

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California Ad. Campaain - Google Slides.webm

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Excited for all the sources that are vetted, organized & valuable for learning.

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Excited for all the sources that are vetted, organized & valuable for learning.