![]() A thoughtful response to a long debated historical question-such as “Considering the goals of liberty and equality, were the gains of the French Revolution worth the pain that was caused from 1789-1804?”-requires a response that goes beyond just “yes” or “no.” It demands a critical or careful reading of a variety of text(s). It leads to the desire to explain oneself, to elaborate, and to the recognition that a simple answer will not suffice.įor example, in the study of history we are often confronted with questions about the impact of specific events, projects, or programs. It demands an answer that is not just “Yes” or “No.” It requires explanation and analysis.Ī good question leads to the understanding that its response is part of a larger conversation that’s been taking place among historians and/or the public. ![]() An instructor might begin with a conversation about how “best interest of American people” is defined, but the discussion can expand outward from there in numerous directions. If a question encourages and leads to varied responses, it creates opportunities for students to exchange ideas and, in the process, revise or refine their thinking.įor example, a question like “Was the Vietnam War in the best interest of the American People?” has the potential to generate a variety of thoughtful responses and classroom discussions. In this context, a good question builds on and benefits from the social nature of learning and the multiple voices contained in any classroom. Qualities of a Strong Inquiry-Based Writing Prompt It generates discussion and encourages varied positions. The focus here is on developing engaging and significant questions for students to investigate. In this resource, we discuss the teaching and learning of history through a focus on what makes a good inquiry question. A first step in this process is developing good inquiry questions that frame lessons and units of instruction. For the writing to be meaningful and engaging it has to be about a meaningful topic and supported by teaching that unites the writing and the content. If, as many writing educators have argued, writing is actually thinking, then it’s best integrated into history/social studies classes when it is connected to the specific ideas, events, and people at the center of what is being studied in class. ![]() ![]() An ordered list of the sequence can be found in part one. These resources are designed to be used individually to help define inquiry questions for use in Lesson Study cycles or in sequence for background research in the Study phase of a cycle. This is the second in a series of eight resources on historical argumentation written especially for the Lesson Study Group at Mills College by educator Stan Pesick. ![]()
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