Instructional Framework
JCPS SOcial Studies Instructional Framework
The JCPS Social Studies Instructional Framework makes questions, sources and task actionable in Democratic Classrooms.
Implementing Inquiry In Democratic Classrooms
Beginning of Lesson: Engaging in the Supporting Question (SQ) [5-8+ Minutes]
ENGAGING THE SUPPORTING QUESTION is when learners deconstruct the language and direction of the supporting at the start of the inquiry. Consider how learners will spend time at the beginning of class to investigate and make meaning of the language, context, and connections of the question. We recommend a minimum of 5-8 minutes, adapt time based on the purpose and length of the lesson.
Choose how to Engage the Supporting Question
Engaging the question helps learners center on and settle into the supporting question. The role of the engaging the supporting question is to make key connections to language in the disciplinary standards, previous inquiries, and students lives. Be sure to incorporate language from the KAS for Social Studies. Choose one of the following options to begin the inquiry lesson.
Instructions: Each exercise is designed to create a discussion to Engage in the Supporting Question. Choose one or more of the following to engage the student in the supporting question.
Note: Many of the provided exercises are elementary examples of the exercises already in the curriculum. Exercises may be copied and modified for individual use.
Middle of the Lesson: Engaging Sources through discussion [20+ Minutes]
ENGAGING SOURCES THROUGH DISCUSSION is when learners work collaboratively to explore challenging historical and contemporary sources through rich discussion. Consider how learners will use literacies, complete organizational tasks, and participate in discussion tasks in order to complete the formative performance tasks and answer the supporting question. We recommend a minimum of 20 minutes, adapt time based on the purpose and length of the lesson.
Choose Literacy Questions (Disciplinary, Critical, and/or Information)
Disciplinary, critical, and/or information literacies help learners read, think, write, and speak about questions, sources, and tasks. The role of literacies in the lesson is to improve learners' thinking in engaging inquiries to analyze sources, construct arguments, and have robust discussions. Choose literacy questions with the intention of scaffolding the development of the Using Evidence (UE) standards. Be sure to incorporate language from the KAS for Social Studies.
Instructions: Consider the needs of students, the Supporting Question, and scaffolding when selecting literacy skills and practices.
Choose an Organizational Task
Organizational Tasks help learners work together to extract evidence from sources to complete Formative Performance Tasks (FPTs). The role of an organizational task in a lesson is to help learners organize and think through evidence, develop knowledge and skills around the standards, practice thinking skills, and collaborate to answer the FPT. Be sure to incorporate language from the KAS for Social Studies.
Instructions: Choose an organizational task type that scaffolds learners to the FPT to help learners build knowledge, skills, and make connections to the world while giving them something to talk about. Consider Historical Reading & Thinking Questions, Language of Standards, and students' lived experiences.
Note: Many of the provided exercises are elementary examples of the exercises already in the curriculum. Exercises may be copied and modified for individual use.
Conceptualizing
Significance
Historical Perspective
Boxing
Choose a Discussion Task
Discussion tasks help learners work together to better understand questions and sources in order to complete organizational tasks. The role of discussion tasks is to gain perspectives and ideas to answer questions. Be sure to incorporate language from the KAS for Social Studies.
Instructions: Consider skills, thinking needed, time, and need of the Supporting Question.
1-5 Minutes
Rank, Talk, Write
Spectrum
10-20 Minutes
Consensus Building
Discussion Pyramid
End of the Lesson: Communicating Conclusions [5-10+ Minutes]
COMMUNICATING CONCLUSIONS is when learners synthesize questions, sources, and tasks and demonstrate their learning through descriptions, generalizations, explanations, and claims/counterclaims. Consider how students will demonstrate their knowledge and skills to answer the supporting questions through written, verbal, and multimodal means. We recommend a minimum of 5-8 minutes, adapt time based on the purpose and length of the lesson.
Choose the formative performance task (FPT)
Formative Performance Tasks (FPTs) help learners communicate their conclusions to answer supporting questions. The role of a formative performance task in the lesson is to demonstrate and improve students’ thinking through writing and speaking. FPTs can be written or verbal.
Formative Performance Tasks
NOTE: We recommend students should receive feedback on their writing. These Formative Performance Tasks (FPTs) should help scaffold students to build written arguments for Summative Performance Tasks.
Instructions: Choose a Formative Performance Task then consider using the FPT Stems or KSA Writing Prompt Stems to create the tasks. Based on the needs of the students and the inquiry select which success criteria students will be evaluated on the rubric.
