1 00:00:05,305 --> 00:00:07,241 Welcome to the Good life Podcast 2 00:00:07,633 --> 00:00:10,099 by Nebraska Es Coordinating council. On I'm your 3 00:00:10,099 --> 00:00:12,008 host Andrew Easton. And thanks for joining us 4 00:00:12,008 --> 00:00:14,236 as we discussed the latest in digital learning 5 00:00:14,236 --> 00:00:16,800 across Nebraska and around the country. 6 00:00:17,756 --> 00:00:19,430 Alright. Like to book my back for another 7 00:00:19,430 --> 00:00:21,842 episode of the good life, Edu podcast, 8 00:00:22,154 --> 00:00:24,461 And we're gonna have a conversation today about 9 00:00:24,461 --> 00:00:27,086 social studies here in our state, and also 10 00:00:27,086 --> 00:00:29,234 nationally, as we're grateful to welcome in John 11 00:00:29,313 --> 00:00:31,877 Lee, who is the founder, of C 3 12 00:00:31,877 --> 00:00:34,112 teachers. He's an associate Dean and professor at 13 00:00:34,431 --> 00:00:36,506 Nc state, and we're gonna give the opportunity 14 00:00:36,506 --> 00:00:38,023 to learn a little bit more about C 15 00:00:38,023 --> 00:00:40,772 3 teachers the C3 3 framework inquiry design 16 00:00:40,910 --> 00:00:44,021 model for social studies instruction and really where 17 00:00:44,021 --> 00:00:45,217 that's met some pretty, 18 00:00:45,855 --> 00:00:48,509 robust efforts in our state to develop units 19 00:00:48,567 --> 00:00:51,055 that are available. 4 grades 4 through 8, 20 00:00:51,294 --> 00:00:53,049 and I'm grateful to Mark Brady, who's a 21 00:00:53,049 --> 00:00:55,361 professional development coordinator at 7 for joining us 22 00:00:55,361 --> 00:00:56,021 for today's 23 00:00:56,398 --> 00:00:58,392 conversation as well, as he'll be able to 24 00:00:58,392 --> 00:00:59,211 kinda bring 25 00:00:59,683 --> 00:01:02,474 updates, and a little look ahead at where 26 00:01:02,474 --> 00:01:05,287 that particular project is at and and going 27 00:01:05,823 --> 00:01:06,541 Nebraska. And so, 28 00:01:07,259 --> 00:01:08,237 John, Mark 29 00:01:08,629 --> 00:01:09,988 Thanks for joining us for the podcast. 30 00:01:10,547 --> 00:01:11,366 Absolutely thanks. 31 00:01:11,905 --> 00:01:13,903 Yeah. And we'll start with John then. Thank 32 00:01:13,903 --> 00:01:16,060 you for taking a all time, to lead... 33 00:01:16,394 --> 00:01:18,712 As a part of this conversation, the backstory 34 00:01:18,712 --> 00:01:21,450 story behind the C3 3 teacher's framework and 35 00:01:21,509 --> 00:01:23,187 site. And so I'll just kinda turn things 36 00:01:23,187 --> 00:01:24,706 over to you for the backstory story a 37 00:01:24,706 --> 00:01:25,925 little bit, John on how 38 00:01:26,238 --> 00:01:27,112 this effort came about. 39 00:01:27,986 --> 00:01:30,371 Sure thing. Thank you. And and thank you 40 00:01:30,371 --> 00:01:32,040 as well for inviting me to be on 41 00:01:32,040 --> 00:01:33,073 the program with Mark. 42 00:01:33,964 --> 00:01:36,199 C 3 teachers is an effort that got 43 00:01:36,199 --> 00:01:38,434 underway in 2014 44 00:01:38,434 --> 00:01:40,430 to bring teachers who are interested in using 45 00:01:40,430 --> 00:01:41,968 inquiry in their classroom together 46 00:01:42,346 --> 00:01:42,985 in a network. 47 00:01:43,636 --> 00:01:46,416 A collaborative network to share Ideas to develop 48 00:01:46,416 --> 00:01:48,402 curriculum materials and learn from each other. 49 00:01:49,196 --> 00:01:52,317 C 3 teachers was explicitly an effort to 50 00:01:53,184 --> 00:01:54,323 provide a an 51 00:01:54,702 --> 00:01:56,620 articulation of the C3 3 framework, 52 00:01:57,020 --> 00:01:58,479 which is a standards 53 00:01:58,938 --> 00:02:01,495 guidance document that was published in 20 13, 54 00:02:01,909 --> 00:02:04,079 on 09/17/2013 55 00:02:04,215 --> 00:02:04,613 constitution day. 56 00:02:05,329 --> 00:02:06,761 A little bit of a backstory on the 57 00:02:06,840 --> 00:02:09,465 C3 3 framework. The c 3 framework was 58 00:02:09,465 --> 00:02:11,630 commissioned by a group of state social city 59 00:02:11,630 --> 00:02:13,941 specialists in late 20 10, 60 00:02:14,818 --> 00:02:17,447 among those specialists were folks in the state 61 00:02:17,447 --> 00:02:19,933 of Nebraska, specifically Harris Pain, who was the 62 00:02:19,933 --> 00:02:21,767 social studies lead in the nebraska and the 63 00:02:21,767 --> 00:02:24,557 time. There were 23 states that were participating 64 00:02:24,557 --> 00:02:25,934 in a national 65 00:02:26,311 --> 00:02:28,954 organization, called Ccs ssl, the Chief Council for 66 00:02:28,954 --> 00:02:29,910 school state officers. 67 00:02:30,866 --> 00:02:34,312 And, that's the professional organization for state school 68 00:02:34,449 --> 00:02:34,927 superintendent, 69 00:02:35,658 --> 00:02:37,348 Ccs sso had published 70 00:02:37,800 --> 00:02:40,100 in 20 10, a document that we're all 71 00:02:40,100 --> 00:02:42,004 familiar with, a common core. 72 00:02:42,814 --> 00:02:45,047 And, you know, the common core as folks 73 00:02:45,047 --> 00:02:46,961 in social studies may know and may recall 74 00:02:46,961 --> 00:02:49,215 if you can flash back to 20 10 75 00:02:49,353 --> 00:02:51,587 included within it some mention in reference to 76 00:02:51,587 --> 00:02:52,145 social studies. 77 00:02:52,717 --> 00:02:54,785 Pages. I think it was, like, 64 and 78 00:02:54,785 --> 00:02:56,217 65 in the document, 79 00:02:56,774 --> 00:02:59,161 mentioned social studies and put forward some standards 80 00:02:59,161 --> 00:03:01,013 for social studies literacy 81 00:03:01,482 --> 00:03:03,789 in the process of development the common core, 82 00:03:04,028 --> 00:03:06,732 the social community was not engaged. And so 83 00:03:06,732 --> 00:03:07,948 we were caught by 84 00:03:08,340 --> 00:03:09,939 surprised. I think that's an understatement to say 85 00:03:09,939 --> 00:03:11,539 we were surprised at the publication, the c 86 00:03:11,539 --> 00:03:12,659 3 framework everybody was. 87 00:03:13,539 --> 00:03:15,620 But more than surprised, we were a little 88 00:03:15,620 --> 00:03:16,715 dish disheartening that 89 00:03:17,470 --> 00:03:19,139 professionals in the field hadn't been engaged. 90 00:03:19,855 --> 00:03:21,683 It wasn't as nsf what was included in 91 00:03:21,683 --> 00:03:24,386 the common core was bad. You know, were 92 00:03:24,386 --> 00:03:26,787 problematic, but it just didn't work flight where 93 00:03:26,787 --> 00:03:29,198 we were and didn't bring us into the 94 00:03:29,255 --> 00:03:30,848 conversation, those of us in social studies. And 95 00:03:30,848 --> 00:03:31,348 so 96 00:03:31,804 --> 00:03:33,317 we got together in our field and said, 97 00:03:33,396 --> 00:03:35,724 you know what? We need to put forward 98 00:03:35,724 --> 00:03:36,224 an 99 00:03:36,525 --> 00:03:38,444 articulation and a representation of what we want 100 00:03:38,444 --> 00:03:39,084 in our field. 101 00:03:39,965 --> 00:03:41,564 And that was the origin of this thing 102 00:03:41,564 --> 00:03:42,764 called the C3 3 framework, 103 00:03:43,418 --> 00:03:46,371 at it at the beginning, it was commissioned 104 00:03:46,371 --> 00:03:48,206 again by folks that were a part of 105 00:03:48,286 --> 00:03:51,332 Ccs sso, and Nebraska was a... Was at 106 00:03:51,332 --> 00:03:51,809 the table. 107 00:03:52,366 --> 00:03:54,274 We thought we were gonna do a national 108 00:03:54,274 --> 00:03:57,137 standards project by the common core, but that 109 00:03:57,137 --> 00:03:58,728 is not what it ended up to be. 110 00:03:59,458 --> 00:04:01,367 And part of the reason for that is 111 00:04:01,367 --> 00:04:03,038 because it's good social studies people, We were 112 00:04:03,038 --> 00:04:04,867 paying attention what was going on with the 113 00:04:04,867 --> 00:04:07,275 common core. We were the politics of the 114 00:04:07,275 --> 00:04:09,674 common core, the implementations of rollout of it 115 00:04:09,674 --> 00:04:11,114 as folks who were called there was a 116 00:04:11,114 --> 00:04:11,614 big 117 00:04:12,634 --> 00:04:13,834 implementation effort and, 118 00:04:14,555 --> 00:04:16,187 rather watching considerable 119 00:04:16,881 --> 00:04:18,710 incentive to adopt the common core race to 120 00:04:18,710 --> 00:04:21,176 the top and hundreds of millions of dollars 121 00:04:21,176 --> 00:04:22,210 that were provided the states, 122 00:04:22,782 --> 00:04:24,612 we're an opportunity at least to compete for 123 00:04:24,612 --> 00:04:25,249 those funds. 124 00:04:25,885 --> 00:04:28,670 If they adopted the common core 40, I 125 00:04:28,670 --> 00:04:30,579 think 6 states did adopt the common core. 126 00:04:31,708 --> 00:04:33,780 And, many of those states including my home 127 00:04:33,780 --> 00:04:36,670 state, Nebraska received hundreds of millions of dollars 128 00:04:36,807 --> 00:04:38,241 and funding from race to the top as 129 00:04:38,241 --> 00:04:40,791 a result. But then it all came apart, 130 00:04:41,363 --> 00:04:42,793 many people viewed it as an over reach 131 00:04:42,793 --> 00:04:44,620 on the part of the Federal government, the 132 00:04:44,699 --> 00:04:47,821 United States Department of Education, other organizations, and 133 00:04:48,449 --> 00:04:50,442 and state after state including my home state 134 00:04:50,442 --> 00:04:51,399 in North Carolina, 135 00:04:52,595 --> 00:04:54,908 folks quit the common core. So we were 136 00:04:54,908 --> 00:04:56,343 watching all that play out and we're, like, 137 00:04:56,503 --> 00:04:58,035 why we're not gonna make that stake. We're 138 00:04:58,035 --> 00:04:59,634 not going gonna have a national standards project 139 00:04:59,634 --> 00:05:02,035 in social studies, but what we can do 140 00:05:02,035 --> 00:05:04,115 is provide guidance. And so what we ended 141 00:05:04,115 --> 00:05:06,197 up doing a publishing this document called the 142 00:05:06,277 --> 00:05:08,658 C 3 framework, which is a guidance document 143 00:05:08,658 --> 00:05:09,396 for states 144 00:05:09,769 --> 00:05:12,627 to develop or red develop or upgrade state 145 00:05:12,627 --> 00:05:12,944 standards, 146 00:05:13,754 --> 00:05:16,808 published it on 09/17/2013 147 00:05:17,106 --> 00:05:18,543 constitution date, so we wanted to put put 148 00:05:18,543 --> 00:05:20,378 it forward as kind of our constitution for 149 00:05:20,378 --> 00:05:21,416 social state Education. 150 00:05:22,386 --> 00:05:24,293 We had no idea what the reception was 151 00:05:24,293 --> 00:05:26,597 gonna be. It ended up where Ccs sso 152 00:05:26,597 --> 00:05:28,742 did not publish it. It got a little 153 00:05:28,742 --> 00:05:30,988 too hot. In the kitchen for Ccs sso 154 00:05:30,988 --> 00:05:33,538 and so they decided, they needed to really 155 00:05:33,538 --> 00:05:35,770 focus on some core things and couldn't really 156 00:05:35,770 --> 00:05:38,518 go into the social studies area. Our professional 157 00:05:38,736 --> 00:05:40,650 organization, the National Council for the social said 158 00:05:40,650 --> 00:05:42,245 picked up the work and publish the C3 159 00:05:42,245 --> 00:05:42,883 3 framework. 160 00:05:43,681 --> 00:05:45,435 And so when we put it out, you 161 00:05:45,435 --> 00:05:46,951 know, we put it out a great fans 162 00:05:46,951 --> 00:05:49,682 here, at our annual conference, in... I think 163 00:05:49,682 --> 00:05:52,000 was in S saint. Louis in 20 13, 164 00:05:52,160 --> 00:05:53,678 but we didn't know what to expect. Now. 165 00:05:54,158 --> 00:05:56,475 Flash forward, here we are 10 almost 11 166 00:05:56,475 --> 00:05:59,278 years later in it's been remarkably successful. We 167 00:05:59,278 --> 00:06:01,347 have 38 states around the country that have 168 00:06:01,347 --> 00:06:03,733 picked up C3 and used it as an 169 00:06:03,733 --> 00:06:06,133 influence document. To redo their standards or upgrade 170 00:06:06,133 --> 00:06:06,690 their standards. 171 00:06:07,565 --> 00:06:10,427 And it's a really interesting collection of states 172 00:06:10,745 --> 00:06:13,462 that have done this work, but So we've 173 00:06:13,462 --> 00:06:14,653 been really pleased. Now, 174 00:06:15,447 --> 00:06:17,750 after the publication, you know, we were watching 175 00:06:17,750 --> 00:06:20,132 what was happening, we very quickly. 176 00:06:20,705 --> 00:06:22,944 Came to believe and this is before the 177 00:06:22,944 --> 00:06:24,865 publication of the C framework, but we very 178 00:06:24,865 --> 00:06:26,384 quickly came to believe that if we were 179 00:06:26,384 --> 00:06:27,584 gonna have any influence, 180 00:06:28,158 --> 00:06:30,620 ruben gonna need something in in addition to 181 00:06:30,620 --> 00:06:32,526 this guidance document. It was gonna be 1 182 00:06:32,526 --> 00:06:34,376 thing to put out the C3 3 framework 183 00:06:34,511 --> 00:06:35,011 and 184 00:06:35,464 --> 00:06:35,782 offer... 185 00:06:36,354 --> 00:06:39,385 People, some examples of or states, some examples 186 00:06:39,385 --> 00:06:40,204 of what standards 187 00:06:40,900 --> 00:06:43,054 in social states might look like. But we 188 00:06:43,054 --> 00:06:44,489 needed to do more. We needed to have 189 00:06:44,489 --> 00:06:45,229 a curriculum 190 00:06:46,005 --> 00:06:46,139 articulation 191 00:06:47,298 --> 00:06:49,215 what the c 3 framework, was calling for. 192 00:06:49,934 --> 00:06:52,331 And so at the publication the c 3 193 00:06:52,331 --> 00:06:54,418 frame, when we did that, and I'm using 194 00:06:54,418 --> 00:06:56,640 the plural we a lot because this is 195 00:06:56,640 --> 00:06:59,179 a highly collaborative effort. There were hundreds of 196 00:06:59,179 --> 00:07:00,449 people that were involved and the... 197 00:07:01,574 --> 00:07:03,635 Publication, the C3 3 framework, and, you know, 198 00:07:03,714 --> 00:07:05,616 it's to honor my professional wife to have 199 00:07:05,616 --> 00:07:07,518 been 1 of the folks that was able 200 00:07:07,518 --> 00:07:09,443 to work on that with my close friends 201 00:07:09,443 --> 00:07:11,680 and colleagues, Kathy Swan and S g Grant, 202 00:07:11,840 --> 00:07:13,059 we served as to 203 00:07:13,598 --> 00:07:15,595 lead riders for the C 3 framework and, 204 00:07:16,169 --> 00:07:18,324 The 3 of us decided to create a 205 00:07:18,324 --> 00:07:20,878 network of teachers when we published the C3 206 00:07:20,878 --> 00:07:21,618 3 framework 207 00:07:21,996 --> 00:07:24,151 to bring together folks that were interested in 208 00:07:24,151 --> 00:07:26,632 the message the c3 3 framework was communicating, 209 00:07:26,870 --> 00:07:29,412 and we called that network c 3 teachers. 210 00:07:30,365 --> 00:07:32,748 The message of the c 3 framework is 211 00:07:32,748 --> 00:07:37,007 that inquiry is the valuable, and we think 212 00:07:37,386 --> 00:07:38,445 most appropriate 213 00:07:38,904 --> 00:07:41,060 approach to teaching and learning in social studies, 214 00:07:41,953 --> 00:07:43,936 in the C3 3 framework we have something 215 00:07:43,936 --> 00:07:46,317 called the Inquiry. The inquiry arc is a 216 00:07:46,317 --> 00:07:49,014 concept and it's an organizational structure for the 217 00:07:49,014 --> 00:07:49,490 document. 218 00:07:50,776 --> 00:07:53,244 As an organizational structure, what it does is 219 00:07:53,244 --> 00:07:56,530 it lays out 4 dimensions or 4 parts 220 00:07:57,144 --> 00:07:58,815 with which the c 3 frame what was 221 00:07:58,815 --> 00:07:59,293 organized. 222 00:08:00,104 --> 00:08:02,012 The 4 dimensions have to do with questioning, 223 00:08:02,171 --> 00:08:04,000 which is the first 1, the disciplines of 224 00:08:04,000 --> 00:08:06,067 social studies, the concepts and tools within the 225 00:08:06,067 --> 00:08:06,544 disciplines, 226 00:08:08,293 --> 00:08:09,327 using evidence, 227 00:08:09,819 --> 00:08:11,916 to make claims as the third 1 in 228 00:08:11,975 --> 00:08:15,327 communicated the conclusions of an argument resulting from 229 00:08:15,327 --> 00:08:16,546 a western asking 230 00:08:16,924 --> 00:08:18,541 and taking informed action 231 00:08:19,254 --> 00:08:22,295 Conceptually what the inquiry is is this an 232 00:08:22,295 --> 00:08:25,415 approach. It's an approach to living, honestly, to 233 00:08:25,415 --> 00:08:27,735 living in a democratic society. If you think 234 00:08:27,735 --> 00:08:29,583 about life life has an arc to it. 235 00:08:29,742 --> 00:08:31,254 You know, you began you're born, you go 236 00:08:31,254 --> 00:08:32,846 through your life and all the complications and 237 00:08:32,846 --> 00:08:33,721 the beauty of life, 238 00:08:34,358 --> 00:08:35,631 and then it comes to a conclusion. 239 00:08:36,188 --> 00:08:39,074 And we wanted to evo that and use 240 00:08:39,074 --> 00:08:40,834 that as a way of thinking about inquiry 241 00:08:40,834 --> 00:08:42,914 inquiry begins with a question. And then you 242 00:08:42,914 --> 00:08:44,674 go through all the twist and turns of 243 00:08:44,674 --> 00:08:46,115 the life of an inquiry and you come 244 00:08:46,115 --> 00:08:49,087 to some conclusions and communicate those and then 245 00:08:49,087 --> 00:08:50,846 move forward with the next next thing that 246 00:08:50,846 --> 00:08:51,405 you're gonna do. 247 00:08:52,444 --> 00:08:54,682 And so what we wanted to do is 248 00:08:54,682 --> 00:08:56,360 to bring that inquiry arc to life, 249 00:08:57,012 --> 00:08:57,512 So 250 00:08:57,964 --> 00:09:00,370 Kathy Sd and I brought together an amazingly 251 00:09:00,664 --> 00:09:03,046 talented group of people and we built something 252 00:09:03,046 --> 00:09:05,371 called the inquiry design model or Id. 253 00:09:06,080 --> 00:09:08,320 And we used the C3 3 network, c3 254 00:09:08,320 --> 00:09:09,459 3 teacher's network 255 00:09:10,320 --> 00:09:12,799 as a vehicle to get the inquiry design 256 00:09:12,799 --> 00:09:15,440 model out teachers and to invite them to 257 00:09:15,440 --> 00:09:15,940 design 258 00:09:16,314 --> 00:09:18,936 inquiry curriculum materials using this model. 259 00:09:19,809 --> 00:09:22,528 Id is a 10 step model for building 260 00:09:22,528 --> 00:09:23,028 curriculum 261 00:09:23,405 --> 00:09:25,240 materials, inquiry based curriculum materials. 262 00:09:26,197 --> 00:09:28,589 The work really get a big boost in 263 00:09:28,589 --> 00:09:30,663 the state of New York in 20 14, 264 00:09:30,823 --> 00:09:32,592 we received a grant from the state of 265 00:09:32,672 --> 00:09:34,984 New York to build a curriculum an inquiry 266 00:09:34,984 --> 00:09:37,775 based curriculum to support their new standards, which 267 00:09:37,775 --> 00:09:38,275 incorporated 268 00:09:38,812 --> 00:09:40,940 the C3 3 framework in the inquiry arc 269 00:09:41,619 --> 00:09:42,119 Ironically, 270 00:09:42,578 --> 00:09:44,656 the money for that grant came from race 271 00:09:44,656 --> 00:09:47,713 to the top, which was the funding mechanism 272 00:09:47,772 --> 00:09:50,090 that encourage folks to adopt C3 3 framework. 273 00:09:51,063 --> 00:09:53,617 So we did benefit from the common core 274 00:09:53,617 --> 00:09:54,836 in that funding mechanism. 275 00:09:55,772 --> 00:09:56,991 Through that project, 276 00:09:57,528 --> 00:09:59,259 so 3 and a half million dollar project 277 00:09:59,459 --> 00:10:01,537 we built out the inquiry design model, we've 278 00:10:01,537 --> 00:10:03,076 built our first 84 279 00:10:03,135 --> 00:10:03,455 inquiries, 280 00:10:04,254 --> 00:10:05,932 implemented them in New York where they're still 281 00:10:05,932 --> 00:10:07,870 being used to this day, and 282 00:10:08,503 --> 00:10:10,811 as I guess we sometimes say in social 283 00:10:10,811 --> 00:10:12,881 states the rest is history. We've been going 284 00:10:12,881 --> 00:10:15,110 since then building inquiries, hundreds and hundreds of 285 00:10:15,110 --> 00:10:15,826 them including this, 286 00:10:16,639 --> 00:10:19,276 amazing collection of inquiries in in Nebraska, 287 00:10:20,635 --> 00:10:23,112 that teachers, badge educators in in the state 288 00:10:23,112 --> 00:10:24,470 of developed recently. 289 00:10:25,444 --> 00:10:27,039 Think that gives us a pretty natural pivot 290 00:10:27,039 --> 00:10:27,858 then to 291 00:10:28,395 --> 00:10:29,990 bring in mark, and it get a little 292 00:10:29,990 --> 00:10:31,824 better sense of that project, out, and some 293 00:10:31,824 --> 00:10:33,978 of those units and where that work has 294 00:10:33,978 --> 00:10:35,149 really influenced 295 00:10:35,747 --> 00:10:37,261 yeah. What we've done in the state in 296 00:10:37,421 --> 00:10:40,209 Nebraska. Yeah. It's been really exciting. In 20 297 00:10:40,209 --> 00:10:42,520 19, November of 20 19, our state board. 298 00:10:43,171 --> 00:10:45,868 Approved new study standards in Nebraska and a 299 00:10:45,868 --> 00:10:48,090 major feature of those standards. Was inquiry. It 300 00:10:48,090 --> 00:10:49,994 was a major shift within our standards, and 301 00:10:49,994 --> 00:10:52,234 it was really a a major shift from 302 00:10:52,234 --> 00:10:54,541 our previous version of the standards from 20 303 00:10:54,541 --> 00:10:56,769 12. And, even though we had a little 304 00:10:56,769 --> 00:10:57,962 bit of interesting role a lot of those 305 00:10:57,962 --> 00:11:00,031 standards with with Covid a few months later, 306 00:11:00,444 --> 00:11:02,043 we really were thinking about how can we 307 00:11:02,043 --> 00:11:05,000 support our teachers in engaging students in inquiry 308 00:11:05,000 --> 00:11:07,397 in the Sol classroom, especially when you know, 309 00:11:07,477 --> 00:11:09,155 in some cases, the materials that they had 310 00:11:09,155 --> 00:11:09,635 didn't lend... 311 00:11:10,526 --> 00:11:12,911 Themselves well to that. And so that really 312 00:11:12,911 --> 00:11:15,217 started the conversation and connected us with c 313 00:11:15,217 --> 00:11:16,330 03:20 314 00:11:16,330 --> 00:11:17,602 21, there was a group of, 315 00:11:18,572 --> 00:11:21,062 Asu leaders who were trained by c3 3 316 00:11:21,437 --> 00:11:22,870 in the inquiry design model, 317 00:11:23,745 --> 00:11:25,815 and that really started a conversation around how 318 00:11:25,815 --> 00:11:27,588 can we use this model to 319 00:11:28,138 --> 00:11:30,759 really help teachers have access to, 320 00:11:31,395 --> 00:11:33,381 materials that would allow them to to do 321 00:11:33,381 --> 00:11:34,914 with their students. And so 322 00:11:35,224 --> 00:11:36,663 this... That let us do the first year 323 00:11:36,663 --> 00:11:38,501 of the project in the summer of 20 324 00:11:38,501 --> 00:11:41,538 22. We had 30 teachers from across the 325 00:11:41,538 --> 00:11:43,056 states sign up to create, 326 00:11:43,616 --> 00:11:44,655 inquiry units of study, 327 00:11:45,149 --> 00:11:47,549 using the inquiry design model. We asked them 328 00:11:47,549 --> 00:11:50,910 to create 1, 3 to 5 day inquiry 329 00:11:50,910 --> 00:11:53,403 unit of study that was connected to 1 330 00:11:53,403 --> 00:11:55,474 of the the Nebraska sol say standards. Again, 331 00:11:55,554 --> 00:11:57,386 the focus of that project was for grades 332 00:11:57,386 --> 00:11:59,537 4 through 8. And we... I mean, we 333 00:11:59,537 --> 00:12:01,465 were... This is brand new to us. We 334 00:12:01,465 --> 00:12:03,219 trained the teachers. It was brand new to 335 00:12:03,219 --> 00:12:05,371 them. And so John mentioned the inc inquiry 336 00:12:05,371 --> 00:12:06,806 arc. We train them in the inc inquiry 337 00:12:06,806 --> 00:12:08,695 arc. We train them in the Id. Was 338 00:12:08,813 --> 00:12:10,876 And then we supported them as they wrote 339 00:12:10,876 --> 00:12:13,018 curriculum. And as we know, that is a 340 00:12:13,018 --> 00:12:14,842 really hard thing to do. It's a lot 341 00:12:14,842 --> 00:12:15,636 of heavy brain work. 342 00:12:16,366 --> 00:12:17,878 And, you know, it took a good chunk 343 00:12:17,878 --> 00:12:20,423 of time that summer. But, ultimately, we walked 344 00:12:20,423 --> 00:12:22,253 away. We're really pleased with the results and 345 00:12:22,253 --> 00:12:24,602 we work. Super pleased that we had 30 346 00:12:24,740 --> 00:12:27,236 inquiry units of study then created by Nebraska 347 00:12:27,454 --> 00:12:29,231 educators that could be freely used 348 00:12:29,610 --> 00:12:31,765 by Nebraska educators across the state, 349 00:12:32,417 --> 00:12:34,431 that coming year. And so then we were 350 00:12:34,489 --> 00:12:35,547 thrilled when we were 351 00:12:35,923 --> 00:12:38,552 notified that our statewide wide Ds asu coordinating 352 00:12:38,552 --> 00:12:39,052 council 353 00:12:39,364 --> 00:12:41,190 was gonna support 2 more years of that 354 00:12:41,190 --> 00:12:43,891 project. And so we had cohort 2 last 355 00:12:43,891 --> 00:12:45,320 summer, 20 23, 356 00:12:45,956 --> 00:12:49,149 and, had great group of participants there And 357 00:12:49,229 --> 00:12:51,546 I feel like, once again, just produce great 358 00:12:51,546 --> 00:12:54,423 results, great units that were made available for 359 00:12:54,423 --> 00:12:56,580 teachers across the state. And now as we 360 00:12:56,580 --> 00:12:58,745 look at, our standards for fourth through eighth 361 00:12:58,745 --> 00:13:00,279 grade. We have pretty good coverage 362 00:13:00,734 --> 00:13:03,756 for units connected to those standards, and, we're 363 00:13:03,756 --> 00:13:06,397 entering the summer of 20 24. This is 364 00:13:06,397 --> 00:13:07,909 the final year of the project. 365 00:13:08,387 --> 00:13:10,296 And right now, we're just in the process 366 00:13:10,296 --> 00:13:12,286 of recruiting teachers to apply to be a 367 00:13:12,286 --> 00:13:13,081 part of this and, 368 00:13:13,734 --> 00:13:15,248 I think 1 of the most encouraging things 369 00:13:15,248 --> 00:13:17,241 to me is so far, you know, we've 370 00:13:17,241 --> 00:13:18,995 got a great group of applicants who are 371 00:13:18,995 --> 00:13:20,988 veterans from this project. So I think to 372 00:13:20,988 --> 00:13:22,916 me that is the biggest affirmation that this 373 00:13:22,916 --> 00:13:23,473 is helpful, 374 00:13:24,031 --> 00:13:26,262 for teachers not only to learn about the 375 00:13:26,262 --> 00:13:28,355 process of inquiry, but also 376 00:13:28,732 --> 00:13:31,281 to create resources that they can actually use 377 00:13:31,281 --> 00:13:32,971 what there's students. So that's been a a 378 00:13:32,971 --> 00:13:35,922 great affirmation. I'd love to see the teachers 379 00:13:35,922 --> 00:13:37,676 find as beneficial and, 380 00:13:38,634 --> 00:13:40,388 love to equip teachers with the tools they 381 00:13:40,388 --> 00:13:41,505 need to work with students. 382 00:13:42,236 --> 00:13:44,145 Well, and I'll expand up upon that a 383 00:13:44,145 --> 00:13:45,895 little bit and just to add that the 384 00:13:45,895 --> 00:13:48,441 grades 4 through 8 resources came as a 385 00:13:48,441 --> 00:13:49,888 result. Right, of the Nebraska, 386 00:13:50,366 --> 00:13:51,480 state department of Education, 387 00:13:52,196 --> 00:13:54,026 employing John Hopkins to do a survey that 388 00:13:54,026 --> 00:13:57,210 produced the identification of those grades as needing 389 00:13:57,210 --> 00:14:00,018 these materials. And maybe an overs overseas simplification 390 00:14:00,018 --> 00:14:01,936 of it would be to say in Nebraska 391 00:14:01,936 --> 00:14:03,534 in fourth grade, you learned about history of 392 00:14:03,614 --> 00:14:06,571 Nebraska. And they're not an overwhelming amount of 393 00:14:06,571 --> 00:14:09,403 materials nationally that's exclusive to Nebraska history 394 00:14:09,942 --> 00:14:12,658 in terms of textbooks and and programs. So 395 00:14:12,818 --> 00:14:14,096 I think that that sort of speaks a 396 00:14:14,096 --> 00:14:15,548 little bit to why, you know, was a 397 00:14:15,548 --> 00:14:17,223 high need area for us here in our 398 00:14:17,223 --> 00:14:19,935 state given what the emphasis is. So with 399 00:14:19,935 --> 00:14:21,052 that, I guess, I'd love to get under 400 00:14:21,052 --> 00:14:22,966 the hood and talk more about what... Like, 401 00:14:23,046 --> 00:14:24,482 what does this look like for? You mentioned 402 00:14:24,482 --> 00:14:24,801 there, Mark, 403 00:14:25,691 --> 00:14:27,043 the classroom teacher that it is a little 404 00:14:27,043 --> 00:14:29,270 bit of a... I think anytime you try 405 00:14:29,270 --> 00:14:31,178 something new. As a classroom teacher, there is 406 00:14:31,178 --> 00:14:33,899 an onboarding to that that needs support. That 407 00:14:33,899 --> 00:14:34,778 needs feedback. 408 00:14:35,417 --> 00:14:37,255 And so what what is typical, I guess? 409 00:14:37,815 --> 00:14:39,812 And John as well. I mean, your experience 410 00:14:39,812 --> 00:14:42,150 also for onboarding teachers 411 00:14:42,464 --> 00:14:43,261 speak to those differences. 412 00:14:43,979 --> 00:14:45,256 Yeah. I can share a bit about that. 413 00:14:45,575 --> 00:14:46,930 I think first of all, it's... You know, 414 00:14:47,010 --> 00:14:48,845 it's a shift. You know, it's thinking about 415 00:14:48,845 --> 00:14:51,238 the teacher's role differently when you're using the 416 00:14:51,317 --> 00:14:51,716 Id, 417 00:14:52,369 --> 00:14:53,402 I think we're design model. 418 00:14:54,197 --> 00:14:56,502 Obviously, students need to have some background knowledge. 419 00:14:56,661 --> 00:14:58,807 They need to have some sense of the 420 00:14:58,807 --> 00:15:01,472 characters and, The events of whatever 421 00:15:02,089 --> 00:15:04,404 topic they're studying. But the role of the 422 00:15:04,404 --> 00:15:06,319 teacher is different. They're not just the deliver 423 00:15:06,319 --> 00:15:08,256 and information, but they're really 424 00:15:08,647 --> 00:15:12,218 facilitating learning. They're facilitating the students wrestling with 425 00:15:12,218 --> 00:15:14,281 the questions that are in the inquiry unit. 426 00:15:14,757 --> 00:15:16,844 And so that really is a shift 427 00:15:17,154 --> 00:15:18,746 And I think that's kind of the first 428 00:15:18,746 --> 00:15:20,498 thing to think through as a classroom teacher 429 00:15:20,577 --> 00:15:22,568 Is, like, man, my my role really is 430 00:15:22,568 --> 00:15:22,886 different. 431 00:15:23,683 --> 00:15:24,957 And then we just spend a lot of 432 00:15:24,957 --> 00:15:26,566 time with you... Features helping to think through, 433 00:15:26,725 --> 00:15:28,799 you know, the compelling question of the ink 434 00:15:28,799 --> 00:15:30,097 inquiry design model 435 00:15:30,633 --> 00:15:32,228 in their unit. Right? We need to have 436 00:15:32,228 --> 00:15:34,962 a quality compelling question that's gonna drive 437 00:15:35,353 --> 00:15:37,740 the inquiry unit, and there's so many different 438 00:15:37,740 --> 00:15:40,366 characteristics of a compelling question that that makes 439 00:15:40,366 --> 00:15:41,559 it a good compelling question. 440 00:15:42,116 --> 00:15:44,676 And so, helping them craft that, was a 441 00:15:44,676 --> 00:15:46,661 process, and I think it's a fun process, 442 00:15:46,820 --> 00:15:48,408 but I don't know. You there's so many 443 00:15:48,408 --> 00:15:50,472 teachers that would say, I had a compelling 444 00:15:50,472 --> 00:15:52,139 question, and then I modified it. And then 445 00:15:52,218 --> 00:15:53,584 I modified it again, and it just like, 446 00:15:54,142 --> 00:15:56,693 there's so many iterations of that compelling question 447 00:15:56,693 --> 00:15:58,867 before they they're before they finally found their 448 00:15:59,084 --> 00:16:01,157 version they were gonna move with. And then 449 00:16:01,157 --> 00:16:03,875 finding good... Like quality sources for students to 450 00:16:03,875 --> 00:16:06,417 interact with and just, like, talking with teaches 451 00:16:06,417 --> 00:16:08,244 about what makes a quality source. And what 452 00:16:08,244 --> 00:16:09,435 are some sites that we can go to 453 00:16:09,435 --> 00:16:10,944 to find some of those sources, 454 00:16:11,674 --> 00:16:13,270 So that was something that we talked about 455 00:16:13,270 --> 00:16:14,627 with teachers a lot. And then how can 456 00:16:14,627 --> 00:16:17,260 we help all students access those sources. What 457 00:16:17,260 --> 00:16:18,857 might be some scaffold that we can build 458 00:16:18,857 --> 00:16:20,865 in Because... You know, and some of the 459 00:16:20,865 --> 00:16:23,256 sources that we're introducing with students? There's language 460 00:16:23,256 --> 00:16:25,089 in those sources that we don't use in 461 00:16:25,089 --> 00:16:27,560 in anymore. So how can we help students? 462 00:16:28,375 --> 00:16:31,095 Understand the content of the source, understand what's 463 00:16:31,095 --> 00:16:33,175 being set in the source, and then be 464 00:16:33,175 --> 00:16:33,995 able to 465 00:16:34,375 --> 00:16:36,615 use that in the unit and their understanding 466 00:16:36,615 --> 00:16:39,023 of the topic. So there's so many different 467 00:16:39,741 --> 00:16:42,692 pieces within the Id that is just a 468 00:16:42,692 --> 00:16:44,766 process as we learn, and we explore, 469 00:16:45,723 --> 00:16:49,171 there's time. There's training. There's... Again, there's heavy 470 00:16:49,171 --> 00:16:50,689 brain work on the teacher's part, and it's 471 00:16:50,689 --> 00:16:52,287 a process to learn for sure, but it's 472 00:16:52,287 --> 00:16:53,086 been a beneficial 1. 473 00:16:53,979 --> 00:16:55,650 Yeah. I would echo everything that you just 474 00:16:55,650 --> 00:16:56,048 said, Mark... 475 00:16:56,764 --> 00:16:59,015 When I think about the work of teachers 476 00:16:59,072 --> 00:17:01,954 on Corey, I think about 2 things. And 477 00:17:01,954 --> 00:17:03,872 you mentioned both 1 is the teacher as 478 00:17:03,872 --> 00:17:07,148 a designer. Mh. Which is empowering in many 479 00:17:07,148 --> 00:17:08,586 ways. You know, it wants to point of 480 00:17:08,586 --> 00:17:09,625 time, not too long ago. 481 00:17:10,675 --> 00:17:12,897 Oftentimes teachers were expected to implement what other 482 00:17:12,897 --> 00:17:15,199 people designed. And, you know, whether it was 483 00:17:15,199 --> 00:17:16,969 a textbook company or 484 00:17:17,501 --> 00:17:20,060 maybe a curriculum, you company or, you know, 485 00:17:20,299 --> 00:17:22,633 some group of people that's external to the 486 00:17:22,850 --> 00:17:25,401 context within which teachers are teach teaching, they're 487 00:17:25,401 --> 00:17:28,208 handing materials to the teacher and saying, okay. 488 00:17:28,368 --> 00:17:30,765 Now go teach this with Id and with 489 00:17:30,765 --> 00:17:32,762 the approach that we're using and teachers are 490 00:17:32,762 --> 00:17:35,093 empowered to be designers to build the... Curriculum 491 00:17:35,093 --> 00:17:37,507 materials that they're gonna implement their classroom. And 492 00:17:37,645 --> 00:17:39,421 and I think all of our experiences, 493 00:17:40,118 --> 00:17:42,750 we would agree that that is very important 494 00:17:42,750 --> 00:17:44,106 part of being an educator. 495 00:17:44,838 --> 00:17:46,191 Other part of it is what happens when 496 00:17:46,191 --> 00:17:48,260 you implement that inquiry. And there really is 497 00:17:48,260 --> 00:17:49,931 a chef. You know, the teacher moves from 498 00:17:49,931 --> 00:17:51,682 being the focus of the classroom, which is 499 00:17:51,682 --> 00:17:53,592 kind of a traditional approach to education. 500 00:17:54,244 --> 00:17:55,836 To the students being the focus, which is 501 00:17:55,836 --> 00:17:57,348 how it should be. I mean, that's why 502 00:17:57,348 --> 00:17:59,019 we're there where there for students who are 503 00:17:59,019 --> 00:18:01,009 there to build up their knowledge and practice 504 00:18:01,009 --> 00:18:02,044 and build up the skills. 505 00:18:02,840 --> 00:18:04,930 They need to be know, good citizens. 506 00:18:05,410 --> 00:18:07,509 And that's what social studies does. And so 507 00:18:07,970 --> 00:18:10,289 what we found is that teachers that are 508 00:18:10,289 --> 00:18:13,021 implementing inquiries are working harder, you than any 509 00:18:13,021 --> 00:18:15,092 old teacher you're gonna find in a classroom. 510 00:18:15,330 --> 00:18:16,923 You know, it's a lot more work in 511 00:18:16,923 --> 00:18:18,516 standing in the front of the class and 512 00:18:18,516 --> 00:18:19,016 delivering 513 00:18:19,551 --> 00:18:20,586 content to students. 514 00:18:21,238 --> 00:18:21,896 To be 515 00:18:22,508 --> 00:18:24,415 reposition move an rail in the class and 516 00:18:24,415 --> 00:18:26,719 facilitating students as they go through this process. 517 00:18:26,877 --> 00:18:27,377 And 518 00:18:27,751 --> 00:18:29,817 it infuse a lot of energy in the 519 00:18:29,817 --> 00:18:30,317 classroom. 520 00:18:31,184 --> 00:18:33,664 And in the empower students, and we've really 521 00:18:33,664 --> 00:18:34,144 seen 522 00:18:34,784 --> 00:18:37,105 the teachers in social studies g to this. 523 00:18:37,264 --> 00:18:38,464 So we think we'll do something. 524 00:18:39,519 --> 00:18:40,398 John, you remind me, 525 00:18:41,117 --> 00:18:43,115 when you're giving your example of the traditional 526 00:18:43,115 --> 00:18:45,032 approach there of the teacher at the front 527 00:18:45,032 --> 00:18:46,950 delivering to the class of my own... I 528 00:18:46,950 --> 00:18:48,875 think, well within this grade band. Seventh grade 529 00:18:48,875 --> 00:18:49,353 experiences. 530 00:18:50,068 --> 00:18:51,580 I had a workbook that I found recently 531 00:18:51,580 --> 00:18:53,092 where I'd, you know, put all these facts 532 00:18:53,092 --> 00:18:54,842 in, and I can still see my teacher 533 00:18:54,842 --> 00:18:56,138 standing on a desk throwing 534 00:18:56,529 --> 00:18:59,166 watts of paper to illustrate bunker hill. And 535 00:18:59,166 --> 00:19:01,323 then, like, being able to attack from above 536 00:19:01,323 --> 00:19:03,740 or something to that effect. And 537 00:19:04,214 --> 00:19:06,371 with that, I do see the benefit of 538 00:19:06,371 --> 00:19:07,191 inquiry or 539 00:19:07,729 --> 00:19:10,786 the opportunity to focus in on the 540 00:19:11,339 --> 00:19:13,814 skills that they will need to be members 541 00:19:13,814 --> 00:19:16,049 of society moving forward. And I'd love to 542 00:19:16,049 --> 00:19:17,247 press into that a little bit more. Right? 543 00:19:17,406 --> 00:19:18,843 The benefit. What's that, like, take for the 544 00:19:18,843 --> 00:19:20,654 learner. And as you mentioned to, 545 00:19:21,014 --> 00:19:21,653 as a teacher, 546 00:19:22,373 --> 00:19:24,610 you're busier, how could that be though? What 547 00:19:24,610 --> 00:19:25,829 does it mean to facilitate 548 00:19:26,448 --> 00:19:28,606 that? And and I think hopefully, I'm not 549 00:19:28,606 --> 00:19:29,405 asking 2 questions, 550 00:19:30,138 --> 00:19:31,574 that that are different. I I would imagine. 551 00:19:31,733 --> 00:19:34,126 There's almost kind of a venn diagram overlap 552 00:19:34,126 --> 00:19:35,800 between those 2. Right? Busy in the support 553 00:19:35,800 --> 00:19:38,273 of what we're trying to foster in the 554 00:19:38,273 --> 00:19:38,991 students that we serve. 555 00:19:39,643 --> 00:19:41,396 Yeah. Maybe I'll take part of it Mark, 556 00:19:41,556 --> 00:19:43,627 you're probably closer to teachers in the classroom 557 00:19:43,627 --> 00:19:44,903 than I am at this point. And I 558 00:19:44,903 --> 00:19:46,416 get the privilege to being able to teach 559 00:19:46,416 --> 00:19:46,576 teachers. 560 00:19:47,548 --> 00:19:49,382 But, you know, the classrooms that I in 561 00:19:49,382 --> 00:19:52,174 are at the university level mostly. But with 562 00:19:52,174 --> 00:19:54,726 regard to the first part, your question, Andrew, 563 00:19:55,125 --> 00:19:56,934 you know, the why of social studies 564 00:19:57,611 --> 00:19:59,122 I think in in my view, and I... 565 00:19:59,281 --> 00:20:00,713 You know, this view, I think is shared 566 00:20:00,713 --> 00:20:03,338 very broadly in social sales, our field is 567 00:20:03,338 --> 00:20:05,248 about preparing young people. 568 00:20:05,899 --> 00:20:06,854 To be good people, 569 00:20:07,410 --> 00:20:09,422 to be citizens in this democracy, 570 00:20:09,797 --> 00:20:10,774 in this complicated 571 00:20:11,149 --> 00:20:11,649 beautiful 572 00:20:12,740 --> 00:20:13,854 society that we live in, 573 00:20:14,824 --> 00:20:18,007 it doesn't necessarily come natural or easy. 574 00:20:18,484 --> 00:20:20,575 And so it's important to 575 00:20:20,951 --> 00:20:23,358 have opportunities to practice with the skills that 576 00:20:23,358 --> 00:20:25,036 you need to be a good citizen to 577 00:20:25,036 --> 00:20:26,015 practice with 578 00:20:26,394 --> 00:20:28,013 the ways of thinking and acting 579 00:20:28,392 --> 00:20:29,910 that are needed to be a good person. 580 00:20:30,244 --> 00:20:31,441 To be a humane person. 581 00:20:32,080 --> 00:20:33,516 And that's what we do in social studies. 582 00:20:33,755 --> 00:20:36,628 It's not about filling up yellow people's minds 583 00:20:36,628 --> 00:20:37,506 with information. 584 00:20:38,319 --> 00:20:41,131 It's about using the information and using knowledge 585 00:20:41,269 --> 00:20:43,582 strategically to accomplish the goals that we have 586 00:20:43,582 --> 00:20:45,256 the share goals that we have in our 587 00:20:45,256 --> 00:20:45,575 society. 588 00:20:46,213 --> 00:20:47,032 And so 589 00:20:47,504 --> 00:20:50,854 we view inquiry as the ideal vehicle by 590 00:20:50,854 --> 00:20:53,029 which to do that because it turns out 591 00:20:53,645 --> 00:20:56,995 that most of life is about addressing questions. 592 00:20:57,409 --> 00:20:58,924 Trying to figure out how to get stuff 593 00:20:58,924 --> 00:20:59,243 done. 594 00:21:00,200 --> 00:21:02,832 And that's what inquiry is about about addressing 595 00:21:02,832 --> 00:21:05,224 a question and trying to figure out oftentimes 596 00:21:05,224 --> 00:21:07,633 in an intellectual context, trying to figure out 597 00:21:07,633 --> 00:21:10,347 how to get something done in responding the 598 00:21:10,347 --> 00:21:13,083 question that's in front of you. And so 599 00:21:14,099 --> 00:21:15,477 I think most social studies 600 00:21:15,856 --> 00:21:16,356 teachers 601 00:21:16,749 --> 00:21:19,083 view their work as being quite consequential 602 00:21:20,019 --> 00:21:22,014 in that we, I guess if you were 603 00:21:22,014 --> 00:21:23,312 to think about it as 604 00:21:23,704 --> 00:21:25,058 there's, I guess, a lot of medical which 605 00:21:25,058 --> 00:21:26,333 she could use. But if you were to 606 00:21:26,333 --> 00:21:27,868 think about it as something that's 607 00:21:28,324 --> 00:21:30,554 about trying to support our society. 1 on 608 00:21:30,554 --> 00:21:32,147 the front lines of... 609 00:21:33,117 --> 00:21:36,378 Supporting, you know, and building and strengthening our 610 00:21:36,378 --> 00:21:38,945 democracy as we're preparing young people 611 00:21:39,638 --> 00:21:41,785 to participate in our democracy. You know, we'll 612 00:21:41,785 --> 00:21:42,285 say 613 00:21:42,834 --> 00:21:46,357 that it's not just about preparation. It's about 614 00:21:46,971 --> 00:21:47,448 engaging. 615 00:21:48,164 --> 00:21:49,970 You know, It's not like you go to 616 00:21:50,089 --> 00:21:52,559 school in order to be prepared to do 617 00:21:52,559 --> 00:21:54,711 something else. You go to school because that 618 00:21:54,711 --> 00:21:55,349 is something. 619 00:21:56,146 --> 00:21:57,501 Going to school is life. 620 00:21:58,471 --> 00:22:00,620 And it's a slippery slope when we keep 621 00:22:00,620 --> 00:22:02,689 talking about preparation, you know, like, 622 00:22:03,565 --> 00:22:05,077 you you go to school to prepare. 623 00:22:05,649 --> 00:22:07,005 To go to work. And then you go 624 00:22:07,005 --> 00:22:09,318 to work to prepare to retire, and then 625 00:22:09,318 --> 00:22:11,073 you retire and you're like, oh, dang. What 626 00:22:11,073 --> 00:22:12,907 just happened to my life. I spent all 627 00:22:12,907 --> 00:22:14,502 this time getting ready for the next thing 628 00:22:14,742 --> 00:22:15,300 Forgot to lift. 629 00:22:16,275 --> 00:22:18,035 And so we really have to, you know, 630 00:22:18,275 --> 00:22:19,734 take care to 631 00:22:20,035 --> 00:22:22,355 provide the students in our classrooms an opportunity 632 00:22:22,355 --> 00:22:24,569 to live to see themselves as 633 00:22:25,408 --> 00:22:27,486 individuals who have an opportunity to contribute. But 634 00:22:27,486 --> 00:22:29,084 to recognize that they're novice. 635 00:22:29,723 --> 00:22:31,960 And so we build up all this support 636 00:22:31,960 --> 00:22:35,164 around them. Is they practice with these skills 637 00:22:35,164 --> 00:22:36,620 of engaging with others 638 00:22:37,155 --> 00:22:39,806 in a humane way in a thoughtful way 639 00:22:40,262 --> 00:22:44,419 in dealing with the complexity of living in 640 00:22:44,419 --> 00:22:47,286 this democratic society we have in our country. 641 00:22:48,480 --> 00:22:50,232 And is that aim that makes it to 642 00:22:50,232 --> 00:22:52,659 teacher part tough. Right? Because it's lot better 643 00:22:52,796 --> 00:22:54,070 to stay up the front and have you 644 00:22:54,070 --> 00:22:54,548 listened to me, 645 00:22:55,981 --> 00:22:59,507 but to actually be actively invested in the 646 00:22:59,819 --> 00:23:02,299 myriad of conversations that are taken place as 647 00:23:02,299 --> 00:23:03,740 students go through right, Mark? I don't, you 648 00:23:03,740 --> 00:23:05,759 know better than I do, But I certainly 649 00:23:05,819 --> 00:23:06,380 can see that. 650 00:23:07,113 --> 00:23:08,707 Yeah. I think some of the benefits that 651 00:23:08,867 --> 00:23:10,779 I've seen and I've heard teachers talk about 652 00:23:10,779 --> 00:23:12,852 too is just, like, this process really helps 653 00:23:12,852 --> 00:23:15,578 students learn to be informed receivers information. Like, 654 00:23:15,658 --> 00:23:17,893 as they're looking through those sources? They're really 655 00:23:17,893 --> 00:23:20,368 thinking about, you know, who created it for 656 00:23:20,368 --> 00:23:22,364 what purpose? Like, what's it trying to communicate. 657 00:23:22,524 --> 00:23:24,541 And I think that's that's a really good 658 00:23:24,854 --> 00:23:26,607 skill for them to develop, and then John 659 00:23:26,607 --> 00:23:28,041 touched on this as well, but just to 660 00:23:28,041 --> 00:23:30,033 see students interact with each other in this 661 00:23:30,033 --> 00:23:33,060 process. This is not something that, students are 662 00:23:33,060 --> 00:23:34,096 gonna work through 663 00:23:34,669 --> 00:23:35,887 know, individually 664 00:23:36,344 --> 00:23:39,236 entirely in a classroom, like, they're working together 665 00:23:39,453 --> 00:23:42,164 with their classmates, wrestling through some of these 666 00:23:42,164 --> 00:23:44,812 questions, trying to, you to derive meaning from 667 00:23:44,812 --> 00:23:46,488 these things. And I just think there's great 668 00:23:46,488 --> 00:23:48,825 value in that. And then, ultimately, having to 669 00:23:48,883 --> 00:23:50,799 communicate what they're learning. Like, that's a great 670 00:23:50,799 --> 00:23:53,170 skill for them to develop as well 671 00:23:53,526 --> 00:23:55,033 serves them well now serves them well in 672 00:23:55,033 --> 00:23:56,857 the future. And so I think those... In 673 00:23:56,857 --> 00:23:59,474 addition to things John mentioned, those are, great 674 00:23:59,474 --> 00:24:01,084 benefits of this and 675 00:24:01,394 --> 00:24:03,150 And I think too, you know, I I 676 00:24:03,150 --> 00:24:04,667 think of some some of the compelling questions 677 00:24:04,667 --> 00:24:07,382 that we've seen teachers develop are so excellent. 678 00:24:07,861 --> 00:24:09,458 You know, when you first read the compelling 679 00:24:09,458 --> 00:24:10,815 question, you might think, oh, it's a pretty 680 00:24:10,815 --> 00:24:13,369 like simple straightforward question. But then when you 681 00:24:13,369 --> 00:24:15,352 dive into the unit, you're like, no. It's 682 00:24:15,352 --> 00:24:17,256 not. Like, there's so many different facets of 683 00:24:17,256 --> 00:24:19,573 this, and there's so many different points of 684 00:24:19,573 --> 00:24:21,328 view. There's so many different sources that we're 685 00:24:21,328 --> 00:24:24,358 wrestling through. And so really to come back 686 00:24:24,358 --> 00:24:26,432 and answer that compelling question, which our students 687 00:24:26,432 --> 00:24:27,788 are asked to do in these units. Like, 688 00:24:27,947 --> 00:24:30,917 that is is a a challenging task. And 689 00:24:30,917 --> 00:24:32,995 so to your question, Andrew about, like, what 690 00:24:32,995 --> 00:24:35,472 makes this so challenging for teachers. It's because 691 00:24:35,472 --> 00:24:37,310 the things as students are doing in here 692 00:24:37,310 --> 00:24:40,118 are really comp flex things. They're understanding cause 693 00:24:40,118 --> 00:24:41,953 and effect and how the... With the impact 694 00:24:41,953 --> 00:24:44,106 of these things, Like, it's not just remembering 695 00:24:44,106 --> 00:24:46,659 names and dates. It's actually applying what they're 696 00:24:46,659 --> 00:24:49,147 learning in a deep way and that's a 697 00:24:49,147 --> 00:24:51,622 challenging thing for teachers to help students do. 698 00:24:52,021 --> 00:24:54,177 And this is a framework that that we 699 00:24:54,177 --> 00:24:56,173 believe is is gonna be useful for teachers 700 00:24:56,173 --> 00:24:57,051 in accomplishing that. 701 00:24:57,864 --> 00:25:00,256 Wow, yeah. The depth to which students have 702 00:25:00,256 --> 00:25:00,756 to 703 00:25:01,293 --> 00:25:02,090 employ skills, 704 00:25:02,569 --> 00:25:03,446 or critical thinking. 705 00:25:04,004 --> 00:25:05,998 Yeah. Everything that you mentioned there with regards 706 00:25:05,998 --> 00:25:08,082 to their interaction with... Those primary sources. 707 00:25:08,639 --> 00:25:09,752 It's I really like what you said there 708 00:25:09,752 --> 00:25:12,296 too about then having to transfer that into 709 00:25:12,296 --> 00:25:14,761 place, Are you expected to articulate your disposition 710 00:25:14,761 --> 00:25:16,644 or learning as a result of those those 711 00:25:16,764 --> 00:25:18,522 but then to also be an active listener. 712 00:25:18,762 --> 00:25:20,200 I I really were just layering in so 713 00:25:20,200 --> 00:25:22,757 many aspects of that that certainly puts the 714 00:25:22,757 --> 00:25:24,915 learner at the center of that experience. 715 00:25:25,487 --> 00:25:26,999 And it has to make for an engaging, 716 00:25:27,874 --> 00:25:29,147 opportunity in class, and... 717 00:25:29,942 --> 00:25:31,533 Okay. I was in English teacher. I was 718 00:25:31,533 --> 00:25:33,933 not a social studies teacher. But I would 719 00:25:33,933 --> 00:25:35,365 imagine that these are times, 720 00:25:36,478 --> 00:25:37,989 that would be a little... I would be 721 00:25:37,989 --> 00:25:39,817 very sensitive to what I would say in 722 00:25:39,817 --> 00:25:41,506 class studies if I were to lead a 723 00:25:41,506 --> 00:25:42,942 social studies course. 724 00:25:43,739 --> 00:25:46,052 And I I think our educators broadly do 725 00:25:46,052 --> 00:25:48,285 a very nice job of that. Right? But 726 00:25:48,525 --> 00:25:49,641 I understand too that 727 00:25:50,374 --> 00:25:52,679 all people, and there's an opportunity for maybe 728 00:25:52,679 --> 00:25:55,303 some, personal perspectives or biases to get in 729 00:25:55,303 --> 00:25:55,461 there. 730 00:25:56,257 --> 00:25:58,641 And I would think that, a model like 731 00:25:58,641 --> 00:26:02,097 this really for would alleviate that sort of 732 00:26:02,471 --> 00:26:04,061 concern from the teachers. And because you're really 733 00:26:04,061 --> 00:26:07,653 just presenting primary documents and the space for 734 00:26:07,653 --> 00:26:09,326 students engage in them. Right? I mean, is 735 00:26:09,326 --> 00:26:10,919 that like a benefit of this structure? Or... 736 00:26:11,955 --> 00:26:13,628 Well, yeah. I think so I'll take that 737 00:26:13,628 --> 00:26:15,221 1 on. And then Mark, maybe you can 738 00:26:15,221 --> 00:26:15,540 weigh in, 739 00:26:16,989 --> 00:26:19,161 So here's a there's a an irony 740 00:26:19,537 --> 00:26:20,333 in your question. 741 00:26:22,165 --> 00:26:24,235 It does seem like we're at a moment 742 00:26:24,235 --> 00:26:26,873 in time right now that's... Quite divisive or 743 00:26:26,873 --> 00:26:29,094 maybe put differently. It seems as if people 744 00:26:29,094 --> 00:26:30,228 have stark views 745 00:26:30,680 --> 00:26:33,322 and those views are being amplified by 746 00:26:33,949 --> 00:26:36,420 you know, the media sort of landscape into 747 00:26:36,420 --> 00:26:38,015 the ways in which we communicate right, Now. 748 00:26:38,254 --> 00:26:38,754 So 749 00:26:39,131 --> 00:26:41,124 maybe it's not the case really that we're, 750 00:26:41,284 --> 00:26:42,454 you know, we have greater 751 00:26:42,894 --> 00:26:44,994 divisions or greater more stark 752 00:26:45,375 --> 00:26:48,974 differences of opinion or politics, but maybe we 753 00:26:48,974 --> 00:26:51,134 just know more about it right now. Regardless, 754 00:26:52,109 --> 00:26:55,069 Traditional approaches to teaching position a teacher where 755 00:26:55,069 --> 00:26:57,789 they are a convey of information. And it 756 00:26:57,789 --> 00:27:00,109 is quite easy in that context are not 757 00:27:00,109 --> 00:27:03,019 just convey information. And neutral, but the convey 758 00:27:03,157 --> 00:27:06,423 information with perspective. And with, you know, whatever 759 00:27:06,423 --> 00:27:08,335 you wanna refer to it as bias a 760 00:27:08,335 --> 00:27:11,696 political, agenda, whatever it is. Should And, you 761 00:27:11,696 --> 00:27:13,529 know, that's for a long time been an 762 00:27:13,529 --> 00:27:15,682 issue in social studies. You know, the teacher 763 00:27:15,682 --> 00:27:17,936 is standing in front of the classroom, and 764 00:27:18,233 --> 00:27:18,472 they're... 765 00:27:19,602 --> 00:27:22,546 Making decisions about what to communicate and how 766 00:27:22,546 --> 00:27:25,012 to communicate that, and it's got this perspective 767 00:27:25,012 --> 00:27:25,807 wrapped into it, 768 00:27:26,459 --> 00:27:28,687 Then students aren't really given an opportunity to 769 00:27:28,687 --> 00:27:30,757 see a broad view, you know, and To 770 00:27:30,757 --> 00:27:33,145 understand that there may be other ideas, they 771 00:27:33,145 --> 00:27:33,963 stand in 772 00:27:34,672 --> 00:27:36,504 contrast to what the teacher is telling them. 773 00:27:37,061 --> 00:27:39,450 In an inquiry classroom, what the student has 774 00:27:39,450 --> 00:27:40,428 asked to do 775 00:27:40,803 --> 00:27:42,077 is to think for themselves, 776 00:27:42,888 --> 00:27:43,205 first, 777 00:27:43,999 --> 00:27:45,427 understand their novice so they have to have 778 00:27:45,427 --> 00:27:46,776 a lot of support, but to think for 779 00:27:46,776 --> 00:27:47,990 themselves, and 780 00:27:48,363 --> 00:27:51,163 to engage in an environment they're thinking in 781 00:27:51,163 --> 00:27:53,581 such a way that a variety of prospect 782 00:27:53,641 --> 00:27:55,319 are represented and respect. 783 00:27:55,799 --> 00:27:57,717 What other words reflective of what the teacher 784 00:27:57,717 --> 00:27:59,690 thinks about this particular thing or not? Or 785 00:28:00,206 --> 00:28:02,352 it may or may not be. But it 786 00:28:02,352 --> 00:28:05,395 opens to space up and provides more 787 00:28:06,167 --> 00:28:08,113 opportunity for discourse for dialogue 788 00:28:08,488 --> 00:28:10,340 and importantly for differences 789 00:28:11,113 --> 00:28:11,772 to be 790 00:28:12,704 --> 00:28:14,852 represented in the classroom and to be considered 791 00:28:14,852 --> 00:28:17,016 in the classroom. Now for For me, that's 792 00:28:17,016 --> 00:28:18,869 at the heart and soul of 793 00:28:19,643 --> 00:28:21,952 what our society is all about it. This 794 00:28:21,952 --> 00:28:24,022 society is all about. It's about having the 795 00:28:24,022 --> 00:28:24,421 freedom. 796 00:28:24,834 --> 00:28:26,587 To be able to think for oneself. 797 00:28:27,305 --> 00:28:28,920 And to find your way 798 00:28:29,457 --> 00:28:29,957 to 799 00:28:30,811 --> 00:28:32,666 the position that you're gonna take 800 00:28:32,979 --> 00:28:35,537 with evidence and support of what you're gonna 801 00:28:35,537 --> 00:28:37,694 say, which is what remodeled us. 802 00:28:38,813 --> 00:28:41,471 So I I guess then the irony is 803 00:28:42,819 --> 00:28:44,646 yes. Maybe we could say things are more 804 00:28:44,646 --> 00:28:46,313 divisive. Yes, we could probably say there is 805 00:28:46,313 --> 00:28:47,902 a little bit of pressure on social city 806 00:28:47,902 --> 00:28:49,807 teachers right now because people are paying attention 807 00:28:49,807 --> 00:28:51,340 and cameras are out and 808 00:28:51,729 --> 00:28:54,361 they're recording and saying what's happening, but at 809 00:28:54,361 --> 00:28:56,195 the same time, it seems as if if 810 00:28:56,195 --> 00:28:58,349 you use an inquiry, all views are on 811 00:28:58,349 --> 00:28:58,828 the table. 812 00:28:59,865 --> 00:29:01,242 But that seems to be 813 00:29:01,793 --> 00:29:03,170 potentially less objection 814 00:29:03,785 --> 00:29:05,458 the and just 1 you'd being on the 815 00:29:05,458 --> 00:29:05,697 table. 816 00:29:06,494 --> 00:29:07,928 Yeah. I think that's... I mean what you 817 00:29:07,928 --> 00:29:09,697 said is, I think... Is right on, And 818 00:29:09,777 --> 00:29:11,851 I I appreciate in this model that it's 819 00:29:11,851 --> 00:29:14,185 it's... By no means the case that one's 820 00:29:14,482 --> 00:29:16,317 viewpoint has to be everyone's viewpoint, you know, 821 00:29:16,477 --> 00:29:19,464 there's multiple perspectives presented in these units. And 822 00:29:19,523 --> 00:29:21,997 students get to to wrestle through all the 823 00:29:21,997 --> 00:29:24,072 evidence. And then, ultimately, they get to have 824 00:29:24,072 --> 00:29:24,572 dialogue 825 00:29:24,950 --> 00:29:26,546 with their reasoning. They get an opportunity to 826 00:29:26,546 --> 00:29:29,666 voice that, And again, there's room to disagree. 827 00:29:29,825 --> 00:29:31,734 And I think, you know, that's a a 828 00:29:31,734 --> 00:29:34,041 great skill for for students to be able 829 00:29:34,041 --> 00:29:35,632 to take a stance. 830 00:29:36,442 --> 00:29:39,227 Support their stance with some reasoning, and it's 831 00:29:39,227 --> 00:29:41,215 okay if their stance is different than than 832 00:29:41,215 --> 00:29:43,099 the classmates or then the teachers, and that 833 00:29:43,378 --> 00:29:44,810 part of the benefit of this. Yeah. 834 00:29:45,605 --> 00:29:47,935 Makes see you think of a quote the 835 00:29:47,992 --> 00:29:49,742 mark of educated mind to be able to 836 00:29:49,742 --> 00:29:51,268 entertain and Deal that having to accept it 837 00:29:51,268 --> 00:29:52,939 kind of an approach to things, which I 838 00:29:52,939 --> 00:29:55,962 really appreciate and see across both of those 839 00:29:55,962 --> 00:29:57,727 responses. And, you know, I idea I say 840 00:29:57,727 --> 00:29:59,794 it every week as we're recording, 30 minutes 841 00:29:59,794 --> 00:30:00,351 goes really fast. 842 00:30:00,987 --> 00:30:04,087 Said, we... That said, to kind of bring 843 00:30:04,087 --> 00:30:05,438 us to a close here, I guess, we 844 00:30:05,438 --> 00:30:06,551 have a number of things you'd like to... 845 00:30:06,964 --> 00:30:08,019 Highlight. And 846 00:30:08,472 --> 00:30:09,902 some of that would really just start with 847 00:30:09,902 --> 00:30:12,125 resources. And so, John, do wanna speak maybe 848 00:30:12,125 --> 00:30:14,507 first to c 3 teachers, the web address 849 00:30:14,507 --> 00:30:17,468 and and what resources highlight Educators might find 850 00:30:17,468 --> 00:30:19,546 there that would be helpful towards onboarding to 851 00:30:19,546 --> 00:30:19,865 some of this. 852 00:30:20,824 --> 00:30:23,541 Sure thing. C 3 teachers is online at 853 00:30:23,541 --> 00:30:26,030 c3 3 teachers dot org. The website has 854 00:30:26,030 --> 00:30:27,463 been up and running for a number of 855 00:30:27,463 --> 00:30:30,112 years now. We have about 300 or so 856 00:30:30,169 --> 00:30:32,022 inquiries that are available for 857 00:30:32,636 --> 00:30:34,728 educators If you visit the site, They're organized. 858 00:30:35,599 --> 00:30:37,596 In 2 big groups. If you're on the 859 00:30:37,596 --> 00:30:39,674 website, you'll see across the top, then an 860 00:30:39,674 --> 00:30:41,352 navigational structure, there's a link to something that 861 00:30:41,352 --> 00:30:44,002 says inquiries. And if you click on the 862 00:30:44,002 --> 00:30:46,331 inquiry link you'll get access to about a 863 00:30:46,467 --> 00:30:48,638 couple of hundred inquiries that are 864 00:30:49,013 --> 00:30:51,253 available in a database to search reachable or 865 00:30:51,253 --> 00:30:51,729 browse, 866 00:30:52,284 --> 00:30:53,554 and we've organized these, 867 00:30:54,268 --> 00:30:56,251 using a couple of different approaches is we 868 00:30:56,251 --> 00:30:57,544 have something called hubs, 869 00:30:58,413 --> 00:31:00,011 Nebraska has a hub. And so we have 870 00:31:00,011 --> 00:31:01,870 an inquiry there. You can check out well 871 00:31:01,929 --> 00:31:03,607 several inquiries you can check out, and we've 872 00:31:03,607 --> 00:31:05,205 also organized those by topics. 873 00:31:06,097 --> 00:31:08,725 Additionally, you can... On C 3 teacher's access 874 00:31:08,725 --> 00:31:10,876 these things we call hubs, c 3 hubs, 875 00:31:11,035 --> 00:31:12,787 and you can hit the link at the 876 00:31:12,787 --> 00:31:14,061 top of the page to see those. 877 00:31:14,634 --> 00:31:16,312 There are 2 types of hubs. We have 878 00:31:16,312 --> 00:31:18,150 state hubs and organizational hubs, 879 00:31:19,029 --> 00:31:21,905 about 13 or so state hubs, including Nebraska. 880 00:31:22,400 --> 00:31:23,859 And if you go to the Nebraska 881 00:31:24,160 --> 00:31:26,640 state hub, which you can either navigate to 882 00:31:26,640 --> 00:31:28,720 or go directly to the Url, which is 883 00:31:28,720 --> 00:31:30,480 c 3 teachers dot org slash, 884 00:31:31,213 --> 00:31:31,713 Nebraska 885 00:31:32,089 --> 00:31:35,117 dash, like a little hyphen dash, c 3 886 00:31:35,117 --> 00:31:35,834 dash hub, 887 00:31:36,631 --> 00:31:39,200 then you'll get a link, to what Mark's 888 00:31:39,200 --> 00:31:41,139 gonna tell you about, which is this amazing 889 00:31:41,359 --> 00:31:43,039 collection of inquiries that have been developed over 890 00:31:43,039 --> 00:31:44,179 the last year. Or so 891 00:31:44,480 --> 00:31:46,775 as well as some inquiries that were developed 892 00:31:46,894 --> 00:31:47,394 previously. 893 00:31:47,931 --> 00:31:48,910 1 of them is 894 00:31:49,367 --> 00:31:51,600 on a question that asked, what did freedom 895 00:31:51,600 --> 00:31:52,557 mean for Anna? 896 00:31:53,195 --> 00:31:56,167 And Anna was a enslaved woman in 897 00:31:56,719 --> 00:31:58,955 Washington Dc Area and a project was done 898 00:31:58,955 --> 00:32:00,732 at University of Nebraska, Lincoln 899 00:32:01,110 --> 00:32:03,186 by professor through their name, Will Thomas He's 900 00:32:03,186 --> 00:32:04,144 a history professor, 901 00:32:04,703 --> 00:32:05,581 and he researched. 902 00:32:06,473 --> 00:32:10,384 Her life and produced this really beautiful documentary 903 00:32:10,757 --> 00:32:12,820 of first story that you can click on 904 00:32:12,820 --> 00:32:13,320 and 905 00:32:13,628 --> 00:32:15,878 take a look at. And then another professor 906 00:32:16,412 --> 00:32:18,877 that Lincoln did an inquiry with his students, 907 00:32:19,831 --> 00:32:21,739 his name is Aaron Johnson. And so you'll 908 00:32:21,739 --> 00:32:23,250 get access to that inquiry as well. 909 00:32:24,144 --> 00:32:26,144 And then a couple other inquiries that were 910 00:32:26,144 --> 00:32:26,384 developed, 911 00:32:27,184 --> 00:32:29,025 God, There's probably been about 6 or 7 912 00:32:29,025 --> 00:32:30,484 years ago. 1 of them on 913 00:32:30,945 --> 00:32:32,545 baseball in Nebraska. 914 00:32:32,878 --> 00:32:35,578 By a a former student it at University 915 00:32:35,737 --> 00:32:38,596 Nebraska named Jesse Rod, and another one's about 916 00:32:38,596 --> 00:32:40,344 the civil war in Native Americans. 917 00:32:41,234 --> 00:32:42,994 So those were all available and see 3 918 00:32:42,994 --> 00:32:43,154 teachers. 919 00:32:44,115 --> 00:32:45,794 And then Mark, I guess you can say 920 00:32:45,794 --> 00:32:47,554 something about that collection of dimensions. 921 00:32:48,369 --> 00:32:50,062 Yeah. I would just strongly encourage 922 00:32:50,436 --> 00:32:52,583 teachers to to check out the the inquiry 923 00:32:52,583 --> 00:32:54,173 units that are on the c3 3 site, 924 00:32:54,332 --> 00:32:56,241 you know, specifically, a take a look at... 925 00:32:56,574 --> 00:32:58,477 The the units that came from this project. 926 00:32:58,953 --> 00:33:01,095 I I think they're really well done. I 927 00:33:01,095 --> 00:33:03,474 feel like our our participating teachers did a 928 00:33:03,474 --> 00:33:05,398 fantastic job. The last the 2 summers, and 929 00:33:05,478 --> 00:33:07,793 I'm so excited for this final summer, but, 930 00:33:07,872 --> 00:33:09,549 you know, teachers can go there. And I 931 00:33:09,708 --> 00:33:11,784 I've I've even heard from some teachers maybe 932 00:33:11,784 --> 00:33:13,755 at the elementary level where maybe they're new 933 00:33:13,873 --> 00:33:16,171 social studies, and they wanna introduce inquiry in 934 00:33:16,171 --> 00:33:18,469 their classrooms. And I just feel like it's 935 00:33:18,469 --> 00:33:20,053 it's great for them because they can go 936 00:33:20,053 --> 00:33:22,539 there. It's social basically walks them through the 937 00:33:22,539 --> 00:33:25,500 process, all of the links, all the resources 938 00:33:25,500 --> 00:33:27,099 they need are right there. And so I 939 00:33:27,099 --> 00:33:28,779 feel like it really is a great resource 940 00:33:28,779 --> 00:33:31,351 to help teachers. Especially if inquiry is new 941 00:33:31,510 --> 00:33:33,346 to them just to really make that shift 942 00:33:33,346 --> 00:33:35,203 in their classroom. So really encourage, 943 00:33:35,740 --> 00:33:37,815 teachers to check that out again so grateful 944 00:33:37,815 --> 00:33:39,665 for the... The teachers who have participate participated 945 00:33:39,665 --> 00:33:42,137 in this project. And really for all the 946 00:33:42,216 --> 00:33:45,247 Es, we've had great Es support across the 947 00:33:45,247 --> 00:33:47,454 state. So so thankful for all those who 948 00:33:47,814 --> 00:33:49,410 are in kind of the social studies Realm 949 00:33:49,570 --> 00:33:52,044 Nebraska and it helped lead this work and 950 00:33:52,044 --> 00:33:54,678 grateful for our Es asu leadership, and their 951 00:33:54,678 --> 00:33:56,769 commitment to funding the project, grateful for you, 952 00:33:57,009 --> 00:33:58,450 Andrew, you've been such a great 953 00:33:59,009 --> 00:34:00,929 advocate for our project, and have helped so 954 00:34:00,929 --> 00:34:02,529 many people learn about it. I'm grateful for 955 00:34:02,529 --> 00:34:03,569 all of your efforts as well. 956 00:34:04,384 --> 00:34:06,382 Oh, I would echo that. Just tremendous effort 957 00:34:06,382 --> 00:34:09,579 in Nebraska with this. And, you know, as 958 00:34:09,579 --> 00:34:11,976 you're talking there sharing with teachers the reasons 959 00:34:11,976 --> 00:34:12,935 to access this. Yes. 960 00:34:13,588 --> 00:34:15,023 Each of them serves as an exe are. 961 00:34:15,580 --> 00:34:17,651 U. And if you would like to, like, 962 00:34:18,050 --> 00:34:20,041 utilize that for the questions, like, and how 963 00:34:20,041 --> 00:34:21,714 to, you know, phrase the... Or the structure, 964 00:34:22,924 --> 00:34:25,155 That's available. Finding those primary sources, 965 00:34:25,872 --> 00:34:28,603 has been a challenge. And so maybe you're 966 00:34:28,820 --> 00:34:30,413 gonna go there just to be able to 967 00:34:30,413 --> 00:34:32,405 find some primary sources for your own purposes. 968 00:34:32,579 --> 00:34:34,247 Right? And then and then in the process 969 00:34:34,247 --> 00:34:35,438 of that, maybe learn a little bit more 970 00:34:35,438 --> 00:34:36,789 about inquiry. But whatever it drives you to 971 00:34:36,789 --> 00:34:39,172 go there first, just would definitely encourage folks 972 00:34:39,172 --> 00:34:41,158 to check it out, whether you could do 973 00:34:41,158 --> 00:34:43,963 that through some of the, local avenues for 974 00:34:43,963 --> 00:34:46,200 accessing those resources, but definitely through c 3 975 00:34:46,200 --> 00:34:48,757 teachers dot org site. And if you'd like 976 00:34:48,757 --> 00:34:51,075 to be part of the upcoming effort, this 977 00:34:51,075 --> 00:34:53,168 next summer, we still have a space. We're 978 00:34:53,168 --> 00:34:56,843 actually just making that link for registration available 979 00:34:56,843 --> 00:34:58,601 to our Nebraska educators and so Mark where 980 00:34:58,601 --> 00:35:01,411 can people access that? Yeah. So there's been 981 00:35:01,411 --> 00:35:02,928 emails that have gone out. It will be 982 00:35:02,928 --> 00:35:04,306 going out from all the Es 983 00:35:04,764 --> 00:35:07,079 with the the link to sign up and 984 00:35:07,079 --> 00:35:07,579 apply 985 00:35:08,038 --> 00:35:09,474 to be a part of this final cohort. 986 00:35:10,048 --> 00:35:12,302 We are are having a deadline for that 987 00:35:12,360 --> 00:35:14,195 application on March 6, and then we'll make 988 00:35:14,195 --> 00:35:16,667 the decision for who's into the project shortly 989 00:35:16,667 --> 00:35:18,341 after that, mid March is when we hope 990 00:35:18,341 --> 00:35:20,434 to, to have that out to our participants. 991 00:35:20,914 --> 00:35:22,675 If you haven't seen that email come your 992 00:35:22,675 --> 00:35:24,114 way. I just encourage you to reach out 993 00:35:24,114 --> 00:35:25,255 to your Es asu 994 00:35:25,715 --> 00:35:27,715 and just ask for that information because they 995 00:35:27,715 --> 00:35:29,568 have it for you but it should be 996 00:35:29,568 --> 00:35:33,425 coming your way from your social studies content 997 00:35:33,564 --> 00:35:35,722 specialists at your local Es asu. And I 998 00:35:35,722 --> 00:35:37,400 also wanna say to the the project has 999 00:35:37,400 --> 00:35:39,483 been focused done grades 4 through 8. But 1000 00:35:39,483 --> 00:35:41,390 if you're AK3 teacher or if you're a 1001 00:35:41,390 --> 00:35:43,455 high school teacher, you're still welcome to apply 1002 00:35:43,455 --> 00:35:46,256 for the project. We've had done participants in 1003 00:35:46,256 --> 00:35:48,331 the past to teach outside that 4 through 1004 00:35:48,331 --> 00:35:50,805 8 grade band They participate. They ride a 1005 00:35:50,805 --> 00:35:52,561 unit for the 4 through 8 grade band, 1006 00:35:53,212 --> 00:35:54,560 even though they might not get to use 1007 00:35:54,560 --> 00:35:56,542 their unit in their classroom. They still get 1008 00:35:56,542 --> 00:35:58,920 to learn about, c 3. They still get 1009 00:35:58,920 --> 00:36:00,639 to learn about the in gray arc. So 1010 00:36:00,839 --> 00:36:02,597 in the Id, and then they can take 1011 00:36:02,597 --> 00:36:04,594 that back, and they can use that knowledge 1012 00:36:04,594 --> 00:36:06,751 to create resources for their own classroom as 1013 00:36:06,751 --> 00:36:08,843 well. And, you can make your way to 1014 00:36:08,843 --> 00:36:11,240 see 3 teachers because there's is inquiry units 1015 00:36:11,240 --> 00:36:13,637 of study for k 12, and so that's 1016 00:36:13,637 --> 00:36:15,475 another great resource for you to access as 1017 00:36:15,475 --> 00:36:15,635 well. 1018 00:36:16,609 --> 00:36:18,049 Thanks for pointing that out, Mark too that 1019 00:36:18,369 --> 00:36:20,449 I know Deb Paul Issue champion this effort 1020 00:36:20,449 --> 00:36:23,089 before her retirement really stressed that this is 1021 00:36:23,089 --> 00:36:25,224 a professional learning opportunity for 1022 00:36:25,664 --> 00:36:27,659 educators out there and that that's, a big 1023 00:36:27,659 --> 00:36:29,574 piece of this this effort. So, John, do 1024 00:36:29,574 --> 00:36:30,931 you have a closing message for us not 1025 00:36:30,931 --> 00:36:32,208 to put you on the spot, but maybe 1026 00:36:32,208 --> 00:36:32,926 something to bring us home? 1027 00:36:33,579 --> 00:36:34,539 Yeah. Absolutely. 1028 00:36:34,859 --> 00:36:36,380 I... First of all, I wanna say thank 1029 00:36:36,380 --> 00:36:38,799 you for having me on and 1030 00:36:39,099 --> 00:36:39,259 mark, 1031 00:36:40,059 --> 00:36:42,628 congratulations, and thanks for all the... Terrific work 1032 00:36:42,628 --> 00:36:44,319 that's being down in the state of Nebraska 1033 00:36:44,375 --> 00:36:45,090 around inquiry. 1034 00:36:45,725 --> 00:36:48,267 For me, inquiry is a vehicle by which 1035 00:36:48,267 --> 00:36:48,744 we can, 1036 00:36:49,538 --> 00:36:50,808 1 student at a time, 1037 00:36:51,699 --> 00:36:54,573 show the people that we are responsible to 1038 00:36:54,573 --> 00:36:56,728 that we care about our students. 1039 00:36:57,287 --> 00:36:59,203 We care about each other. We care about 1040 00:36:59,203 --> 00:37:01,775 this place that we live. This society this 1041 00:37:01,775 --> 00:37:03,375 country this democracy that we live in. 1042 00:37:04,574 --> 00:37:07,135 And we take serious to responsibility we have 1043 00:37:07,135 --> 00:37:08,994 to prepare young people to be 1044 00:37:09,454 --> 00:37:09,934 contributors, 1045 00:37:10,429 --> 00:37:10,667 to, 1046 00:37:11,384 --> 00:37:12,202 our democracy. 1047 00:37:12,577 --> 00:37:14,806 And we really do believe that inquiry is 1048 00:37:14,806 --> 00:37:16,557 the means by which we can accomplish that. 1049 00:37:17,432 --> 00:37:17,671 Well, 1050 00:37:18,324 --> 00:37:19,860 thank you both so much for your daily 1051 00:37:20,078 --> 00:37:22,151 advocacy for that. After for doing that over 1052 00:37:22,151 --> 00:37:23,905 the course of our time here together on 1053 00:37:23,905 --> 00:37:24,304 podcast. 1054 00:37:24,782 --> 00:37:25,818 Just really grateful. 1055 00:37:26,297 --> 00:37:26,695 For you, 1056 00:37:27,427 --> 00:37:28,858 choosing this avenue as a place to share, 1057 00:37:29,256 --> 00:37:30,926 and we will look forward to the 20 1058 00:37:30,926 --> 00:37:33,311 to 24 project and continue to grow these 1059 00:37:33,311 --> 00:37:36,197 resources in support of educators with their inquiry 1060 00:37:36,413 --> 00:37:39,305 instruction. So thanks. Thanks, Andrew. Thank you.