This inquiry provides students with an introduction to a historical example of religious tolerance and cooperation as it evolved in Islamic Spain, also known as Al-Andalus. Muslims settled in Spain and took control from Christian Visigoths in the 8th century. Over the six centuries of Muslim rule in Spain, Muslims, Jews, and Christians lived side by side, sometimes in conflict but more often in harmony. This inquiry examines the establishment of Al-Andalus as an emirate of the Umayyad Caliphate and later as a caliphate of its own in 926 CE. The inquiry provides students with an opportunity to examine the establishment of the caliphate of Córdoba as a center of knowledge, innovation, and religious tolerance.
Tier 1
The Heart of Social Studies
Inquiries
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This inquiry provides students with an introduction to a historical example of religious tolerance and cooperation as it evolved in Islamic Spain, also known as Al-Andalus. Muslims settled in Spain and took control from Christian Visigoths in the 8th century. Over the six centuries of Muslim rule in Spain, Muslims, Jews, and Christians lived side…
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This inquiry focuses on the concept of religious freedom driven by the compelling question “Does religious freedom exist?” The question establishes the importance of religious freedom and tolerance as a way for students to learn about world religions. In learning more about the compelling question, students identify the major beliefs of world religions and begin…
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This inquiry uses the Industrial Age as a context for students to explore the compelling question “Is greed good?” The Industrial Age, often referred to derisively as the Gilded Age, brought about unprecedented economic growth and the advent of modern living. The effects of the Industrial Age were so essential to the economic and social…
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This inquiry leads students through an investigation of the Ottoman Empire during the 16th century by examining the esteemed leader Suleiman the Magnificent. By investigating the compelling question “How ‘magnificent’ was Suleiman?” students are asked to evaluate the positive and negative impacts Suleiman had on the region. The formative performance tasks are designed to build…
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This inquiry leads students through an investigation of the fall of the Roman Empire. More specifically students examine whether the events that occurred in 476 CE constituted the fall of the Roman Empire or a transformation of the empire. By investigating the compelling question about whether or not the Roman Empire fell, students consider the…
This inquiry engages students in expanding their understandings of families in general and the idea that families can be both similar and different. Although much of family life may be shared—language, religion, culture, and traditions—there are important differences across these elements. The compelling question “How can families be the same and different?” offers students opportunities…
This inquiry leads students through an investigation of their families as a way to begin understanding the concepts of past and present. By answering the compelling question “What do family stories tell us about the past?” students learn about change over time. Through the use of family artifacts (e.g., photographs, marriage licenses, family trees, keepsakes),…
This inquiry leads students through an investigation of maps and spatial representation, exploring how and why we depict the physical world the way we do on maps. The compelling question “Can my life fit on a map?” encourages students to consider our ability to represent real-world places on a map. In doing so, students explore…
This inquiry engages first graders in exploring the meaning and purpose and function of government through the compelling question “Is the president the most important person in government?” Assuming that most first graders know who the president is, this inquiry is designed to help students explore the different levels of governmental leadership and the idea…
This first grade annotated inquiry highlights the idea that even primary-age children can begin thinking about their civic roles in their communities and beyond. Those roles can be made real and vital to young children by exploring the traits or characteristics that represent responsible citizenship. Those traits—respecting others, behaving honestly, helping others, making and obeying…