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The Arkansas C3 Hub is an ongoing effort to build inquiry materials in support of Arkansas social studies standards. This work is being lead by the Arkansas Teacher Collaborative Council made up of teacher leaders around the state.
The Arkansas Inquiry Toolkit provides teachers with access to curriculum materials opportunities to learn more about using inquiry in Arkansas social studies classrooms. The instructional materials available here feature the Inquiry Design Model, an innovative approach to teaching and learning emphasizing teacher knowledge and expertise. The Toolkit project was funded by the Arkansas Department of Education. See our inquiries below.
The inquiries published in the Arkansas Inquiry Toolkit were built using the Inquiry Design Model and feature a blueprint overview of how the inquiry might be taught as well as the sources needed to implement in the classroom. All of the inquiries support Arkansas social studies practices aligned with Dimensions 1, 3, and 4 of C3 Framework as well as specific content standards found in the Arkansas Social Studies Curriculum Framework. Although the inquiries align with standards, they are not intended to be comprehensive content units, nor are they intended to be a series of prescribed lesson plans. They are intended to serve as pedagogically rich examples content and skills built out in inquiry-based fashion.
The following charts displays the array of inquiries developed for each Arkansas grade level along with the relevant Arkansas content standard. By viewing the topics for each inquiry, curriculum teams can begin planning their work to develop additional inquiries for the remaining grade-level topics.
| Grade 1 | Do I have to like everyone? | Civics Inquiry on Friendship By Kristen Hurt & Stephanie Drury |
| Grade 1 | How do maps talk to us? | Geography Inquiry on Map Skills Cathy Toney, Conway School District |
| Grade 2 | Is the relationship between people and rivers good or bad? | Geography Inquiry on the environment Lisa Bailey, ADE |
| Grade 5 | Is betrayal always bad? | U.S. History Inquiry on Betrayal Tanya Ellington & Jennifer Steele, Valley View School District |
| Grade 5 | Social media, why can’t I post that? | Civics Inquiry on Social Media Lisa Bailey |
| Grade 6 | How do we know the past without written evidence? | World History Inquiry on Nomadic Life By Hailey Smith, Elkins School District and |
| Grade 7 | Why is conflict so difficult to resolve? | Geography Inquiry on Conflict Resolution Jeff Davidson, |
| Grade 7 | Can nations own the sea? | Geography Inquiry on the South China Sea Jeff Davidson, |
| Grade 7 | How should South Asia respond to a growing population? | Geography Inquiry on Population Growth Jeff Davidson, |
| Grade 7 | Is America the promised land for the world’s immigrants? | Geography Inquiry on America as a “Promise Land” Robin Morris, Patty Townsend & Dustin Dean |
| Grade 7 / 8 | Is the Hunter-Dunbar Expedition Worth Remembering? | Arkansas History Inquiry on Hunter-Dunbar Expedition Jeff Davidson |
| Grade 8 | Was the Dust Bowl a perfect storm? | U.S. History Inquiry on the Dust Bowl Maggie Herrick, Connie Echols, Greg Moore |
| Grade 8 | Is progress more important than preservation? | Arkansas History Inquiry on Historical Preservation Lisa Lacefield |
| Civics | Can polls be trusted? | Inquiry on Polls Vickie Yates |
| Civics | Do we need the electoral college? | Inquiry on the Electoral College Evan Cowling, Harrison School District Vicki Yates, Virtual AR– editor |
| Civics | Was the vote enough? | Inquiry on Women’s Suffrage Barry Watkins, Bay School District |
| Civics | Should safety outweigh freedom? | Inquiry on Safety and Freedom Vickie Yates |
| World History | How did reason lead to revolution? | Inquiry on the Age of Reason David Freligh, Forrest City |
| U. S. History | Was containment a success? | Inquiry on Containment Vickie Yates, Virtual AR |
| U. S. History | Is it ever too late for justice? | Inquiry on the Murder of Emmett Till Lisa Lacefield, |
| U. S. History | Can music cause cultural change? | Inquiry on Music and Change Written by teachers attending |
| Economics | Is the United States ready to be a cash free society? | Inquiry on a Cash Free Society Sarah DeWitt, |
| Economics | Is Fair Trade Fair? | Inquiry on Trade Sarah DeWitt, |
| Economics | Do taxes help or hurt U.S. citizens? | Inquiry on Taxes Tiffany Ford, Virtual Arkansas |
Arkansas teachers are working together to learn more about the C3 Framework and the Inquiry Design Model. These professional development materials feature PowerPoint slide decks that are organized around the C3 and the three parts of the Inquiry Design Model (IDM™) – Questions, Tasks, and Sources. The four slide decks available here are annotated to provide facilitators with the information they need to conduct the professional learning activities.
Introduction to the Arkansas Toolkit
This slide deck introduces the Arkansas Social Studies Resource Toolkit and Professional Development project and is the first set of slides in this professional development series.
IDM and Questions
This slide deck is the second in the professional development series. These slides introduce the first component of IDM focused on questions. IDM is the basis for the construction and presentation of the inquiries that make up the Arkansas Toolkit. In these slides:
IDM and Tasks
These slides introduce the second component of the IDM dealing with tasks. IDM features a variety of performance tasks that provide students with opportunities for learning and provide teachers with multiple opportunities to evaluate what students know and are able to do.
IDM and Sources
These slides introduce the third component of IDM about sources. IDM features sources as the primary means by which students encounter social studies content and practice the skills needed to learn that content.
This video series provides teachers with an introduction to the C3 Framework and the Inquiry Design Model. The first in our series was recorded in 2015 and focuses on the Cs Framework. The videos were filmed in the studios of the Arkansas Educational Television Network (AETN) and are available through the ideas network at AETN as online courses at https://ideaslms.aetn.org/ (account required). The titles of these courses are as follows.
SSC15052 Foundations for C3 Inquiry and The Inquiry Design Model (IDM): Part One
A PDF with PPT slides from this course are available below
PPT #1 – Foundations for C3 Inquiry & the Inquiry Design Model (IDM)
Work on the Toolkit project began in the summer of 2015 with professional learning activities and the development of a video series for helping teachers learn more about the C3 Framework and Inquiry Design Model. That work continued into 2016 with the addition of a Teacher Collaborative Council focused on building inquiries and related professional development and implementation materials for teachers in Arkansas. The first set of inquiries were published in spring 2017. Work continues on the Toolkit project to develop additional inquiries and for teachers to share about their experiences through our Arkansas blog series.
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This inquiry leads students through an investigation of the Hunter-Dunbar expedition, commissioned by President Thomas Jefferson after the purchase of the Louisiana Territory from France. By investigating the compelling question “Is the Hunter-Dunbar Expedition Worth Remembering?” students evaluate the contributions Dr. George Hunter and William Dunbar made in the discovery and cataloguing of natural resources,…
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This inquiry leads students through an investigation of taxation in the United States. By investigating the compelling question, “Do taxes help or hurt United States citizens?” students will evaluate the pros and cons of taxes on the citizens of the United States. Students will discover the different ways that the government collects taxes, how they…
This inquiry leads students through an investigation of personal liberties vs. public safety. By investigating the compelling question “Should safety outweigh freedom?” students evaluate the constitutionality of government actions that originate from a desire to protect the American public. The formative performance tasks build on knowledge and skills through the course of the inquiry and…
This inquiry leads students through an investigation of rights and responsibilities involved when posting to social media. By investigating the compelling question “Social media, why can’t I post that?”, students evaluate the power of the written word, its effect on others, and civic responsibility toward others. The formative performance tasks build on knowledge and skills…
This inquiry leads students through an investigation of rivers. By investigating the compelling question “Is the relationship between people and rivers good or bad?” students evaluate the affect that people and rivers have on each other. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students understand…
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This inquiry leads students through an investigation of prehistoric nomadic life. By investigating the compelling question “How do we know the past without written evidence?” students evaluate how nomads communicated, where they lived, and how they defined their needs based on the places they lived. The formative performance tasks build on knowledge and skills through…
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This inquiry leads students through an investigation of the impact of music on the progression of cultural change. By investigating the compelling question “Can Music Cause Cultural Change??” students evaluate the effect of music on social issues. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students…
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This inquiry leads students through an investigation of the South China Sea dispute, in which several nations in East and Southeast Asia are claiming ownership of parts of the sea for various purposes. By investigating the compelling question “Can nations own the sea?” students evaluate whether nations have the sovereign right to claim parts of…
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This inquiry leads students through an investigation of the Electoral College. By investigating the compelling question “Do we need the Electoral College?” students evaluate process the United States uses to select the president. The formative performance tasks help students build knowledge and practice skills through the course of the inquiry and support students as they…
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This inquiry leads students through an investigation of immigration experiences in the United States. By investigating the compelling question—“Is America the ‘Promised Land’ for the world’s immigrants?”—students evaluate the motivating factors and deterrents for immigration to the United States both in the past and present. The formative performance tasks help students build on knowledge and…
C3Teachers.org facilitates open collaborative conversations among teachers as they tinker with their own instructional practice as it relates to the C3 Framework.
If you are interested in offering more professional development opportunities, rethinking or redesigning your social studies curriculum, we’d love to talk.
