1. Question: Start by developing questions and plan inquiries

Students ask essential, gnarly questions like “Why do I exist?” as well as supporting questions that help parse the essential question (since the inquiry is very broad) (for instance, “What role do I play in society?” and “How can I help to ensure the survival of my species?”

An essential question may be about anything learned that can be addressed during class lessons. The teacher’s role is as facilitator, encouraging the students’ development of ideas in this broad exploration. Since civics is manifested as debate, collaboration and cooperation are essential during this phase.

We use Socratic questions probe, challenge assumptions and reasoning in a respectful way to encourage going deeper, to enrich a dialogue (scroll down to see examples of questions).**

While the facilitator (often the teacher) is responsible for guiding the group through the dialogue, each participant is asked to abide by the following rules, which if followed conduce to a rewarding experience.

1. Express your doubts. Probe the views of others.

2. Be attentive to others. Listen respectfully.

3. Try to use first-person experiences.

4. Try not be too emotional.

5. Try to be brief.

6. Keep it simple, not convoluted.

7. Connect the threads of the dialogue.

8. Build knowledge using this process.

2. Research: Evaluate sources and use evidence

Students research the questions and issues raised by the question and then develop their claims as well as understand, debate, evaluate the claims of others. Working together, the students are starting to answer the essential question. This process may include gathering visuals in anticipation of the final phase, 4. Communicate. The teacher’s role is to encourage exploration during this phase. Civics is present when students work as teams and respectfully challenge each other’s ideas.

3. Verify: Apply disciplinary concepts and tools

Students remain skeptical when examining the evidence they have amassed before moving to the final phase, developing conclusions. The teacher’s role is to ask probing socratic questions requiring students to think long and hard before proceeding. Civics is present in critical thinking and dialogue.

4. Communicate: Broadcast conclusions and take informed action

Students are ready to compile their findings, draw conclusions with confidence. Their presentation may involve creating a video, designing a poster and/or writing an essay. The possibilities for innovation are endless. Since Inquiring Minds is design focused, we emphasize the goal of creating expansive, visual communication that incorporates design thinking is extremely important to the process. We encourage the findings to be developed so as to clearly convey the essence of learning beyond the classroom. The teacher’s role is to help students assess how to communicate their findings with the greatest impact. Civics involves sharing information to a larger audience and taking action based upon that information.

*In fact, Inquiring Minds worked with the team who developed C3 Framework and we ultimately designed their publications. Originally called Citizen:ME, we changed our name to Inquiring Minds in recognition of the essential role that inquiry plays in the development of children as good citizens.

** Here is a list of possible Socratic questions by category

Socratic questions that prompt thinking and support the inquiry process

Questions that probe to CLARIFY

1. What do you mean by ____? Can you put it another way?
2. What would improve your situation?
2. How does ____ relate to ____?
3. Could you put that another way?
4. Is your basic point ____ or ____?
5. Let me see if I understand you; do you mean ____ or ____?
6. How does this relate to our discussion/problem/issue?
7. Could you give me an example?
8. Would this be an example: ____?
9. Could you explain further?
10. Can you find a more precise term for ____? 

Questions that probe ASSUMPTIONS
1. What are you assuming?
2. What could we assume instead?
3. You seem to be assuming ____. Do I understand you correctly?
4. You seem to be assuming ____. How would you justify taking this for granted?
5. Why would someone make this assumption? 

Questions that probe REASONS AND EVIDENCE for a position
1. How do you know?
2. Why do you think that is true?
3. Do you have any evidence for that?
4. What are your reasons for saying that?
5. What other information do we need?
6. Could you explain your reasons to us?
7. Are these reasons adequate?
8. Why did you say that?
9. What led you to that belief?
10. How does that apply to this case?
11. What would change your mind?
12. Is there a reason to doubt that evidence?
13. What would you say to someone who said ____?
14. By what reasoning did you come to that conclusion?
15. How could we find out whether that is true?