S.G. Grant | John Lee | Kathy Swan�IDM Summer Institute 2025

Kathy

S.G.

John

Keely Mata

Who is at the Institute?

We are Gathered to Design the Future of Inquiry

Our Schedule

https://c3teachers.org/2025-institute/

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Our Agenda for Today - June 24

• Learn about the C3 Framework and IDM.
• Build and write up an inquiry blueprint.
• Explore how AI can help in designing inquiries.
• Get inspired to use inquiry in our teaching.

Our Goals and Outcomes

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Our workspace�c3teachers.org/2025-institute

An Introduction to IDM�

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No thought, no idea, can possibly be conveyed as an idea from one person to another…..only by wrestling with the conditions of the problem first hand, seeking and finding his[her] own way out, does he [she] think.” [Dewey 1916, p166]

but why inquiry?

what do we want for social studies?

Information science helps us understand why inquiry

INQUIRY

students making an argument

content in social studies

Inquiry

Inquiry Arc

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• Dimension 1: Developing Questions and Planning Inquiries

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• Dimension 2: Applying Disciplinary Tools and Concepts (Civics, Economics, Geography, and History)

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• Dimension 3: Evaluating Sources and Using Evidence

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• Dimension 4: Communicating Conclusions and Taking Informed Action

C3 Inquiry Arc

Students will need considerable �guidance & support from adults to do inquiry

Inquiry Design Model (IDM)

Component I

Questions

Component II

Tasks

Component III

Sources

The IDM Blueprint

Questions

Tasks

Sources

3 components of IDM in practice

Cover Page

Blueprint

Unpacking the inquiry elements

Sources

Sharing the Inquiry

https://c3teachers.org/inquiries/

IDM Design

Framing the IDM Inquiry

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3

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Finding the Right Content Angle

Stress Testing the Compelling Question through

Argument Stems

Crafting a Compelling Question That Is Actually

Compelling

Finding the right�content angle �for your inquiry

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Just a one day

Inquiry =

Inquiry

The whole unit

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A three week Inquiry

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Inquiry =

“Bigger than a lesson,�Smaller than a unit!”

Three to Five Day Inquiry

Inquiry =

so we need to design our inquiries on topics that are worth the time

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and on topics that allow students to feel known and valued!

Inquiry takes time

Let’s start with your topic

Start with your topic.

These are too big for an in-depth inquiry!

Roman History

Byzantine Empire

The Silk Road

Colonial America

Imperialism

World War I

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Fine tuning the topic.

These are a better fit for an in-depth inquiry!

The Fall of the Roman Empire

The Byzantine Empire and Christianity

Cultural Exchange and the Silk Road

Trade, Colonial America, and Revolution

Resistance to Imperialism

World War I and Modern Warfare

What’s the right slice of content for an inquiry on Trade, Colonial America, and Revolution?

Content slices: slavery and the economics tobacco

Finding an angle for your inquiry

government

Trade, Colonial America, and Revolution

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• What is a “received” narrative about American Revolution that may be worth investigating in more depth.

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In 1620, the population in American colonies was about 4,000. By 1650 the population was 50,000. With the start of the American Revolution, the population was 2 million and Virginia was the largest American colony with ½ million residents. Virginia was the economic and intellectual home of the Revolution.

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• What else can we say, particularly about the tension in this story?

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In this time, white colonists were generating tremendous wealth from tobacco cash crops through the work of 500,000 African enslaved persons. Profits from tobacco were possible because the work of enslaved persons, which was a fundamental underpinning of American “independence.”

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And, the economic success of the colonials helped set the stage for the growth of the revolutionary ideas that gave birth the the United States.

Look for what’s interesting about this topic

Tobacco, Slavery, and Trade in Colonial America

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• An inquiry on this topic can lead to alternative interpretations, like this one.

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The injustice of slavery rendered America fundamentally flawed by starkly contradicting the nation's founding principles of liberty and equality. Enshrined in the Declaration of Independence, the ideals that "all men are created equal" and endowed with "unalienable Rights" were undermined by the systematic enslavement and brutal exploitation of African Americans. This profound hypocrisy not only inflicted immeasurable suffering and long-lasting racial inequalities but also created deep societal and moral rifts, whose repercussions continue to challenge the nation's quest for true justice and equality.

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• But, does that mean the inquiry just introduces another way that we should ALL think about this topic?

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Heck no - it’s just the opposite. Instead of delivering an interpretation to students, we must give them the opportunity to investigate for themselves and decide for themselves.

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What does this mean for inquiry?

We want to go from this…

To this…

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What is interesting or unresolved about the economics of tobacco production in Colonial America? Where is there tension in the topic and slice of content?

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In the early 18th century American colonies grew wealthy and increasingly independent from British rule. The growth of the colonies set the stage for the American experiment with democracy, yet it was also dependent on the work of enslaved people.

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That’s a content angle for an inquiry

slavery

American independence from British rule

tobacco �economics

Ultimately, we want a content angle for the inquiry.

• Avoid the content trap of trying for too much curricular breadth.

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• Find a place where there is tension in the content—an issue or idea that students could argue about or interpret differently.

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• Work to get at those stories that are off the beaten path and inclusive of those on the margins.

Final thoughts about content angle

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Develop a content angle for your inquiry. It’s not time yet for a question!

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Use the Inquiry Working Document

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Visit c3teachers.org/2025-institute to access the Inquiry Design Working Document

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Your Inquiry Design Worksheet

Crafting a �Compelling Question �that’s actually compelling

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If students are asked a COMPELLING QUESTION …

IDM™ Follows C3 Inquiry Arc

OK you have a content angle, now what?

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• They set the opening frame for an inquiry.
• Situate the content angle
• Expresses the intellectual rigor and student relevance of an inquiry.
• Sets up the summative argument.

What are Compelling Questions

• Reflects an enduring issue, concern, or debate in the field.
• Typically demands the use of multiple disciplinary lenses (e.g., historical, geographic, economic, civic).

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Intellectual Rigor

• Reflects a quality or condition that we know students care about in their lives.
• Honors and respects students’ intellectual efforts.

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Student Relevance

Which Ancient Chinese innovation had the greatest impact?

Are students protected by the First Amendment?

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Is Jim Crow dead?

Was Greek Democracy a Success?

What does it take to secure equality?

Am I going to vote?

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Some Examples

Do we have to have rules?

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• Broad-brush questions: Is everyone unique? Is freedom absolute?
• Case Study Questions: Did the printing press preserve the past or invent the future?
• Personalized: Am I going to vote?
• Problem based questions: What should be done about the gender wage gap?
• Comparative: How could Americans be happier?

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Types of Compelling Questions

• Evaluative: What symbol best represents the United States?
• Word Play questions: Was New Deal a good deal?
• Ironic: Is greed good?
• Mystery: What do the buried secrets of Tenochtitlan tell us about the Aztecs?
• Yes/No: Are all rules good rules?

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Types of Compelling Questions

Evaluative/Personalized: Are students protected by the 1^st Amendment?

Word play: Should the 1^st Amendment be first?

Yes/No: Is the suppression of the 1^st Amendment during times of crisis ever justified?

Broad brush:

Is freedom absolute?

Ironic:

Is your speech free?

Problem based: Should you be able to burn a flag?

Examples of different types of CQ

Evaluative/Personalized: What makes a good rule, good?

Word play: Why is the golden rule golden?

Yes/No: Are all rules good rules?

Broad brush:

Why do we need rules?

Problem based: Should we make a rule about _____________?

And more examples

Some questions we’ve seen over the years.�and we’ve seen lots of them!

Check out our collection here.

• How did the Enlightenment impact the American revolution and the French Revolution?

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• How did the Enlightenment shed light on the human condition?

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• How did reason lead to revolution?

one more thing.. be iterative!

Write a compelling question that frames your content angle.

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Use the Inquiry Working Document in your team folder.

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Visit c3teachers.org/2025-institute/ to access your Design Documents.

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Stress Testing the Compelling Question through �Argument Stems

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IDM Follows C3 Inquiry Arc

If students are asked a COMPELLING QUESTION…

Students answer in the form of a SUMMATIVE

ARGUMENT

Why does IDM converge on the argument?

Or, what is so special about arguments in social studies?

Arguments allow us to express what we know

INQUIRY

students making an argument

content in social studies

Almost same language in every inquiry

What does argumentation look like in an inquiry?

Almost same language in every inquiry

What does argumentation look like in an inquiry?

So what is an argument?

An argument is a collection of claims supported by relevant evidence, which can be considered an answer to the question investigated by the research.

As arguments become more sophisticated, students might include counterclaims.

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An ARGUMENT can be made up of a single claim

Evidence

Evidence

Evidence

GDP tells an oversimplified story of a country’s economic growth and stability because it does not account for a country’s social health.

Evidence

Evidence

Evidence

Does GDP tell the right story?

ARGUMENT

Claim #1

Claim #2

Evidence

Evidence

Evidence

Evidence

Evidence

GDP tells an oversimplified story of a country’s economic growth and stability because:

GDP does not account for social health

GDP does not account for income distribution

Evidence

Evidence

Evidence

Evidence

Evidence

Does GDP tell the right story?

ARGUMENT

Claim #1

Claim #2

Claim #3

ARGUMENT

Claim #1

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

Claim #2

Claim #3

GDP tells an oversimplified story of a country’s economic growth and stability because:

GDP does not account for social health

GDP does not account for negative externalities

GDP does not account for income distribution

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

Does GDP tell the right story?

ARGUMENT

Claim #1

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

Counter-Claim

Evidence

Evidence

Evidence

Evidence

Claim #2

Claim #3

GDP tells an oversimplified story of a country’s economic growth and stability because:

GDP does not account for social health

GDP does not account for negative externalities

GDP does not account for income distribution

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

Evidence

But, GDP does allow you to compare

Evidence

Evidence

Evidence

Evidence

Does GDP tell the right story?

Claim #1:

GDP does not account for social health.

Evidence 1: RFK stated that while our GDP is growing, it “does not allow for the health of our children, the quality of their education, or the joy of their play” and measures everything “except that which makes life worthwhile.”

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Evidence 2: Since 1970, Index of Social Health: Decreased from 64.0 in 1970 to 50.2 in 2011.

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Evidence 3: Social Index numbers stand in contrast to steep rise of GDP over same time period.

Claim in Outline form

GDP says nothing about the social needs of a country. In 1968, Robert F. Kennedy gave a speech at the University of Kansas, where he summarized the shortcomings of GDP. Kennedy stated that while our GDP is growing, it “does not allow for the health of our children, the quality of their education, or the joy of their play (Doc E).” His words are still true today. For example, since 1970, the Index of Social Health has steadily decreased from 64.0 in 1970 to 50.2 in 2011 (Doc F). In particular, nine of the sixteen performance indicators that make up the Index, such as child poverty, child abuse, and health insurance coverage, have shown a lack of progress over the past forty years (Doc F). These numbers stand in stark contrast to steep rise of GDP (Doc B) over the same time period. As Kennedy so eloquently stated, GDP can “measure everything, in short except that which makes life worthwhile (Doc E).”

Claim in Paragraph form

Argumentation works in elementary grades as well!

Argumentation works in elementary grades as well!

�How do I share peace?�

ARGUMENT STEMS allow us to pressure test the compelling question to see if it will work as a frame to the argument.

*In other words, you can have a really pretty question but if it doesn’t function…..then it ain’t no good.

Don and Jeff—7^th Grade Geography

• Initial question: Is conflict always about difference?
• Ending Question: Why is conflict so difficult to resolve?

Argument stems are different ways to answer the compelling question.

Conflict is difficult to resolve [Argumentative stance] because there are often deep-seated historical events that prevent resolution [Claim 1].

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Conflict is difficult to resolve [Argumentative stance] because economic inequality creates power struggles between clashing sides [Claim 1].

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Conflict is difficult to resolve [Argumentative stance] because polarized religious beliefs can create irreconcilable differences [Claim 1].

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Why is conflict so difficult to resolve?

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Argument Stem = Argumentative Stance + Claim

Why was the Korean War “forgotten”?

Argument Stem = Argumentative Stance + Claim

• The Korean War was “forgotten” because it started as a police action and slowly progressed to a conflict.
• The Korean War was “forgotten” because Americans were focused on other domestic issues facing the country (e.g., consumerism, economy).
• The Korean War was “forgotten” because veterans came home to a different social climate than after World War II, leaving many to remain relatively silent about their wartime experiences.
• The Korean War was “forgotten” because it is often eclipsed by World War II, the Vietnam War, the larger Cold War, and other domestic concerns in textbooks.

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What map tells the best story?

• A street map tells the best story because it shows you where different places are.

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• Physical maps tell the best story because they show you what kind of land a place has.

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• World maps tell the best story when they show the true size of a place because they show how big different places really are.

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• Different sized maps (proportional) tell the best story, because they show you important things affecting the people there.

Does Debt Matter?

Argument Stem = Argumentative Stance + Claim

• The federal debt does matter. Excessive debt slows the economy, burdens future generations, and represents the spending of money the government does not have, thus increasing the tax burden on the country.

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• The federal debt does not matter. The government provides important programs that must be maintained and money can be ‘cheaply’ borrowed from the government itself. Further, inflationary policies can lead to full-employment and an equitable economy.

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What is the most important rule of all?

• The most important rule is one I have at home: Don’t run in the house.

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• The most important rule is one I have at school: Raise your hand.

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• The most important rule is one I have in the community: Walk or ride your bike on the sidewalk, away from cars.

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• The most important rule is a new one I wrote: Be kind to others.

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Why do we do argument stems?

• For the design process.

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• To avoid problematic questions.

• Is slavery justifiable?
• Were the Aztecs (or other group) civilized?
• Was Hitler a good leader?

Stress test your compelling question with argument stems and record your ideas on your Inquiry Working Document

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Post your compelling question with argument stems on our Padlet Wall

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