Information for teachers: The guide is based on Carol C. Kuhlthau's et al.'s (2012) text, Guided Inquiry Framework. Students will be guided through the first 5 stages of inquiry, with a separate web page dedicated to each stage. Stages are intended to be progressed through in order. An Inquiry Log accompanies the guide and can be found on the Open Stage page. This guide utilizes a variety of digital sources. While some are located on the free web, others require username and password via the Iowa AEA to gain access. If you need assistance or encounter difficulty in accessing these sources, please contact me in the library. Please note that many of these resources contain graphic images that may be difficult for students to view. It is important to preview these sources before students begin working and provide guidance when they begin independent resource exploration.

This inquiry based unit aligns with many of the American Association of School Librarians (AASL) Standards Framework for Learners (2018), including those listed below.

I.A. Learners display curiosity and initiative by: 1. Formulating questions about a personal interest or a curricular topic; 2. Recalling prior and background knowledge as context for new meaning

I.B. Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions; 3. Generating products that illustrate learning.

I.C. Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 1. Interacting with content presented by others; 4. Sharing products with an authentic audience.

I.D. Learners participate in an ongoing inquiry-based process by: 1. Continually seeking knowledge; 2. Engaging in sustained inquiry; 3. Enacting new understanding through real-world connections; 4. Using reflection to guide informed decisions.

II.D. Learners demonstrate empathy and equity in knowledge building within the global learning community by: 1. Seeking interactions with a range of learners; 2. Demonstrating interest in other perspectives during learning activities.

III.A. Learners identify collaborative opportunities by: 1. Demonstrating their desire to broaden and deepen understandings; 2. Developing new understandings through engagement in a learning group.

III.B. Learners participate in personal, social, and intellectual networks by: 2. Establishing connections with other learners to build on their own prior knowledge and create new knowledge

III.C. Learners work productively with others to solve problems by: 2. Involving diverse perspectives in their own inquiry processes.

III.D. Learners actively participate with others in learning situations by: 1. Actively contributing to group discussions; 2. Recognizing learning as a social responsibility.

IV.A. Learners act on an information need by: 1. Determining the need to gather information; 2. Identifying possible sources of information; 3. Making critical choices about information sources to use.

IV.B. Learners gather information appropriate to the task by: 1. Seeking a variety of sources; 2. Collecting information representing diverse perspectives; 3. Systematically questioning and assessing the validity and accuracy of information; 4. Organizing information by priority, topic, or other systematic scheme.

V.A. Learners develop and satisfy personal curiosity by: 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes; 3. Engaging in inquiry-based processes for personal growth.

VI.A. Learners follow ethical and legal guidelines for gathering and using information by: 1. Responsibly applying information, technology, and media to learning; 2. Understanding the ethical use of information, technology, and media; 3. Evaluating information for accuracy, validity, social and cultural context, and appropriateness for need.

VI.B. Learners use valid information and reasoned conclusions to make ethical decisions in the creation of knowledge by: 1. Ethically using and reproducing others’ work; 2. Acknowledging authorship and demonstrating respect for the intellectual property of others; 3. Including elements in personal-knowledge products that allow others to credit content appropriately.

VI.C. Learners responsibly, ethically, and legally share new information with a global community by: 1. Sharing information resources in accordance with modification, reuse, and remix policies; 2. Disseminating new knowledge through means appropriate for the intended audience.

Resources:

Hodan, G. (n.d.). Barbed wire [Photograph]. Retrieved from https://www.publicdomainpictures.net/en/view-image.php?image=179516&picture=barbed-wire

Holocaust. (n.d.). Webster's Third New International Dictionary, Unabridged. Retrieved from http://unabridged.merriam-webster.com/unabridged/holocaust

Bierman, E. (2008). Holocaust Exhibit [Photograph]. Retrieved from https://www.flickr.com/photos/edbierman/2726130935/in/photolist-59U8Kv-iLUYhw-7ew9X9-LwEZw-8KdecE-7DQnJU-4cKBrW-57866Y-s8SHyX-hQTuN-3bnq7-7yfph8-tiGin-6BqNpv-4DYkSZ-oUbfy7-5PUPo4-hQUEv-9sVRZK-9sVYet-7iqJYZ-52Nbhp-dtNjz3-88aJaT-fFDYRS-PEbEZ-eY2Bp8-8aKWgB-6BQrEE-7rmTmP-X9DmWk-79TvXt-6cnebR-bDwvTR-22vjBo-5ACcdh-79TqFH-7rA4F6-7urdQT-96gMXq-79Tqde-q8en4S-dyVLco-eY2BcD-573Tfp-CeWt9-UU8n9T-79TpjF-a1E6kc-9sZopy/

American Association of School Librarians. (2018). Standards Framework for Learners. Chicago: American Library Association.