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Calibrating Your "Compelling Compass": Teacher-Constructed Prompts to Assist Question Development

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Since the publication of The College, Career, and Civic Life (C3) Framework in 2013, there has been growing interest in compelling questions and their impact on social studies instruction. But what exactly does "compelling" mean? How do teachers know when they have hit "the sweet spot between the qualities of being intellectually rigorous and relevant to students?" As more and more states include similar language in their own standards, it has become increasingly important to understand how classroom teachers conceive of compelling questions so we may learn from them and grow in our development and use of inquiry-based questions in social studies.
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Document Type: Research Article

Publication date: November 1, 2017

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  • Social Education, our flagship journal, contains a balance of theoretical content and practical teaching ideas. The award-winning resources include techniques for using materials in the classroom, information on the latest instructional technology, reviews of educational media, research on significant social studies-related topics, and lesson plans that can be applied to various disciplines. Departments include Looking at the Law, Surfing the Net, and Teaching with Documents. Social Education is published 6 times per year: September; October; November/December; January/February; March/April; and May/June.
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