After completing the readings for class, I realized that the unit my class
is currently working on features an inquiry-based activity, along with
an opportunity for students to analyze issues and while developing
decision making skills. Students are beginning to study the Early
Middle Ages, specifically when Edward the Confessor dies with no heir
to take over as King of England. Waiting in the wings are three men
and one boy, all who claim to be in line for the thrown. Before
students read who becomes King, they must evaluate the candidates who
have claims to the thrown and chose the person who they think should
lead. Once they choose their "man," they also must create an
advertisement supporting their choice and present it to the class.
Only after they research the claimants and discuss their decision do
they find out that William the Conqueror wins the Battle of
Hastings and becomes King.
Classroom instruction and assessment have become increasingly
skills-focused. As a social studies teacher, I am directed to include
activities that improve students' reading comprehension, writing and
reasoning skills. An activity or lesson plan cannot be created with
out a measurable goal followed by an assessment. It was refreshing
to revisit inquiry-based learning and historical thinking, both of which
focus on students gaining mastery of their content while
learning skills that are useful inside and outside the classroom
