PART 1: Generate Questions
Asking Informed Questions (REQUIRED ACTIVITY)
This Part 1 activity is required for successful completion of the Inquiry Design ModelThe Inquiry Design Model (IDM) (Swan et al, n.d.) is a distinctive approach to creating instructional materials that honors teachers’ knowledge and expertise, avoids over-prescription, and focuses on the key elements envisioned in the C3 Inquiry Arc. . The class brainstorms informed questions about how American AbenakiAbenaki tribes, families, and people who live in the United States. Vermont has four recognized Abenaki tribes; for more information visit Abenaki Alliance. people have maintained their culture and identifies those questions they need to learn more about.
PART 2: Using Evidence to Construct Answers (ACTIVITY OPTIONS)
Using Sentence Stems and Sentence Frames
Students use a sentence-completion worksheet to reflect on their prior research and spark further discussion.
Using Peer Review Partners
Students respond to prompts about how American AbenakiHistorically, this name was used by the French to refer to many different Indigenous communities in Vermont, New Hampshire, and Maine. During the colonial wars, some New England Indians moved to southern Canada as war refugees. They were joined by refugees from other tribes and together became known as Abenaki. (Calloway, 1994) people have maintained their culture over time. They draft Venn diagrams or write essays and get feedbackWhat an educator or someone with knowledge provides a learner in response to their demonstrated learning. Feedback helps the learner understand what they have done well and how to improve. from peers to revise their work.
Class Debrief and Record
Students do research and share claims and evidence about how American Abenaki have maintained their culturalRelating to the beliefs, language, traditions, and other ways of living that a group shares. identity. They assemble a class record to share resources they found particularly helpful.