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- Columbian Exchange
- Columbus
- Columbus Day
- IDM
- Inquiry Design Model
- Wa-social-studies
- Washington
- wa-ela
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- Creative Commons Attribution
- Language:
- English
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Education Standards
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Learning Domain: History
Standard: Analyze and interpret historical materials from a variety of perspectives in world history (1450-present)
Learning Domain: Social Studies Skills
Standard: Explain points of agreement and disagreement that experts have regarding interpretations of sources
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Learning Domain: Reading for Literacy in History/Social Studies
Standard: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Compare and contrast treatments of the same topic in several primary and secondary sources.
Learning Domain: Reading for Informational Text
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Learning Domain: Reading for Informational Text
Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
Learning Domain: Reading for Informational Text
Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Learning Domain: Reading for Informational Text
Standard: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Learning Domain: Reading for Informational Text
Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Learning Domain: Reading for Informational Text
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Learning Domain: Reading for Informational Text
Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
Learning Domain: Reading for Informational Text
Standard: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Learning Domain: Reading for Informational Text
Standard: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Learning Domain: Writing
Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Learning Domain: Writing
Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing
Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Learning Domain: Writing
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write arguments focused on discipline-specific content.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Literacy in History/Social Studies
Standard: Compare and contrast treatments of the same topic in several primary and secondary sources.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Informational Text
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Informational Text
Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Informational Text
Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Informational Text
Standard: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Reading for Informational Text
Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Informational Text
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Informational Text
Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Informational Text
Standard: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Reading for Informational Text
Standard: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing
Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing
Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Maryland College and Career Ready English Language Arts Standards
Grades 9-10Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write arguments focused on discipline-specific content.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Maryland College and Career Ready English Language Arts Standards
Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Cluster: Key Ideas and Details.
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
Cluster: Key Ideas and Details.
Standard: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Cluster: Integration of Knowledge and Ideas.
Standard: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Cluster: Text Types and Purposes.
Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Cluster: Research to Build and Present Knowledge.
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Key Ideas and Details.
Standard: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
Cluster: Key Ideas and Details.
Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Cluster: Integration of Knowledge and Ideas.
Standard: Compare and contrast treatments of the same topic in several primary and secondary sources.
Cluster: Key Ideas and Details.
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
Cluster: Key Ideas and Details.
Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Cluster: Key Ideas and Details.
Standard: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Cluster: Text Types and Purposes.
Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.
Cluster: Text Types and Purposes.
Standard: Write arguments focused on discipline-specific content.
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Cluster: Research to Build and Present Knowledge.
Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Cluster: Research to Build and Present Knowledge.
Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from informational texts to support analysis, reflection, and research.
Grade 10 Inquiry: Columbus: An American Hero?
Overview
This inquiry by Ryan Theodoriches, Evergreen Public Schools, is based on the C3 Framework inquiry arc. The inquiry leads students through an investigation of the decision by the federal government of the United States to honor Christopher Columbus with a federal holiday as well as efforts to challenge the view that Columbus should be revered as a national hero.
Should Columbus Day Be Celebrated in the United States?
Inquiry Description
This inquiry leads students through an investigation of the decision by the federal government of the United States to honor Christopher Columbus with a federal holiday as well as efforts to challenge the view that Columbus should be revered as a national hero.
The compelling question “Should Columbus Day Be Celebrated?” asks students to identify and weigh evidence from multiple primary and secondary sources. This inquiry delves into a question that educated and informed scholars have disagreed on for decades.
The document set for this inquiry was purposely selected to allow students to support arguments on both sides of the issue. The formative tasks are intended to get students to engage with and understand individual documents so they may identify corroborations and areas of dispute.
While content is important, the focus of this task is on the development of skills.
Before entering this inquiry, students should have developed some basic background information about the Age of Exploration and Native American history before and after Columbus's voyages to the Americas.
Attribution and License
Attribution
Cover image photograph of John Vanderlyn painting via Architect of the Capitol | Public Domain
License
Except where otherwise noted, original work in this inquiry by Ryan Theodoriches, Evergreen Public Schools is available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring.