Four of the twelve investigations prepare students to write Counterarguments about historical or social issues in speeches and letters to contemporary audiences. The writing task sets a purpose for each investigation, whether trying to understand the perspective of people in the past in the New World Women and Presidency investigation or thinking about issues of representation in the Trail of Tears and Reconstruction investigations. Each investigation creates a process for social studies inquiry and writing across five days that begins with making connections to students' lives and extending their incoming knowledge.

Each day of a Read.Inquire.Write. investigation supports reading, reasoning, and writing in ways that research has shown to develop students' social studies thinking and literacy by:

  • introducing a central or compelling question, making connections to students, and extending background knowledge;
  • engaging students in reading and analysis of primary sources through explicit instruction and discussion as students weigh evidence and draw conclusions;
  • providing explicit support for the particular kind of argument writing called for in the investigation, engaging students in planning, composing, reflection, and revision.

These investigations include a student packet, slides to guide instruction, and a teacher guide to support classroom-based inquiry.

View Investigations focused on Counterargument:

Introduction Investigation (2-3 days): Which sources help us understand the relationship between the Hemings and Jefferson families?

1. Was there a common experience for women in colonial North America?

2. Would the Founders have approved of Executive Actions concerning DACA?

3. What is an important cause of the Trail of Tears that people should know about today?

4. Was Reconstruction mostly a story of triumph or tragedy?

Preview Scope & Sequence Download Scope & Sequence

Investigations 7