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This wiki has been designed for participants in the HIPD from January -April 2011. Using the following prompts, feel free to add your comments about the HIPD. This is purely voluntary. If you want to add comments and start a discussion, it will be appreciated! You needn't feel constrained by the prompts! Please put your initials after any comments.

**Group 1**: I expected... To have forgotten most of what I remember as valid from my old coursework regarding historical resarch. I received....Valuable documents to guide my inquiry for myself and for my students that helped frame my point of reference. I learned...That students can learn to see history as a mystery that can be solved. Also that students can gain a broader understanding of events through understaning concepts like bias and interpretation. I valued...The insightful feedback from my more experienced colleagues whom I respect. I still need or want to know more about...How best and in what form to use documents so that students will start to benefit from SCIM-C in meaningful ways.

After this session, I plan to...Really use documents more often and explain more on a regular basis how they can introduce students to historical perspective. As a result of this session, I think differently about...Being able to make time for SCIM-C in my class and still keep up with content and testing. As a result of this session, I'd like to try...to demystify my students to the idea that over time, all things in history get better as appossed to the ideas of progress being change within historical themes. As a result of this session, my beliefs about... Student ability to grasp these concepts has changed for the better and I am more willing to put forrth an effort with this strategy to better inform my students regardless of time constraints. Attention HIPD participants: Below are the e-copies of the session powerpoints, as well as other relevant documents. Thank you! Group 5. Great session tonight as was the last group. Sharing ideas on how to introduce inquirery with documents in the class room was enlightening to say the least. I enjoyed sharing my lesson with the group during the session two weeks ago. I was dissapointed that I did not get all the way to the corroboration section of the SCIM-C method due to an upcoming quiz before the February break. I think that the students did pretty well overall but really need to learn to be more critical of the sources they see. I feel that I must model ways in which to do this much more and have them learn to listen better when other groups of students share their ideas about what they read and what issues might have been missing. My new unit is on the MIddle East and North Africa. I am thinking that documents will be based on the Palestine/Israel issue and might be easier to find. I enjoyed listening to the final three members of my group discuss how they applied the SCIM-C methods in their classes. It is interesting trying to get the students to think in terms of historical perspective. I think if I use documents sympathetic to the Israeli cause and Palestinian cause, the perspective issue might become more clear. group7: I was pleased to hear all the ways in which my colleagues used the SCIM-C method. Had I not been up against an end of unit test and worried about library time, my lesson would have been a little more sophisticated. I think by using the political cartoons, the students were able to recall the method but they did not have to reach that deeply in terms of analyzation. I have to admit that world geography is a difficult curriculum with which to apply this method. A document rich subject like the American Revolution or the Civil War that is more historical in nature would have been more enriching with this strategy. I really enjoy the fact that I now have a method in which to apply inquiry in the classroom. My concentration has been content heavy with some skills thrown in and a few projects. With SCIM-C, I feel much more confident that I can facilitate broader understanding of history and historical perspective along with the research skill of analysis that students now need more than ever. I appreciate that this method takes the students well beyond the text book which they often view as fact, and provides the foundation for a more sophisticated and analytical approach to learning about history. I think that it will be liberating for some students as they begin to realize that perspective has more than one agent and that they can make an argument for or against a historical question based on what they alone have researched and decided. J. Pratt:)
 * Group 2:**