Students will launch the inquiry by analyzing a mystery evidence set, building an initial evidence-based claim, and connecting medieval water systems to a local example through a community partner investigation. They will record first questions and organize evidence in their investigation notebooks so later phases can narrow research questions and methods.

Students will investigate sealed evidence sets, compare source perspectives, generate a focused historical inquiry question, and draft a hypothesis and research methodology plan for tracking evidence about Islam, water, and movement in medieval civilizations.

Students will refine their investigation question and hypothesis, finalize a clear method for gathering medieval and local water evidence, and build traceable research tools they will use in the next phase. They will compare sources, annotate key texts and artifacts, and test whether their evidence systems are strong enough to support a defensible museum exhibit claim.

Students will collect, organize, and test evidence from medieval water systems, Islamic cities, and movement routes while comparing those records to local water-system observations. They will document source-based findings in notebooks and maps, participate in a midpoint peer critique, revise their evidence collection targets, and complete a competency checkpoint before moving into full analysis.

Students will analyze collected source and field evidence, turn patterns into exhibit-ready maps and labels, test their interpretations through peer critique, and complete a graded claim-and-narration checkpoint before Museum Night.

Students will present their completed museum exhibits to families and community partners, defend their evidence-based conclusions about Islam, water, and movement in medieval civilizations, connect those patterns to local water systems today, and close the project with a structured reflection on how their thinking and collaboration changed.