Arts-Integrated Inquiry Design Model Blueprint (adapted from Swan, Lee, and Grant, 2018)
Compelling Question
Standards and Practices
Staging the Question
Contextualize through the Arts
(i.e. interesting video, book)
Supporting Question 1
What challenges are there to
working together and what
happens when we work together
well?
Formative Performance Task
Verbally model using the outline
to discuss collaboration and
conflict with the team builder
 Who are the players
 Why do they need to
collaborate
 What conflicts arise
 How are the conflicts
resolved?
Featured Sources
(students actively participate
in game, day one includes
Did collaboration or conflict make Jamestown a successful colony?
C3: D2.Civ.6.3-5. Describe ways in which people benefit from and are
challenged by working together, including through government, work-places,
voluntary organizations, and families.
Mass: MA 5.T1.3 Analyze the reasons why English colonists had the
strongest influence on the language, political institutions, and political
principles of the country that became the United States of America, even
though other major European nations also explored North America (e.g., the
relatively small number of colonists from other nations, England’s history of
self- government, high rates of literacy, and strong economic, and military
position in the world).
Nat’l Art: MA:Cr3.1.5: Create content and combine components to convey
expression, purpose, and meaning in a variety of media arts productions,
utilizing sets of associated principles, such as emphasis and exaggeration
5 Minute team builder where students must bring a balloon to a point on the
ground. They can only use one finger each and it cannot be on top of the
balloon.
Supporting Question 2 Supporting Question 3
What initial moments of conflict and Did collaboration always work out well
collaboration did the settlers in Jamestown for everybody involved?
encounter? If conflict did not take place, how
might history be different?
Formative Performance Task Formative Performance Task
Students will use the outline to assess the Students examine different moments in
moment of conflict and collaboration when groups. They will share their findings
making decisions building the fort in in a whole class jigsaw.
Jamestown. All students will also complete the
extension question from SQ2 for their
Extension question/argument building for assigned moment
early finishers:
If this moment of conflict did not occur,
what might have happened to the settlers at
Jamestown?
Featured Sources Featured Sources
“Building a Fort” video: On the Trail Colonists vs. NA: Master George Percy’s 1607
of Captain John Smith Observations
this supporting question and
SQ2, so source work will be
evident when we address
question two)
(secondary source) Secondary summary: Life in Colonial America by
Julia Garstecki
Primary account: Master George Percy primary
Will accompany with information about how we
lack Native American representation and it was not
right to refer to them as savages.

Colonists vs. John Smith: John Smith’s Rules

John Smith’s Journal

Colonists vs. NA: Starving Time

Secondary Summary: Powhatan Takes Advantage
of the Starving Time
Primary Source:
A True Declaration of the State of the Colony of
Virginia

Colonists vs. England: Virginia Company → Royal

Company
Secondary Source Text: Life in Colonial America
by Julia Garstecki

Indentured Servants vs. Masters

Secondary Source Summary and Primary Source
Letter

Summative Argument – through a visual or spatial Students will create podcasts to verbally display their
Performance or texture mode (i.e. song, poem, play thinking about the compelling question and how conflict
Task: script, photography, painting, comic…) and collaboration relates to life today. They will learn about
elements of storytelling and podcasts as media before
voicing their individual answers in a group context where
they make decisions about the presentation of their podcast.

Extension – Artist’s Statement Students will write about their podcast experience to
accompany it. They will reflect on their experience and
how

Taking informed relate some form of action bringing art Ideally, students would publicly broadcast their podcast for
Action into the real world and current events others to hear. This could take place within the school or on
(arts in activism) a larger media platform.