Author: 4QM Teaching

Is the Four Question Method applicable to civics education? Gary and I get this question a lot. As history / social studies people we’re often in contact with civic education advocates and organizations, and as a small organization interested in growing we’re sometimes advised to make a pitch for ourselves as civics educators. As a friend of mine put it to me over drinks a few weeks ago, “There’s a lot of money in the democracy space right now.” We’re not the sort of people who would misrepresent ourselves for money, but I do actually believe that learning history with the Four Question Method is civics education, and in this post I’ll explain why I think so. 

DEMOCRACY IS DEMANDING

Democracy is an especially challenging form of government, because it requires a lot of its citizens. Every year my tenth grade world history students read John Locke, the English philosopher whose ideas formed the basis for the American Declaration of Independence. And every year they are struck by Locke’s ideas that “the people” will decide when their rulers have infringed on their natural rights, and that such an infringement can eventually justify revolution. Someone always points out that since Locke assigns such enormous responsibility to the people, he must think them wise enough to make important political decisions. And that usually leads the class to conclude, rightly I think, that civic education is of crucial importance to a functioning democracy.

Gary and I agree with those who have argued that defining civil education with a narrow focus on the mechanics of government is insufficient. Instead we think history/social studies curriculum built around the Four Question Method provides students with the information and practice they need to fulfill their responsibilities as citizens of a democracy. Each question is important to this endeavor.

4QM CIVICS

Question One, “What Happened?” teaches students some important stories about human societies in the past. Historical knowledge is a crucial base for civic participation. Knowing the important stories of world history gives us a catalog of human behavior we can refer back to as we decide on our course of action in the present. This point is perhaps best made by the satirical newspaper The Onion, in their 2011 article titled “Historians Politely Remind Nation To Check What’s Happened In The Past Before Making Any Big Decisions.” It’s funny, but it’s also true: people use the past as a reference point for what’s possible in the future. Of course, we can only do that if we know something about the past. As we like to say here at 4QM, “Story First!”

Once students have learned an important story from history, Question Two slows down to focus on interesting people in the story who did something that seems important or strange to us, and asks, “What Were They Thinking?” The authorities in Salem Massachusetts in 1692 executed twenty people who they had convicted of witchcraft — what were they thinking? Thomas Jefferson wrote the Declaration of Independence, even while he owned human beings — what was he thinking? Question Two asks students to use the thinking skill of interpretation to build “historical empathy,” which means understanding the world of historical actors as they themselves did, especially when their understanding seems different from our own. We look at what these people said and did, and try to figure out what their purposes and assumptions are. 

The same skills that students use to build historical empathy can be applied to civic life in the present day. Politics in a democracy require us to figure out how to work with people who think differently from us, and understanding them is an important step in doing that. We’re not naive: we know that understanding the thinking of our fellow citizens may lead us to even deeper disagreements with them. But we are equally confident that misunderstanding them, or not trying to understand them at all, is always bad for the political discourse and decision-making that democracy requires of its citizens. Question Two teaches us how to listen to our fellow citizens. 

Question Three pulls back from the particulars of a historical story and looks at underlying context and conditions to ask, “Why Then and There?” Question Three is valuable in civics education because it moves our attention away from the particular actors in a story and onto the circumstances that shaped their choices. This means that students who are familiar with Question Three thinking are less likely to ascribe historical outcomes solely to the virtues or vices of the individual people involved in the story, and more likely to consider the context within which those people operated. This is a valuable perspective to have on contemporary civic life as well. It’s easier to work towards policy agreement when you’re thinking about the conditions that will bring it about, instead of the personal qualities of your fellow negotiators.

Every 4QM unit is ultimately a practicum in judgment. Judgment is the thinking skill associated with Question Four, “What Do We Think About That?” In a 4QM history class we ask Question Four about important people or decisions in our story: did they do the right thing? Are they admirable or contemptible? And what do we assume or believe that makes us think so? The Question is phrased as “we” not because we expect our students to arrive at consensus, but because the question is debated and discussed in community. Our classroom community will almost certainly disagree about our judgments of the past, but because the Four Question Method defines and structures our judgment thinking steps clearly, students will know precisely what they disagree about — and why. This is, obviously, good practice for present day disagreements about politics and policy.

MODELING CIVIC LIFE

The 4QM classroom is a model of civic life in a democracy, and like a democracy, it demands a lot of its citizens. 4QM Teachers and students need a solid understanding of the four questions and the techniques for answering them, which takes practice. But we think that giving students regular practice in historical knowledge, empathy, understanding of contexts, and thoughtful judgment is actually great practice for present day civics. 

J.B.

One thing we all learned during the COVID pandemic is that school matters. Test scores fell after the year of interrupted schooling in 2020-21, and anyone who was in the classroom during the 2021-22 school year can testify to the fact that students who were not in school the year before missed a lot of learning about positive school habits and behaviors. I suppose it’s good news, in a way. Most of us who work in schools are motivated at least in part by a desire to make the world better, and it’s nice to know that our work actually makes a difference in what young people know and can do.

LOW HISTORY SCORES

Since teaching actually seems to make a difference in what students learn, I think we should not be surprised by the latest data from the National Assessment of Educational Progress (NAEP), which shows that eighth graders’ proficiency in history is falling from an already low baseline. This decline isn’t solely due to the pandemic, but the explanation is the same: kids don’t learn what they’re not taught. And many elementary schools have basically not been teaching history for some time now.

The main reason for that is state testing. State tests are a crucial tool for gathering data about student performance and holding schools accountable for results – this is not an anti-testing blog post. But state testing focuses school time, attention, and resources on the tested subjects, to the detriment of non-tested subjects. And for years now the tested subjects have mostly been math and reading. So everything else, including history/social studies, gets squeezed out of the school day, especially in the early grades. At 4QM we know from our work with a wide range of schools that in many places social studies is lightly taught or entirely ignored in the primary grades. (We did some work for a public school in an urban district that was having trouble when their fifth graders were reading a book set in the Great Depression and literally had no idea about the context for the story.)

The bitter irony here is that it’s now very clear that “reading” is not a discrete skill that can be taught or tested in isolation from general knowledge about the world. If we want students to learn “reading” we should actually teach them history. But that’s a different blog post.  

The point of this post is that if we want eighth graders to know something about American (or world) history, we need to teach it. And these test results make it clear that just starting in middle school is insufficient. Students need to start building their historical knowledge early, because knowledge in any field is cumulative.* Jumping right into American history in grade six or seven with no previous study of history at all will likely produce much less learning than providing students with a coherent history curriculum throughout their elementary school years. 

LET’S DO IT RIGHT

Teaching history well in the early grades can be challenging, in part because elementary teachers are generalists, most of whom do not have strong academic backgrounds in history themselves. In the middle grades, teacher “teaming” means that social studies is often taught by teachers certified in something else. And even those middle school teachers who are certified in social studies need years of reading to become truly fluent in their content. (Contrast their situation with math teachers: anyone who majored in math in college already knows all the content they’ll need to teach middle school math. A history major simply can’t know their whole curriculum deeply without significant further study.)

We won’t overcome that challenge by transforming teacher preparation — that would take decades even if it were possible. Instead, we need to give elementary and middle school teachers high quality social studies curriculum, and the intellectual tools to help them learn and understand it themselves and teach it to their students in ways that are engaging, powerful, and meaningful. We think the Four Question Method provides those tools, and we’re writing curriculum based on them. Our Four Questions are simple enough for young students to understand, but powerful enough to drive deep learning on all grade levels. They provide a tool for curriculum internalization by adults, and a planning schema for designing units and lessons for students. 

We describe all this in detail in our book, and we’ve written extensively about the method and its application in our blog. We’re hopeful that the next few years will see new attention paid to history and social studies education, and we’re excited to be a part of that movement. Because one thing is absolutely certain: if schools don’t teach history, kids won’t learn it.

J.B.

*Hirsch, E.D. The Schools We Need and Why We Don’t Have Them, Doubleday 1996, p. 20.

We just had a consultant come to my school to do a review of our social studies program. We got some useful feedback, which will help us to set our agenda for professional development and materials acquisition. 

I noticed something strange, however. For classroom observations, they used a rubric, naturally. That rubric defined “rigor” as student engagement with primary source texts and artifacts. In other words, that’s what they expected to see in a high-functioning social studies class. 

Jon and I believe very strongly that students in social studies classes should engage with meaningful artifacts created by the people we’re studying. In fact, we believe so strongly in the activity that we’ve taken pains to identify its primary purpose in our classes: to equip students to practice the disciplinary thinking skill of interpretation. In other words, we teach our students that one of the four essential questions in our field — “What were they thinking?” (Question Two) — is most appropriately addressed by interpreting primary sources. 

What’s weird is that Question Two pretty much exhausted the consultant’s rubric. No narration (Question One, “What happened?”), no explanation (Question Three, “Why then and there?”), no judgment (Question Four, “What do we think about that?”). It’s not their fault, really. The consultants were not social studies experts. In fact, it’s not clear to me that they’d ever done a social studies review before. (My district hired them. Above my pay grade.) 

THE ERROR BEHIND “DOCUMENT ANALYSIS”

The fact is, even people who should really know better often make the same mistake. Sam Wineburg’s SHEG makes it sound as though “document analysis” were the primary purpose of social studies education. Generic accounts of thinking skills often treat document reading and analysis as the bread-and-butter of history teaching and learning. 

This mistake — the narrowing of history pedagogy to “document analysis” — reflects another mistake: confusing novices for experts. 

Reading primary sources sounds like the authentic activity of professional historians. And it’s true: if you’d like to earn a PhD in history and eventually land one of the handful of academic jobs available each year in that field, you’d be well advised to spend some serious time in an archive, or several of them. Primary source research is definitely the bread and butter of the historical profession. 

The mistake is thinking that children who are starting out in our field should imitate dedicated professionals, the virtuosi of (one of) our field(s). (Social Studies education is also the home of the social sciences and moral philosophy, or at least it should be.) 

Here’s why that’s a mistake: imagine a person who knows nothing at all about, say, the American Revolution. Now imagine that you decided that, in order to teach them about that topic, you would assign only primary sources. Go ahead. Plan it out. 

Now confess: you didn’t learn about the American Revolution that way. Nor, for that matter, did the PhD candidates in American history at our finest graduate schools. They learned from reading, first, reference sources (like textbooks), and then more narrowly focused secondary sources. Maybe they listened to podcasts and watched videos, too. Most likely, they heard the story from their teachers. The point is, when they were starting out, someone, in print or out loud, told them the story. No doubt they learned the story in chunks, not in one big gulp. And, if their social studies education was reasonably good, they likely stopped along the way and read and “engaged with” some primary sources like the Declaration of Independence, the Constitution, some Federalist papers, and so on. 

The Four Question Method acknowledges this brute fact: before you know some true stories well, you simply won’t be able to think historically. Without the accumulated background knowledge of a story, you won’t be able to interpret the primary sources that reflect the thinking of the actors in that story. And, before you know lots of stories well, you’ll be hard pressed to notice recurrent patterns, let alone explain them. Story first! — that’s how we learn history. That’s what prepares us to think like historians (and social scientists). 

Psychologists have studied this error, which is pervasive among advocates of “authentic” learning: the confusion of the epistemology of experts with the pedagogical needs of novices. The ways that experts, like historians or scientists, acquire and use knowledge are different from what our students need in order to learn how to think like historians and scientists.  

In science, for example, it’s tempting to dream that schoolchildren could just do experiments until they’d reproduced the knowledge accumulated by generations of professional scientists. After all, that’s how those expert scientists do their business: they test hypotheses in a lab. But that’s not how they became scientists. They accumulated lots of received wisdom in school before embarking on their independent lab projects. They stood on the shoulders of giants. They knew which hypotheses might make sense because they knew a lot of science before they started experimenting. Good scientists and historians continue to learn that way, even after they dig into the lab and the archive. They read what others have learned from their disciplinary inquiries. 

So, reading primary sources is great. When your students are ready for it, give them a challenge: learn a true historical story from nothing but primary sources. That’ll give them a taste of graduate school. In the meantime, when someone tells you that rigor in a social studies class means engaging with primary sources and artifacts and nothing else, ask them if that’s how they learned what they know about history. 

G.S.

I watched a very good teacher ask her students a silly question the other day. The lesson started with a background reading on World War II propaganda in the US. The reading contained information about the Office of Wartime Information (OWI), which FDR established by executive order in 1942 to coordinate the country’s propaganda campaign. The class read the brief, informative article aloud and the teacher clarified and checked for understanding. She then gave groups packets of sample propaganda posters and asked them to identify common themes. 

The lesson was a classic Question Two (What were they thinking?) workshop: contextualize and identify meaningful artifacts, then say what the creators of those artifacts were thinking when they created them. The lesson would have been clearer and contributed more to long-term skill development if it had been identified as a Question Two lesson, but that’s a simple fix. 

The bigger problem was the guiding question for the lesson. The teacher framed the lesson as an attempt to answer this question: 

“To what extent was World War II [US] propaganda effective?” 

That’s not at all a silly question, of course. On the contrary: I’d love to know the answer. I’m sure FDR and the OWI administrators would love to have known the answer as well. The problem is that the students who were asked the question couldn’t possibly have known how to answer it. 

BAIT AND SWITCH

“Was X effective?” is a bait question. The question is powerfully tempting because it’s so obviously useful. If we knew which of the many tactics and strategies we encounter in our study of history were effective, we’d be well on our way to constructing effective tactics and strategies to pursue worthy goals today. That’s a serious bit of payoff for what might otherwise seem to young people to be an antiquarian enterprise.  

The problem is that the effectiveness question is a very difficult one to answer. That doesn’t mean we shouldn’t try. It does mean, however, that we should stop pretending to try. 

The lesson I’ve described provided students with no information at all about audience response to the artifacts students were asked to interpret. Certainly, given the background information they were provided, students could draw inferences, and did. All of those inferences were about the creator’s goals and intentions. The propaganda designers depicted the Germans and Japanese as menacing predators. The poster artists tried to elicit fear and to equate frugality with military preparedness. They divided the world into a somber and committed “us” and a barbaric, violent “them.” That’s how the students interpreted the posters. That was their collective answer to Question Two, What were they thinking? 

Was that effective? In order to answer that question, we’d need to use the tools of explanation — the skillful response required by Question Three, “Why then and there?” Ideally, we’d look at data that compared two groups, one that had seen the propaganda and a control group, one that had not (or not yet) seen those posters. Then we’d need to see if viewing propaganda correlated with attitudes toward the war, or actions relevant to it, like adherence to rationing, volunteering to serve, and so on. 

TEACH STUDENTS TO TAKE QUESTIONS SERIOUSLY

When we debriefed, the teacher readily admitted that students couldn’t possibly answer the “effectiveness” question she had posed. Nor were they required to do so in order to complete the lesson activity successfully. The teacher asked the effectiveness question because it was interesting and important. She then did what she could with her students in the classroom, which meant, as a practical matter, ignoring the question she had used to open the class. 

There’s nothing wrong with asking students hard questions. We describe Question Three explanatory inquiry workshops in our book and have done workshops for teachers on them lots of times. Jon does a Question Three inquiry in pretty much every unit of his 10th grade class. (Gary, teaching 9th graders, is more timid, so spaces them out more.) 

The mistake is pretending to ask and answer a hard question, which amounts to not taking questions seriously. That’s not a good thing to teach students to do. On the contrary: taking questions seriously and answering them well is what we mean by skillful thinking. It’s crucial to successful scholarship, and to successful citizenship. 

In social studies, there are four kinds of questions we can ask and try to answer. Muddying the waters may make our lessons sound more important and relevant than they are. But that’s just propaganda. Avoid the trap. 

G.S.

Teachers of history and social studies on all grade levels know they want students to do more than just memorize facts; they want students to practice thinking about history as well. This is a valuable and important goal. Humans remember what we think about, so actually engaging intellectually with history will help students to remember more of it. And as citizens of a democracy, we want our students to be able to grapple with history, politics, and social and civic questions actively and critically. Active thinking in social studies class is good practice for active citizenship. 

Curriculum writers should be conscious of this goal and should have a systematic way of achieving it: they need a definition of historical thinking that they can incorporate consistently into courses, units, and lessons. Unfortunately, the most widely available definitions of historical thinking are too convoluted and confusing to be practical for classroom use, so most teachers ignore them. The Four Question Method (4QM) is different. Its conception of historical thinking is accessible to students and teachers on all grade levels, and robust and rigorous enough to challenge the most sophisticated thinkers.

Two Advantages of 4QM Thinking Skills

The 4QM approach is different from better known definitions of historical thinking skills in two important ways. First, it is simple. The defining insight of the Four Question Method is that every important question in history/social studies is a specific version of one of only four questions: What happened? What were they thinking? Why then and there? What do we think about that? And each question is linked to the historical thinking skill used to answer it: narration, interpretation, explanation, and judgment. There are only four questions in our field, and only four thinking skills. 

Contrast this approach with two widely available descriptions of historical thinking skills that we address in an appendix in our book: the College Board’s Advanced Placement (AP) historical thinking skills, and the Common Core Standards’ social studies thinking skills. The College Board defines six AP historical thinking skills and three additional “reasoning processes.” If we count up the subheadings under each one we total twenty-six intellectual tasks. The Common Core identifies Social Studies Skills for three grade ranges: 6-8, 9-10, and 11-12, each with nine thinking skills grouped into two or three categories. If we total them up, it’s twenty-seven intellectual tasks. All of this complexity presents curriculum writers with a daunting challenge. Which thinking skills are most important? How should all of them be incorporated into lesson plans and assessments, and how often? In our long experience as classroom teachers and administrators, we’ve seen that most history and social studies teachers respond to lengthy descriptions of historical thinking like these by simply ignoring them.

The 4QM’s second advantage is that it clearly defines the intellectual outcome of each question, thus giving teachers and students a goal to aim at, rather than just a long list of tools to be used. 4QM students (and teachers) know that the goal of history and social studies instruction is to coach students to produce strong narrations, interpretations, explanations, and judgments. All of these tasks require the kinds of thinking skills described by the College Board or Common Core, but 4QM students know why they are doing things like reading primary sources, comparing and contrasting two different places or two different times, or synthesizing information from a variety of sources. 4QM curriculum writers consistently incorporate these sorts of thinking activities into units and lessons organically — not just to tick off a box on a list of historical thinking skills. When everyone in the room understands the intellectual outcome goal, lessons are more clear and purposeful, and students are more motivated. 

Some readers might object that 4QM oversimplifies historical thinking skills. We don’t think so. All four questions are easy to ask (that’s what makes them so accessible), but if taken seriously they are all difficult to answer. This is especially true for students who are learning a particular history for the first or second time, but it remains true even for adults who work in the field. Curriculum experts we’ve worked with have described the Four Questions as “simple yet profound,” and “accessible but really deep.” If you like reading academic history, you’ll notice that even the most abstruse and sophisticated texts (and disputes about them!) reflect the structure and logic of the four questions. 

The “Swiss Army Knife” of History Teaching

One of our favorite compliments on the Four Question Method came from a fifth grade teacher in a Massachusetts public school. He said:

“The Four Question Method is the Swiss Army knife of history teaching: it gives me four tools, each with multiple uses. It cuts through all the red tape I have in my head about planning, and gives me and my students a clear and smart way to think about what we’re learning.”

Long and confusing lists of “thinking skills” fill curriculum planners’ heads with red tape. The Four Question Method cuts through all that with a clear definition of the intellectual tasks that we undertake in history and social studies. Planning courses, units, and lessons around these tasks gives students consistent practice in the kind of thinking that strong scholars and engaged citizens use in their everyday lives. And that should be a major goal of teaching history and social studies in the first place. 

J.B.

The Four Question Method wasn’t explicitly designed to teach civics, but we think it does a really good job of it. In this post I’ll explain why teaching Question Two, “What were they thinking?” helps students to develop a critical civic disposition: listening to people who we expect to disagree with.

FOUR QUESTION STRUCTURE

The Four Questions were designed to structure historical inquiry, but they work equally well when applied to issues and events in the present day. Question One is “What Happened?” We start with a story, because you can’t think critically about events you don’t know very well. This is equally true about events that happened a century ago or a week ago.

Question Two focuses on important people in the story and asks, “What Were They Thinking?” We want to understand how the key people in our story understood their world and the decisions that they made. We try to understand the world from their point of view. We call this understanding “historical empathy.” It does not require agreement – indeed, we are often trying to understand people who we would not agree with if we met them today. For example, we want to know what Jefferson was thinking when he wrote that “all men are created equal” while he also owned men and women as property.

In order to achieve historical empathy we have to practice the thinking skill of interpretation. This means using evidence from the past to try to understand the minds of the people who created it. When we do a full Question Two inquiry lab in the classroom we usually work from primary source documents, especially in the upper grades. But we can also interpret artifacts, images, or patterns of behavior, which is more typical in the lower grades. Whatever the source, the 4QM interpretation process has three steps. First we identify and contextualize the source, then we summarize or describe it. What is it, how does it fit into our unit story so far, and what does it say?

The third step in the 4QM interpretation process asks us to consider the purpose and assumptions of the person or people who created the source. What was their goal? What are the things they must believe to be true about their world or about human nature, even though they don’t state them outright? How does the source itself support these interpretations?

AP GOVERNMENT: GUN CONTROL

This three-step process of interpretation works equally well when we’re working in the present day. We got a recent example of this from David Nasser, an AP Government teacher at an urban charter school in Brooklyn, New York. David was teaching a unit on gun control, and wanted his students to examine a variety of positions on that topic. The hazard when teaching a tough contemporary topic like this is that students often have an opinion already, and moving away from their position during class can feel like a defeat. And, of course teachers worry that in today’s politically polarized environment classroom conversations can easily become one-sided or intensely angry. But David found that the 4QM structure helped him to turn down the temperature and broaden the discussion in his classroom.

David assigned his students to read four position papers on gun control: from a Parkland High School student in Florida, a teen gun enthusiast from Iowa, a Black advocate of the Second Amendment as protection for Black people, and the head of the NAACP. Their assignment was to focus on Question Two: What were these authors thinking? What were their purposes in writing, and what were the assumptions underlying their positions?

David reported that the lesson went really well, because the Question Two focus forced the students to postpone judgment. Judgment is the thinking skill associated with Question Four, “What do we think about that?” It’s the thinking skill that requires us to articulate and support our own positions on a question about good and bad, right and wrong. David’s gun control lesson succeeded precisely because “the kids couldn’t discuss their own positions, which is Question Four, but had to figure out what the authors were thinking and what their assumptions were.”

David’s choice of sources was purposeful. He assigned two authors in favor of gun control and two opposed, and their purposes and assumptions were somewhat different in each case. By choosing this range of sources and by making it clear that this was a Question Two lesson, David prevented the kind of quick and confident judgment that can easily short-circuit classroom conversation. Instead of rushing to support people they assumed they would agree with, or to condemn people they assumed they would disagree with, students were forced to consider a range of positions on a serious issue carefully and thoughtfully.

This approach allows a subsequent Question Four lesson to be broader and more thoughtful as well. Taking the time to understand the assumptions of people who hold a different position from ours might turn up important areas of agreement, and truly understanding a range of opinions on an issue opens up more possibilities for our own judgments. Even if we don’t change our minds, having students focus on Question Two before Question Four reminds all of us to examine and articulate the assumptions we carry behind our judgments.

CIVICS IN A DEMOCRACY

If democracies were made up of like-minded people, civil discourse wouldn’t be so difficult — but they’re not, and it is. Question Two thinking is excellent training for democratic citizens. To answer Question Two well means listening deeply to other people, past or present. It means taking them seriously and trying to understand them on their own terms.

That might not change our ultimate judgment, but sometimes it might. And it will certainly make our judgments more thoughtful and considered, and our public conversations more civil.

J.B.

Last week, Jon wrote about Graham Delano, an awesome young teacher at Nashville Classical Charter School. Graham’s students had learned a story, but didn’t know how to begin retelling it. Graham called them back and identified the actors in their story — Native Americans, led by Chief Joseph, and the American military. That prompt allowed students to do what skillful narrative requires: say who did what, in an active voice.   

Graham’s students aren’t the only ones who need help with that task. (In our book we have a whole chapter on historical narratives.) My own students are much older than Graham’s, and they too struggle to narrate historical events in a way that highlights the actors. Their default mode is to list events: this happened, then that happened. As if the people of the past were spectators watching events unfold before them! 

Note Taking: One Source of Bad Narratives?

I’ve begun to wonder if the way we teach history, or at least the way I do, trains students the wrong way. I have a particular culprit in mind: note taking. 

Notes on reading and lecture can end up looking a lot like lists. And if you don’t know better, you can think that getting down the names and dates of events is the main purpose of notes. In fact, as Dan Willingham has clarified, the goal of notes is to remind us of stuff we’ve thought about, so that we can think about it again. 

For historical narratives, we do want to think about and remember events, but not independent of the people who did those things we now designate “events.” Our narrative memory is most meaningful and stickiest if we make it a package deal: who-did-what. 

But that’s not my students’ default. I’ve tried a variety of ways of addressing this problem in my own classroom. One of them is substituting more engaging narratives than the textbook when I can find them. For my origins of Islam unit, for example, I use two chapters from Tamim Ansary’s Destiny Disrupted: A History of the World Through Islamic Eyes (Public Affairs, 2010). Ansary has written for textbook companies, so he knows our audience. His book is different, though: it foregrounds the actors in the narrative. 

I’ve found that even that isn’t enough to keep students from taking reading notes as bulleted lists of events. So I came up with a hack that worked reasonably well. It’s simple, and can work even with relatively dry textbook readings. 

I made students a printed, four-page notes template. I designed each page to capture notes on a segment of the story, from Muhammad’s birth in 570 CE to his death in 632 CE. Each page had three sections for students to complete. 

• Part One: When and Where? 

This one’s simple: when is the action taking place, and where? The whole story takes place in Mecca and Medina, between the years I listed above. Students just need to lock in the context for the chunk of the story they’ve read. 

• Part Two: Main Actors 

This section has two columns, one for the names of actors who do things in this chunk of the story, and one for a brief description of each of these actors. The first chunk includes Muhammad, Abu Talib, the uncle of Muhammad who adopted him after his parents died, and so on. 

• Part Three: Our Story So Far

For this template, I framed the narrative notes section as a storyboard. So, below “When and Where” and “Main Actors” sits a little four-box storyboard. I filled in the title of the last box for each of the four mini-storyboards so that students would know where to end up. They had to make titles for the other boxes and then write a brief sentence describing who did what below it.

Here’s an example from Max, from page two:

How’d It Go?

When we debriefed the reading, which we began in class and students completed for homework, I asked about the notes template. We’d done traditional outline notes on similar readings, and have storyboarded plenty. I asked if this worked for them.

Hallie volunteered immediately that the “main actors” section helped a lot. I checked during the class, and she in fact knew the story well. (She tracked Omar, who is a bit player in this chapter but ends up becoming the second Caliph and a crucial figure in the development of Islamic doctrine and the Islamic empire.) 

One of the comments I ended up making on lots of the templates was about the overuse of pronouns. The storyboards were full of sentences that said “He” did this or “they” did that. Still, the list of main actors gave me more confidence that students had a particular “he” or “they” in mind when they took their notes. (As I pointed out, whether they’d remember who “they” were when they studied from these notes is a separate question.)

Ideally, I’ll wean my students off my templates and have them create their own in their notebooks from here on out. They can make a section for “where and when” and a section on who’s making history before they record events. The fact is, a storyboard is just an outline laid out on a page for visual effect. They can make their “storyboard” vertical and proceed chunk by chunk. On the other hand, I do like forcing them to read and learn the section before writing their notes. That requires more thinking about the action before writing stuff down. 

G.S.

If 4QM Teaching had a t-shirt it would say “Story First!” on the front (and “What’s the Question?” on the back). That’s because we know that students can’t do any serious thinking about history until they have answered Question One, which is “What happened?” Good answers to Question One come in the form of a historical story, and telling an accurate and true one is actually quite challenging. In our book we devote a whole chapter to teaching Question One, and we include specific ideas about how to assess it: can your students actually tell the story you think you’ve taught them? We’ve also blogged on Question One assessment before.

But we know that good history teaching doesn’t stop with Question One. We also want students to answer Questions Two, Three, and Four: What were they thinking? Why then and there? What do we think about that?In this post we’re going to share a brief video clip from a first year teacher teaching a Question Two lesson. But before he can get there, he needs to make sure his students know the story. In this clip he does a great job assessing Question One really quickly, with a technique you’ve probably used before: a turn and talk. We’ll show you what he did, and explain why it’s so effective.

STORY FIRST!

This clip is from a fifth grade unit on Native Americans that we wrote for Nashville Classical Charter School. Nashville Classical uses Core Knowledge History and Geography (CKHG) for elementary social studies (it’s available for free download). The curriculum is knowledge rich and well written, but it has a fairly limited pedagogy (mostly reading and answering questions that are based directly on the text), and doesn’t engage students in rigorous historical thinking. We’ve written three new units (with more on the way) that build around the Four Question Method while using a lot of the CKHG materials.

In this lesson first year teacher Graham Delano is teaching a Question Two (“What were they thinking?”) about Chief Joseph of the Nez Perce. Chief Joseph fought a series of battles against the U.S. Army, before formally surrendering in 1877. The focus of this lesson is interpreting that decision: 

• What was Chief Joseph of the Nez Perce tribe thinking when he abandoned his struggle against the American government?

But before students can answer that question, they need to know the story of the Nez Perce wars. Graham’s students learn that through reading the CKHG text aloud during the first ten minutes of class. 

TELL THE STORY: TURN AND TALK

Once they’ve read the story, Graham checks their understanding of it by asking them to “turn and tell your neighbor what decisions were made that led to the war. Go!” He’s a first year teacher, and he quickly realizes that his students need a bit more scaffolding, so he calls their attention back to himself. He clarifies who will be talking to whom, and then he gives them a more specific version of the question: 

“It could be decisions made by the Native Americans, and decisions that were made by the U.S. Army. What decisions were made that led to the outbreak of war?”

PEOPLE DO THINGS

Graham’s reset gives the kids what they need, and they quickly get down to work. Even more importantly, the new wording incorporates one of the key elements of good historical narration: it identifies the actors in the story. One of the most important things we want students to learn in history class is that historical events don’t just happen. People make history by making decisions. In this particular case, Graham is teaching his students that the Nez Perce war didn’t just “break out” by itself. It was the result of decisions made by the U.S. government and army, and decisions made by the Nez Perce. (You can access the 4QM narration rubric here.)

When the students share out, they identify two key decisions that led to war: the army’s decision to order the Nez Perce to a reservation in Idaho (despite the fact that they had signed no treaty giving up their lands), and the decision of some Nez Perce warriors to fight that order. So the students demonstrate that they understand the story, and the role of actual people in driving it. Graham is now ready to move on to Chief Joseph’s decision to surrender, and students’ interpretation of his thinking.

DON’T SKIMP ON QUESTION ONE!

We’ve seen a lot of history classes go badly when teachers skimp on teaching “What happened?” because they want to get to questions that they think are more interesting or more demanding. But if students don’t have a solid base of knowledge to work from, they can’t answer those subsequent questions well. Graham shows us that building Question One knowledge can be done quickly, effectively, and in a way that puts students at the center.

J.B.

One of the most fun things about attending this year’s National Council for the Social Studies annual conference was meeting teachers from around the country who have been using the Four Question Method. They gave us great validation (a teacher from San Francisco stopped by our booth to enthuse, “This stuff works!”), and asked great questions. One excellent question came from a California teacher who attended our presentation on Saturday morning, and whose students are struggling with Question Three, “Why then and there?” That’s not surprising, since Question Three is the most abstract and difficult of the four questions, and it’s easy to get it wrong. In this blog post I’ll explain how Question Three is supposed to work, and describe some tools we use to help students (and teachers!) answer it well.

SOUTH CAROLINA’S SECESSION

The specific case this teacher brought up was a lesson on South Carolina’s decision to secede from the United States in 1860. Lincoln had won the presidency that year, campaigning on a platform that called for no expansion of slavery beyond the states where it already existed. Before his inauguration, South Carolina became the first of the slave slates to declare themselves independent from the United States. The state issued a “Declaration of Secession” on December 24th, which the students had read and interpreted in class.

The teacher was having trouble getting her students to answer Question Three, “Why then and there?” about South Carolina’s secession. She described a common error: when she asked her students why the secession ordinance was approved in 1860, they re-told the story summarized above (that’s answering Question One, “What happened?”), and described the motivations of the South Carolina legislators (that’s answering Question Two, “What were they thinking?”). How could she get them to answer Question Three?

QUESTION THREE IS ALWAYS COMPARATIVE

This is Jon writing, and I am very sympathetic to this error with Question Three because I made it myself for a long time. I’m a trained historian, and when Gary and I were working out the Four Question Method I spent eighteen months telling him that there was no Question Three. I argued that once we’d told a story and described the motivations of the actors in the story, nothing further was needed: we’d already explained why the events happened. Gary is a trained political scientist, and with great patience he eventually got me to see that Question Three defines a different kind of explanation than Questions One and Two, that we should also explore. 

The key insight that helped me to understand Question Three thinking, and that I offered to the teacher at our presentation, is this:

Question Three is always comparative.

Questions One and Two focus on one specific story, like the election of 1860 and South Carolina’s secession. Question Three is always comparing that one specific story with others, either in different times or different places. 

As a teacher working to structure that comparison for students, it helps to remember our first rule for answering Question Three:

Explain a change with a change, and a difference with a difference.

The first part of this rule refers to change over time, and the second refers to differences across places. In the case of South Carolina’s secession, we’re going to compare South Carolina’s decision to secede in 1860 with previous times in the United States when states did not vote to secede. There must be something that changed by 1860 to make secession a more popular option than it had been previously.

The first step in structuring a Question Three comparison about change over time is to identify a specific long standing pattern that the event you want to explain disrupted. South Carolina seceded in 1860 in order to defend the institution of slavery. The secession broke a long-standing pattern of peaceful compromise on that issue. The leaders of the United States compromised on slavery when they wrote and ratified the Constitution in 1789. They compromised on slavery in 1820 with the Missouri Compromise, and again in the Compromise of 1850. There were many smaller incidents in which slave and free states came to agreements that preserved the union before December of 1860. Clearly, South Carolina’s decision to secede from the union broke this pattern: it’s a big change. What underlying change might explain that?

FACTORS, NOT ACTORS

Identifying the comparison specifically is the first part of guiding students to a thoughtful answer to Question Three. Our second rule helps them (and us) to finish the job. That rule is, 

Factors, Not Actors

This rule is a reminder that we are seeking an explanation based on underlying changes in context or conditions, not specific stories of individual people. It’s easy to “answer” Question Three with circular logic: “South Carolina seceded in 1860 because by then many more people were in favor of secession than they were in 1820.” Yup. that’s a re-statement of the outcome we’re trying to explain, and an answer to Question Two. We want to take a metaphorical step back from that answer, and ask, “What underlying conditions had changed between 1820 and 1860 that might explain why so many more people favored secession in 1860?”

This phrasing helps us see that good answers to Question Three will use social science categories (political / economic / social, or others) and be generalized descriptions, not particular stories. So for example, in this particular case, one might answer the question above this way: 

The underlying political conditions in the United States changed between 1820 and 1860. In 1820, there was a balance between free and slave states. This meant that both sides could reasonably expect their interests to be represented on the federal level as the country expanded, so both had reason to compromise. By 1860 the balance had shifted in favor of the free states, with no prospect for its ever being restored. This meant that slave states like South Carolina had much less incentive for compromise within the framework of the U.S. Constitution, and secession became a much more attractive option to them than it had been earlier. 

QUESTION THREE IS HARD, BUT WORTH IT!

As I said in the introduction to this post, Question Three is the hardest of the Four Questions. Answering it responsibly requires abstract thinking and knowledge of more than one historical story, and it helps if you’ve got some experience with the social sciences. But we know from our own experience and observation that when the student experience is well structured, even those who don’t read on grade level or have a lot of academic success behind them can engage Question Three puzzles effectively. And when they do, the “ah-ha” moments are especially sweet: kids feel really smart when they can answer a hard question well. 

We’re grateful to those of you trying the Four Question Method out in your classrooms, and taking the time to ask us questions. Keep them coming!

J.B.

The Four Question Method was originally designed to solve a common problem for history teachers: How do we wrestle all of our mandated content into manageable and meaningful chunks that our students can understand? The solution is the six box storyboard that we use for unit planning. Fitting the “story of the unit,” whether it’s the American Revolution or the expansion of Islam or sub-Saharan African kingdoms, into six boxes forces teachers to make thoughtful decisions about what specific content is in and what’s out. These thoughtful decisions replace the not-so-thoughtful ones that get made for you when you don’t storyboard your units, and you are forced to skip content because you’re suddenly out of time.

As we developed the method, we realized that teacher planning is just a model for student learning: we want our students to learn and practice all the same skills that teachers use in planning. When teachers are storyboarding a unit, they’re answering Question One, “What Happened?” for their unit. A good answer to Question One takes the form of a narrative, and crafting a good historical narrative requires a lot of decisions. What events do you think are most important? What ones can be dropped or given less emphasis? Where do you want to break and “chunk” the story? What are the key turning points? These decisions shape the story that you’re going to tell, and ultimately reveal what you think is worth telling.

It turns out that making those decisions is a great way to actually learn the story, which is why we often have students make their own storyboards in class. It’s a lot to ask students to storyboard a unit, so we almost never do that. Instead we ask students to take one part of the unit story, usually one box of the unit storyboard, and use four boxes to tell that story. I did that activity today with my tenth graders, and it was a great example of why this technique is so powerful.

WHAT’S THE STORY?

We’re in the middle of a unit called “Enlightenment and Revolutions” in my AP World History course. We’ve done more than two weeks of learning: reading philosophy, discussing philosophy, taking lecture notes. We’ve had two formative assessments along the way, one on the Enlightenment and one on the early phases of the French Revolution. Yesterday we finished learning the story of Napoleon, which ends with his final defeat and the restoration of the French monarchy in 1815. Historians generally accept that date as the end of the revolutionary era in France. 

I’m giving a big quiz tomorrow, and I wanted an active way for students to review. So I gave them a four box storyboard (just four blank boxes with the title up top) and told them they had to storyboard the French Revolution from 1789 to 1815. They work in groups of four and five, and I gave their instructions as follows:

1. First determine your date ranges and titles FOR ALL FOUR BOXES. Your date ranges must be contiguous (you can’t skip years between boxes), and your titles must be descriptive.

2. Once you’ve done that, tell the story of each box in SIX WORDS. You don’t have to use a sentence, but you are limited to six words. 

The first step generated a lot of purposeful activity. Students were digging back into their class notes and homework readings, trying to decide where to break the story. There was lots of good conversation like, “No, the reign of terror comes before Napoleon” and, “We should break it in 1806 because that’s when Napoleon started the Continental System, and that made everything start to go bad for France.” In both my sections, we had more than one version of the date ranges and titles. Some groups put everything before Napoleon in the first box, then had three boxes dedicated to his rise and fall. Others spread out the liberal and radical phases of the revolution (both before Napoleon) in two boxes, and then had only two boxes dedicated to his rise and fall. 

The second step, getting the story of each box into six words, generated more purposeful activity: what was the most important part of the story? One group’s first box was 1789 – 1792, “The Liberal Phase of the French Revolution.” Their six words were, “From Ancien Regime to Constitutional Monarchy.” A tight, pithy, and accurate summary of the time period, which they had to understand in order to write.

WE REMEMBER WHAT WE THINK ABOUT

Daniel Willingham famously said that “memory is the residue of thought.” That’s a fancy way of saying that we remember what we think about. And when we have to make the kind of decisions that storyboarding requires, we have to think about our content. A lot. 

My students today spent a full class period working their materials, and thinking about the French Revolution: consulting notes, talking together about what happened when and what mattered most, then writing down their decisions. All of this makes them more likely to remember the story. (Giving them a quiz on it will also help them remember it; that’s called “retrieval practice.”) And honestly, storyboarding is a lot of fun. Students enjoy it, even though it’s intellectually demanding. 

Of course as teachers we want students to do more than just remember what happened. We also want them to practice answering Questions Two, Three, and Four: “What were they thinking?” “Why then and there?” and “What do we think about that?” My students have done a lot of Two and Four already in this unit (we’ve read Locke, Rousseau, and Robespierre), and we’re coming up on some Question Three thinking as we compare the French Revolution with the Haitian and Latin American Revolutions. The Four Question Method starts with a story, but it doesn’t end there. 

We describe all these ways of teaching, learning, and thinking in our book, From Story to Judgment: The Four Question Method for Teaching and Learning Social Studies. If you’d like to talk more about this post or anything else related to the Four Question Method, leave a comment or email us at info@4qmteaching.net. We look forward to hearing from you!

J.B.