Time to put on our thinking caps: Inquiry in Social Studies

 

As an educator in training, inquiry is a significant part of my vision for teaching. My philosophy is based on the use of objects primarily because objects are our most direct portal to the past. Therefore, my vision of what an inquiry based social studies lesson looks like includes objects and artifacts. Imagine using stamps or other small artifacts on the student’s desks and asking the students to “write down everything you can about your object and tell the class about it.” Here, the students would use their skills as observers to draw information to assist them in making discoveries. During this lesson, I would instruct my students to sketch their artifact. This type of inquiry-based activity is a great way to introduce a new subject and spark a lifelong love of social studies.

Inquiry is a method of instruction based on answering a question or solving a problem using evidence. This method of teaching builds and refines the student’s skills in observing, critical thinking and cross examination. To answer a question, students must learn to read and interpret primary sources. They must learn not to take every written word as law or fact. Over time, the truth gets lost and as class historians, students must learn to piece together answers. The point of the inquiry method is to show cause and effect. It can develop skills in chronological thinking for younger elementary school students. According to an article entitled “What is an Inquiry Lesson,” educators must begin by introducing a question and follow a structured set of subsequent steps (History Education Group, 2018). For example, the teacher must predetermine a set of sources the students will use to investigate and come to a reasonable conclusion (History Education Group, 2018).

 I believe that students should be taught the skill of searching for the correct primary and secondary sources to find answers. The study of history closely resembles investigating a crime scene. Part of the process is gathering witnesses (primary sources) and cross-examining them. Another skill is the ability to find leads that can bring the student to another book, record, document or artifact. By preselecting the array of sources students are able to peruse, educators are failing to train young historians in these vital skills. According to the article, students learn to form a hypothesis and revise it based on changes in the evidence (History Education Group, 2018). This effectively teaches students that historians aren’t always correct and that sometimes the accepted theory must be rewritten or altered. The best example of this idea can be found in the realm of art history. Many paintings and drawings have gone in and out of an artist’s accepted body of works primarily due to technological innovations. New ways of investigating paintings reveal things which discredit a previous theory.

Inquiry in social studies can also assume the form of a class debate. Here, students are responsible for finding evidence to support their position on a given topic or question. According to “What is an Inquiry Lesson,” it is important that educators use questions that require the use of historical evidence rather than moral discussion (History Education Group, 2018). For example, “Why did Teddy Roosevelt oppose segregation in California’s public schools?”, requires investigation of historic sources to come to a plausible conclusion (History Education Group, 2018). On the other hand, a question such as “Should the United States have used the atomic bomb?”, is far more of a moral debate (History Education Group, 2018).

One of my approaches to inquiry with social studies is the Gutenberg printing press project which I have discussed in previous posts. To build the press, my students and I would have to investigate together (guided inquiry) the basic function and design of the press. I would teach my students how to read technical drawings from the 18^th century as well as regular images found on google. I would show them how to visualize how a simple machine like the Gutenberg press works. From those drawings, books and images (and perhaps 18^th century documents created on the press), we could solve the problem of how to construct a simple example from safe tools. I could create a similar lesson to teach the first flight. In stead of a question, the students will have a task of creating a model airplane that flies. First, I would model how to find information from books as well as pictures of the first airplane. Next, through their own study, the students will learn the scientific forces (lift, drag, thrust) that cause all airplanes to fly. This way, they will learn by facing the same challenges pioneers like the Write brothers and Sam Langley faced. It is important to note that each student would be given their own set of materials to create an airplane and would be assessed on how high and far it flies! As a future teacher, I would assess the student’s creations during a contest!

As an educator in training, I feel that my understanding of inquiry in social studies has been strengthened. After reading and visualizing my own lessons, I conclude the inquiry method is among the methods with the most pedagogical value. By engaging students with tasks and thoughtful questions, they can learn actively with their hands and minds on. Unfortunately, the current covid19 health crisis has forced us to become more creative with inquiry. As social studies educators, we live in historic times in which virtual instruction has not only changed teaching temporarily but will echo far into the future. 

Reference

History Education Group (2018). What is an "inquiry lesson"? Retrieved February 22, 2021, from                       https://teachinghistory.org/teaching-materials/teaching-guides/24123