Abstract

Wilke and Straits (2001) emphasize the importance of the student’s existing knowledge in Inquiry Based Learning. They define IBL as learning occurring when the learner constructs an understanding of new information by associating it with prior knowledge in an organized and systematic way. Within this context, IBL is a student-based exploration of real-life problems using the processes and the tools of inquiry. Creating a classroom climate of trust and belonging, students are able to take risks and investigate topics that are interesting and have a significant historical impact. Educators from the East and West coasts of the USA share promising practices for engaging students of marginalized backgrounds in global and local historical inquiry. This session provides an overview of the United States-based National History Day inquiry project, which engages students of history in the development of a research question related to an annual theme, rigorous analysis of primary and secondary sources, development of historical arguments, and presentation of information. The presenters will demonstrate how inquiry-based learning projects and placed-based learning can engage students in the analysis of global, national, and local history through thematic learning units. We will also consider the benefits and challenges that arise when implementing these programs in schools and communities that have traditionally been underserved, with recommendations for equity-minded educators.

Presenters

Details

Presentation Type

Workshop Presentation

Theme

Learner Diversity and Identities

KEYWORDS

History, Indigenous Cultures, Inquiry Based Instruction, Secondary School, Diversity

Digital Media

Videos

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