This module supports students to learn about the Little Rock 9 and their historical context by inquiring into a rich array of primary and secondary sources and creating an argument that answers the questions, “What legal, political, and social obstacles existed in trying to desegregate Little Rock Central High School? How effective were the tactics that were used to overcome those obstacles?” The interactive notebook integrates texts, tasks, scaffolds, and routines.

This module supports students to learn about the Little Rock 9 and their historical context by inquiring into photographs and other primary and secondary sources and reflecting on their own experiences with segregation and discrimination. The central questions for the module are “What obstacles existed for those trying to desegregate Little Rock Central High School and how effective were their tactics to overcome those obstacles?” An interactive notebook that integrates texts, tasks, scaffolds, and routines supports students to make inferences and provide textual evidence for those inferences.

This module supports students to inquire into photographs and other primary and secondary sources over ten lessons in order to construct an answer to the question, “What caused the conflicts between the United States and the Lakota people during the latter half of the 19th Century?” The purpose of the unit is to teach students to read for understanding in the discipline of history as evidenced by their ability to advance historical arguments and support them with evidence from historical texts. The curriculum guide includes student handouts of texts and notetakers as well as a teacher’s guide with lesson plans and sample models that can be used with both high school and middle school students.

This module supports close reading and the interpretation of historical sources while building knowledge of the 1953 coup in Iran. High school students drive the inquiry as they investigate what happened using primary sources and then create their own account, providing textual evidence and reasoning. Materials include the set of primary sources, an interactive notebook with integrated scaffolds and routines, and notes for the teacher to guide implementation.

This module supports students to read tertiary history sources to answer the question, “What was life like for a medieval serf and how do you know?” Students read and discuss the sources, make claims based on multiple sources, and explain their reasoning. Materials include the history sources, an interactive notebook with integrated scaffolds and routines, and notes for the teacher to guide implementation.