Pages and Files
MODELS OF INQUIRY
PRIMARY SOURCE ANALYSIS GUIDES
MAPS - SCOTT'S GREAT SNAKE
POETRY AND SONG
MUSIC & PRIMARY SOURCES
RESOURCES FOR THE CLASSROOM
WHERE TO FIND PRIMARY SOURCES
APPS FOR PRIMARY SOURCES
MODELS OF INQUIRY
Connect, Wonder, Investigate, Construct, Express, Reflect
LIBRARY OF CONGRESS TEACHING INQUIRY WITH PRIMARY SOURCES
**STRIPLING MODEL OF INQUIRY**
STRIPLING ARTICLE ON DIGITAL LITERACY AND DIGITAL INQUIRY
PAM BERGER ARTICLE ON STUDENT INQUIRY AND WEB 2.0
Summarizing, Contextualizing, Inferring, Monitoring, Corroborating
An explanation of SCIM-C, a scaffolded system for teaching students how to think historically.
Historical Inquiry Model SCIM-S
SCAFFOLDING THE STUDENT EXPERIENCE
THE STEPS IN SCIM-C
SCIM-C EXPLANATION: A Strategy for Interpreting History
The first step is to summarize the content of the item.
1. What type of historical document is the source?
2. What specific information, details, and/or perspectives does the source provide?
3. What is the subject and/or purpose of the source?
4. Who was the author and/or audience of the source?
The second step is to contextualize the item in historical time and space.
1. When and where was the source produced?
2. Why was the source produced?
3. What was happening within the immediate and broader context at the time the source was produced?
4. What summarizing information can place the source in time and place?
The third step is to make inferences
1. What is suggested by the source?
2. What interpretations may be drawn from the source?
3. What perspectives or points of view are indicated in the source?
4. What inferences may be drawn from absences or omissions in the source?
The fourth step is monitoring.
1. What ideas, images, or terms need further defining from the source?
2. How useful or significant is the source for its intended purpose in answering the historical question?
3. What questions from the previous stages need to be revisited in order to analyze the source satisfactorily?
4. What additional evidence beyond the source is necessary to answer the historical question?
The last step is to corroborate.
1. What similarities and differences between the sources exist
2. What factors could account for these similarities and differences?
3. What conclusions can be drawn from the accumulated interpretations?
4. What additional information or sources are necessary to answer more fully the guiding historical question?
Webb's Depth of Knowledge
(Stressed in the Common Core Standards)
Remember Rigor is not Difficulty!
Webb's Depth of Knowledge Chart
Webb's Depth of Knowledge in
all content areas
Common Core Standards (PA)
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