Teaching History As Mystery: An Inquiry Strategy That Works! Jana Kirchner, Ph.D. Asst. Professor,...
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Transcript of Teaching History As Mystery: An Inquiry Strategy That Works! Jana Kirchner, Ph.D. Asst. Professor,...
![Page 1: Teaching History As Mystery: An Inquiry Strategy That Works! Jana Kirchner, Ph.D. Asst. Professor, Teacher Education Western Kentucky University (Jana.kirchner@wku.edu)](https://reader035.fdocuments.in/reader035/viewer/2022062518/56649e265503460f94b154f2/html5/thumbnails/1.jpg)
Teaching History As Mystery: An Inquiry Strategy That Works!
Jana Kirchner, Ph.D.Asst. Professor, Teacher Education
Western Kentucky University ([email protected])
NCSS ConferenceNovember 21, 2014
![Page 2: Teaching History As Mystery: An Inquiry Strategy That Works! Jana Kirchner, Ph.D. Asst. Professor, Teacher Education Western Kentucky University (Jana.kirchner@wku.edu)](https://reader035.fdocuments.in/reader035/viewer/2022062518/56649e265503460f94b154f2/html5/thumbnails/2.jpg)
What is it that fascinates us about mysteries?
O Asking questions
O Finding evidence
O Guessing the answer
O Were we correct?
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Proficient readers/thinkers…
O Use background knowledgeO Use prediction and inferenceO Ask questionsO Use sensory imagesO Determine importanceO Synthesize
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What if there was a way to teach social studies using a mystery/inquiry approach?
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History as Mystery Strategy: Connections to C3
O How does it work?
1. Teacher provides or students generate an interesting mystery question. (Dimension 1)
2. Students examine clues using analysis skills. (Dimensions 2 & 3)
3. Students present hypotheses and evidence to the class. (Dimension 4)
4. Students evaluate their results and complete a self-evaluation.
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Using the Mystery Strategy
Components:O Mystery questionO Encountering the problem/lesson hookO Examining and interpreting cluesO Establishing the hypothesis (collecting
the data)O Explaining the hypothesis
(product/rubric)O Evaluating the hypothesis (reflection on
content/process)
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Setting it up…1. Identify a question to be answered.2. Determine some solutions you want students to
discover.3. Gather the clues.4. Decide how students will work: groups, roles,
etc.5. Determine how to present the clues.6. Design a graphic organizer.7. Select a format for the product.8. Decide assessment criteria.9. Design the student self-reflection piece.
Source: Silver, Strong & Associates (2001). Mystery. Ho-ho-kus, NJ: Thoughtful Education Press.
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What was life like in a 17th century Powhatan
village?
The MysteryQuestion
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Lesson Hook - Scenario
O Lesson hook – The Association for the Preservation of Virginia Antiquities (APVA) has decided to hire the most skillful archaeologists in the world to determine the answer to our question. (Encountering the Problem)
O You will work within your team to discover and analyze clues. Upon completion of your research, you will report your findings to the APVA. Ready? Let’s get digging!
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Now What Do We Do?O In your group, examine the following
clues. Develop a hypothesis that will answer the mystery question. (Examining the Clues)
O Group Roles: 1. Chief Archaeologist2. Recorder 3. Reporter 4. Sketch Artist 5. Project Manager
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Collecting and Analyzing Data
O Your task: (Examining and interpreting the clues)O As your team examines the clues, use your
handout to record evidence. Then categorize your data into broader themes:
O Government -Roles of womenO Roles of men -Family structureO Religious beliefs -TradeO Food -Warfare
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Presentation of Findings:What was life like in a 17th century Powhatan village?
O Your archaeological team will present your findings about Powhatan village life to the Association for the Preservation of Virginia Antiquities. (Establishing a hypothesis)
O Use your chart paper to provide a 1-page overview of Powhatan village life. Use bulleted phrases to describe all areas of Powhatan life. Include sketches to illustrate scenes of village life. (could be a museum exhibit, a written paper, a Moviemaker project, etc.) (Explaining the hypothesis)
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AssessmentO Scoring Rubric for Presentation
(Evaluating the hypothesis)O Will include the following categories:
O Accurate contentO Thorough presentation of findings from
cluesO A reasonable hypothesis based on
clues from sourcesO Effective and efficient work in teams
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Examine the following pictures. What was life like in a Powhatan village?
Clue # 1 Clue # 2
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Examine the following pictures for clues.
What are theseartifacts?
How might theyhave been used?
Clue # 3 Clue # 4
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Examine the following picture. What can you learn about
Powhatan culture? (Clue #5)
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Examine the following pictures. What can
you learn about Powhatan culture?
(Clue #6) (Clue #7)
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Clues from Maps and Texts:
O “When Cultures Collided” by National Geographic (Clue #8)
O Gabriel Archer’s “A Brief Description of the People” (Clue # 9)O What clues can you discover about
Powhatan culture from Archer’s description?
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Self-ReflectionO Answer the following questions on your
own paper.O What are 4 details about Powhatan culture
that you learned from this archaeology project?
O Was your hypothesis supported by the evidence (clues)?
O How well did each group member perform the role they were assigned?
O Does your final presentation reflect your best work?(Evaluating the hypothesis)
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Planning a Mystery/Inquiry Unit or Lesson
O What unit do you teach next? What might be an effective mystery question for that unit? (C3 – compelling and supporting questions)
O Is there a mystery/inquiry question that could work for a lesson you are teaching soon?O What texts will you use?
O Locating quality sources…