Mini-Inquiry Guidance
Embedded Files
Mini-Inquiry Unit Resources
Mini-Inquiry Unit Resources
February 2025
Recognizing Truths
The story of Black History Month began more than 100 years ago when the brilliant historian Dr. Carter G. Woodson created the first Negro History Week- the precursor to Black History Month. Like Woodson, the central mission of the Department of Social Science is to support teachers and students in co-creating affirming spaces that honor, recognize, and elevate our diverse perspectives and experiences through the study and analysis of our past, present, and action for our future. Black lives have always mattered and will continue to matter, and Black history is American history. We hope you join us in the work to continue Dr. Woodson's legacy in your classroom this month and throughout the year- creating meaningful learning experiences that celebrate, honor, and advance the study of Blackness and the achievements and contributions of African Americans to our nation.
To spark social change through the teaching and learning of Black history we must contribute to an expansive, inclusive version of Black history all year long. We advocate for students to engage in meaningful, culturally responsive inquiry, to deepen their understanding and connection to history and stories.
Engage Your Heart and Mind
Engage Your Heart and Mind
Why do we start with reflecting on our identities and how our identities influence our pedagogy?
Why do we start with reflecting on our identities and how our identities influence our pedagogy?
“Having good intentions is important, but teachers must transform and enact those good intentions into thinking (that is, mindsets) and practices that allow all of their students, including their culturally diverse students, to (1) find meaning in the classroom, (2) feel a sense of belonging in the space, and (3) build knowledge and skills for academic success” (Milner, 2011, p. 56 in Landsman & Lewis, 2011).
Milner, H. R. (2011). But good intentions are not enough: Doing what’s necessary to teach for diversity. In Landsman, J., & Lewis, C. W. (2011). White teachers, diverse classrooms : creating inclusive schools, building on students’ diversity, and providing true educational equity (2nd ed.), pp. 56-74. Stylus Pub.
Engage Your Students' Hearts and Minds
Engage Your Students' Hearts and Minds
Our mini-inquiry unit outline is meant to help you plan and engage students in learning about LGBTQIA+ Pridge Month and Juneteenth through the following essential question, "Why do we study the past, present, and future of human rights? ¿Por qué estudiamos el pasado, presente y futuro de los derechos humanos?"
The Inquiry Arc Framework is organized into four dimensions, which support robust social science curriculum and instruction rooted in inquiry and our IL Social Science Standards.
Below the Inquiry Arc graphic, you will find links to pages for a mini-inquiry for K-2, 3-5, 6-8, and 9-12. Please see the Social Science History Content Mandates document to find additional resources you can use with students while exploring the essential question, as well as having students find their own sources through the CPS Libraries databases.
Teacher Resources for Learning
Teacher Resources for Learning
K-12 Teacher-Facing Slide Deck for Facilitating a Team Meeting on Culturally Responsive Teaching
Click on the Google map to explore cultural and historical places and institutions in Chicago!
Continue to Check Sched for Upcoming Skyline Professional Learning Opportunities
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