The Kentucky C3 Hub connects educators to inquiry resources and innovations taking place at the University of Kentucky in order to inspire highly effective teaching and learning across the commonwealth and beyond.
This Hub is under development.
Check out our collection of inquiries were designed by a cadre of students in the University of Kentucky social studies education program.
This inquiry leads students through an investigation of policy voting, i.e. aligning their own beliefs with policies of political parties and candidates. By investigating the compelling question students will research where the stand on their own beliefs, compare those beliefs to available political party platforms, then finally against candidates representing those parties (or running as independents). In investigating current issues, political party positions, and candidate positions, students will be better informed on which issues drive them to vote on election-day.
This inquiry leads students through an investigation of regionalization by studying Kentucky. By investigating the compelling question about whether or not Kentucky is a southern state, students will need to consider how the study of Kentucky provides a unique lens for thinking about the “what” and “where” of the south. In investigating the people and cultural characteristics of Kentucky and states more ‘solidly’ recognized as southern, students develop techniques to become more geo-literate, and begin to be able to evaluate the extent to which Kentucky is southern.
The goal of this inquiry is to help students analyze a pivotal event within the American Revolution. Nearly every American student is familiar with the actions of the Sons of Liberty, yet this inquiry sheds light on the motivations for and consequences of The Boston Tea Party, a turning point in Colonial-British relations. Students look at the grievances of American colonists prior to 1773, and then examine their choice of action, as well as the British response. This inquiry invites students to use multiple perspectives to assess historic and modern-day cries for justice and why revolutionaries often break laws to further their cause. This analysis and application is key to helping students engage in what it means to think and act like historians.
This inquiry leads students through an investigation of the causes of the Cold War by examining events through the perspective of both the Soviet Union and the United States. By investigating the compelling question “Who’s to blame for the Cold War?” students evaluate these events in consideration of the historiography, using the work of several preeminent Cold War historians, and the consequences of assigning blame to either country. The formative performance tasks build on knowledge and skills through the course of the inquiry and help students recognize different perspectives in order to better understand the ways in which mutual concerns and fears culminated in global tensions. Students create an evidence-based argument about whether anyone should be assigned blame in starting the Cold War after considering the tensions that emerged during and after World War II, perception of the actions taken by the United States and Soviet Union, assessing historiographical viewpoints, and considering how assigning blame affects perceptions of the actions of others.
Check out our work with National Boards as well as our Case Study Material.
Check out our professional development materials.