Resources tied to specific PAHS Pathfinders/Lesson Plans
Power & Conflict

Cultural Interactions

(Word Docs)

Free Resources to support the CBAs

(Word Doc)

CBA Tools

Causes of Conflict
Student Directions 

Causes of Conflict Rubric

Cultural Interactions
Student Directions

Cultural Interactions Rubric
(Word Docs)

Deconstructing the CBAs

Big6™ Research Model

Essential Questions  Questioning

Collaboration: Integrating Reading, Writing, and Inquiry Research

Deconstructing the CBAs
All CBAs regardless of their focus have common elements.

• Connect to EALRs and benchmarks in Social Studies and in Reading, Writing and Communication

• Provide a rubric

• Give Essential question examples

• Outline key concepts and vocabulary

• Require inquiry (Reading, thinking and research)

• Require organization and synthesis of inquiry

• Requires the use of primary sources and/or artifacts

• Require group process and discussion

• Require taking a position and writing about it (Writing and thinking)

• Require presentation of the position (Communication)

• Suggest graphic organizers

• List teaching ideas

• Provide some general resources

• NEED specific resources to tie with curriculum content

All CBAs address the Social Studies GLE's.

• Use critical reasoning to form and evaluate positions

• Use inquiry-based research

• Deliberate effectively with others

All students involved with the social studies CBAs need the following:

• Facts—evidence

• Vocabulary

• Topics

• Concepts Generalizations

• Practice

There are a number of key issues associated with all of the CBAs.

• Scaffolding needed for students and teachers

• Quality and quantity of resources available

• Handling of difficult-to-find topics

• Issues of readability of resources

• Use of primary documents/artifacts

• Ethical citation of resources

• Ensuring quality thinking and writing

Collaboration: Integrating Reading, Writing, and Inquiry Research

Teacher-Librarians are resources for

• Background materials for teachers

• Common readings

• A variety of research materials

  • Primary sources and artifacts

  • Secondary sources

    • Evaluation tools for research materials

• Materials supporting different reading levels

• Different approaches to topic

• Higher level thinking skills including

  • Evaluating resources

  • using graphic organizers

  • creating annotated bibliographies

• Providing students and teachers with instructional support

  • Use of electronic resources

    • Web search skills

    • Web evaluation skills

    • Use of databases

    • Use of teacher-librarian created web site portals

  • Supporting the use of a research model for an effective research process

    • location and access of information

    • Use of information

    • Note taking

    • Citing sources

      • ethical use of materials

      • annotated bibliographies

    • Publication/presentation

• Helping with "backward planning"

  • Where do we want them to go?

  • What do we expect to see?

  • How will we get there?

• Helping assess CBA projects and processes

See two Collaboration Models

Let's Start Planning Together

• Which CBA will you do? http://www.k12.wa.us/Assessment/WASL/SocialStudies/default.aspx

• Questions to ask:

  • What is the content focus of your class?

  • What CBAs are on the OSPI website?

  • What CBA do we have enough resources on?

  • Do you need to fulfill the Civics requirement?

One approach to planning

• Select and read background information

• Select common reading material

• Plan for independent research

• Schedule library time

• Students read and research

• Students create the product

• Review and assess student work

• Decide who will be responsible for what in the research plan

The Essential Question

Each CBA has an essential question tied to the BIG ideas of Social Studies. Below are links that may be helpful.

“The Research Cycle Begins with an ‘Essential Question" from Bellingham School District

"The Questioning ToolKit" from Jamie McKenzie

"Learning Questioning" from Jamie McKenzie