Overview

Highlights of the newest (fifth) edition include:

• Changes to two-thirds of the Anthology, including 16 new chapters, eight replacement chapters, and substantial revision of 13 pre-existing chapters
• Shortening of the 55 chapters in the collection to an average of eight pages each and organized around 11 clusters
• Four themes infused more extensively throughout the collection:
  • making a difference in our teaching by sustained inquiry organized around a clear set of priority goals
  • developing student capacity by teaching five types of intellectual tools
  • aligning our practices to support learning especially around productive assessment practices
  • greater focus on the social studies disciplines beyond history and geography
• Updated references to recent curriculum changes, scholarly work, and educational and social developments
• Increased focus on contemporary issues including 11 chapters addressing a range of important social and political issues, including fake news, genocide, gender diversity, reconciliation, contested histories, and intersecting identities
• Every chapter opens with a big idea and closes with an inquiry question and task designed to promote understanding of the big idea
• Frequent mentions in every chapter where to find additional discussion of key topics in other chapters and in the accompanying online supplement
• Supplemented with more than 100 online resources that include lesson plans, student activity sheets, assessment materials, and bibliographies
• New for this edition “Ideas for Instructors”, including approaches to selecting chapters and organizing the course, and suggested teaching, learning, and assessment activities using the readings

Table of Contents

Part One: Identifying Worthwhile Destinations
1    Embarking on Professional Inquiry | Andrea Webb

Creating a Legacy
2.0     Teaching So It Matters | Roland Case
2.1     Imagining the Curriculum | Roland Case
2.2     Formulating a Vision | Penney Clark & Roland Case

Unpacking the Goals
3.0     Taking Our Goals Seriously | Roland Case
3.1     Deep Understanding | Roland Case
3.2     Real Competency | Roland Case
3.3     Internalized Values | Roland Case

Rising to the Challenges of Our Time
4.0     Opening Your Classroom to the World | Paula Waatainen
4.1     The Climate Crisis | Maria Vamvalis        
4.2     Reconciliation | Duane Jackson
4.3     Historical Injustice | James Miles           
4.4     Respectful Commemoration | Alan Sears
4.5     Genocide | Andrea Webb
4.6     The Illusions of Democracy | E. Wayne Ross
4.7     Fake News, Conspiracies, and Twisted Histories | Alan Sears
4.8     2S/LGBT2QIA+ Affirming Pedagogy | Alicia Lapointe
4.9     Intersecting Identitie | Carla L. Peck
4.10   Student Agency | Penney Clark
4.11   Hopefulness | Walt Werner

Part Two: Planning for Teaching and Learning
Charting the Learning Journey
5.0     The Habits of Effective Planners | Roland Case
5.1     Course Previews | Roland Case
5.2     Unit Overviews | Roland Case
5.3     Detailed Lesson | Roland Case

Part Three: Adopting an Inquiry Approach
Teaching Through Inquiry
6.0    The Case for Genuine Inquiry | Lindsay Gibson & James Miles
6.1    Problematizing What Is To Be Learned | Ian Pettigrew & Jan Haskings-Winner
6.2    Framing Sustained Inquiries | Roland Case
6.3    Thoughtful Questioning and Discussion | Peter Nelson
6.4    Supporting Independent Inquiry | Penney Clark
6.5    Promoting Reading Comprehension | Paul Neufeld

Tailoring Inquiry to the Disciplines
7.0     Disciplined Inquiry | Lindsay Gibson & James Miles
7.1     Embedding Historical Thinking | Lindsay Gibson
7.2     Embedding Geographical Thinking | Kamilla Milligan & Roland Case

Engaging With Alternative Narratives
8.0     Accommodating a Diversity of World Views | Peter Nelson
8.1     A Critical Approach to Teaching History | Avner Segall
8.2     History From an Indigenous Perspective | Michael Marker

Part Four: Supporting Student Learning
9     Facilitating Scaffolded Learning | Roland Case

Creating the Conditions for Learning
10.0     Shaping the Character of the Class | Roland Case
10.1     Creating a Cooperative Classroom | Roland Case & Tom Morton

Building Student Capacity
11.0     Teaching the Tools | Roland Case
11.1     Relevant Information | Roland Case            
11.2     Key Concepts and Distinctions | John Myers        
11.3     Criteria for Judgment | Ilan Danjoux
11.4     Self-regulated Strategies | Stefan Stipp
11.5     Productive Habits of Mind | Roland Case

Providing Guidance and Feedback
12.0     Assessment as Teaching | Roland Case
12.1     Commenting on Student Work | Roland Case
12.2     Reporting on Overall Achievement | Roland Case

Mobilizing Diverse Resources
13.0     Activating Resource Opportunities | Lindsay Gibson
13.1     Text-based Resources | Roland Case
13.2     Visual Resources | Penney Clark
13.3     Primary Historical Documents | Ruth W. Sandwell
13.4     Realistic Fiction | Penney Clark
13.5     Maps | Sean Nugent
13.6     People and Places | Penney Clark

Contributors, Credits, Index

Features

Defining Features

• Balances diversity and uniformity: Offers an array of perspectives and a great breadth of expertise through multiple contributors; presents varied but complementary ideas using consistent terminology and common structures.
• Balances the theoretical and the practical: Illustrates the applications and implications of broad principles in specific classroom contexts by situating teaching practices and strategies within their scholarly traditions and orientations, and by using theoretical considerations to problematize everyday experiences that teachers are likely to face.
• Balances the innovative and the foundational: Adds new topics without supplanting foundational principles and areas of practice that must remain at the core of teacher preparation; augments the treatment of core ideas with the best of recent thinking and developments.

Additional Materials

• Ideas for Post-Secondary Instructors
  A practical companion for those using the anthology in teacher education courses. It includes guidance on selecting and sequencing chapters, suggested teaching and assessment strategies, and ready-to-use learning activities. The guide also outlines core, distributed, and special interest chapters, supports tracking performance indicators, and offers ideas for involving teacher candidates in meaningful assessment.
  Request the Guide
   
• Three Reasons Learning to Inquire is Valuable to Your Teaching Practice
  An overview of why the anthology is a resource that teachers continue to come back to throughout their teaching career.
  Download PDF
   
• Edition Comparison Chart
  A side-by-side summary of the fifth and fourth editions that shows how chapters have been revised, added, or reorganized into shorter chapters clustered around key themes. It highlights changes in content, structure, and emphasis.
  Download PDF
   
• Disciplinary Focus Guide
  A visual overview identifying the social studies disciplines addressed in each chapter. The guide notes whether each discipline is a central focus, a topic of discussion, or reflected in examples.
  Download PDF

Editors

Roland Case is the co-founder, former executive director, and senior editor of The Critical Thinking Consortium (TC²). He was a professor of social studies education at Simon Fraser University and prior to that an elementary school teacher. He has edited or authored over 60 published books and teaching resources.

Penney Clark is a professor of social studies education at the University of British Columbia and former director of The History Education Network. She has taught elementary and secondary social studies curriculum and pedagogy courses at three universities. She has published widely in the areas of the history of social studies and history education and the history of educational publishing in Canada.

Authors

Ilan Danjoux, lecturer, University of Toronto, Mississauga
Lindsay Gibson, assistant professor, The University of British Columbia
Jan Haskings-Winner, instructor, Queen’s University
Duane Jackson, Indigenous cultural consultant
Alicia Lapointe, anti-oppressive education educator and researcher
Michael Marker (deceased), associate professor, The University of British Columbia
James Miles, assistant professor, University of Alberta
Kamilla Milligan, diversity and equity trainer
Tom Morton, social studies teacher (retired), Vancouver School Board
John Myers, instructor (retired), University of Toronto
Peter Nelson, assistant professor, The University of British Columbia
Paul Neufeld, associate professor, Simon Fraser University
Sean Nugent, teacher, Lord Byng Secondary School, Vancouver; adjunct professor, The University of British Columbia
Carla L. Peck, professor, University of Alberta
Ian Pettigrew, secretary-treasurer, Ontario Teachers’ Federation
E. Wayne Ross, professor, The University of British Columbia
Ruth W. Sandwell, professor emerita, University of Toronto
Alan Sears, professor emeritus, University of New Brunswick
Avner Segall, professor, Michigan State University
Stefan Stipp, principal, Surrey School District; instructor, University of the Fraser Valley
Maria Vamvalis, climate change education researcher and consultant
Paula Waatainen, professor, Vancouver Island University
Andrea Webb, associate professor,  The University of British Columbia
Walt Werner, associate professor (retired), The University of British Columbia