D1.1.3-5 Explain why compelling questions are important to others (e.g., peers, adults).
D1.2.3-5 Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.
Constructing Supporting Questions
D1.3.3-5 Identify the disciplinary concepts and ideas associated with a supporting question that are open to interpretation.
D1.4.3-5 Explain how supporting questions help answer compelling questions in an inquiry.
Determining Helpful Sources
D1.5.3-5 Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.
D2.His.5.3-5 Explain connections among historical contexts and people's perspectives at the time.
D2.His.6.3-5 Describe how people's perspectives shaped the historical sources they created.
D2.His.7.3-5 Begins in grades 9–12
D2.His.8.3-5 Begins in grades 9–12
Historical Sources and Evidence
D2.His.9.3-5 Summarize how different kinds of historical sources are used to explain events in the past.
D2.His.10.3-5 Compare information provided by different historical sources about the past.
D2.His.11.3-5 Infer the intended audience and purpose of a historical source from information within the source itself.
D2.His.12.3-5 Generate questions about multiple historical sources and their relationships to particular historical events and developments.
D2.His.13.3-5 Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose to judge the extent to which the source is useful for studying a particular topic.
Causation and Argumentation
D2.His.14.3-5 Explain probable causes and effects of events and developments.
D3.3.3-5 Identify evidence that draws information from multiple sources in response to compelling questions.
D3.4.3-5 Use evidence to develop claims in response to compelling questions.
D4 Communicating Conclusions and Taking Informed Action
D4.1.3-5 Construct arguments using claims and evidence from multiple sources.
D4.2.3-5 Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.
D4.3.3-5 Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).
D4.4.3-5 Critique arguments.
D4.5.3-5 Critique explanations.
Taking Informed Action
D4.6.3-5 Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.
D4.7.3-5 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.
D4.8.3-5 Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms and schools.