Conducting research and discussing controversial topics in the classroom requires high cognitive demand of inquiry-based learning, a student-centered approach to teaching and learning that actively engages students in the learning process. There are many variations of inquiry-based learning, including project-, problem-, and design-based learning. Generally speaking, inquiry-based learning requires students to ask questions, engage in formative and summative tasks, and use primary sources as evi

Conducting research and discussing controversial topics in the classroom requires high cognitive demand of inquiry-based learning, a student-centered approach to teaching and learning that actively engages students in the learning process. There are many variations of inquiry-based learning, including project-, problem-, and design-based learning. Generally speaking, inquiry-based learning requires students to ask questions, engage in formative and summative tasks, and use primary sources as evidence as they seek answers to their questions. Each of these components requires students to engage in their learning actively and develop communication and collaboration skills, critical thinking and creativity. Using formative, summative and primary sources participants will pin down key terms, critical topics and protocols that can help you and your students think and talk about critical topics more clearly. When conducting research and discussing controverisal topics teachers need to be prepared to help students create their own view of our collective history, understand the present, and become better prepared to engage the problems of the future.