**Engaging with Controversies in Social Studies**

Inquiry-based learning (IBL) can be a highly effective approach when teaching controversial issues in social studies (SS) history classes. This educational approach encourages students to ask questions, engage in research, and develop their own conclusions, which can be particularly beneficial for tackling complex and sensitive topics. 1. **Promotes Critical Thinking**: IBL fosters critical thinking skills by requiring students to investigate and assess various perspectives on controversial issues. According to Parker (2012), students who engage in inquiry-based learning are better equipped to analyze historical events critically and understand the complexity of social issues. This approach helps students to not just accept information at face value but to scrutinize the validity and reliability of sources. 2. **Encourages Deep Understanding**: When students actively participate in inquiry, they delve deeper into the subject matter. Facing controversial issues head-on, students are more likely to understand the historical context and multifaceted nature of these issues. As Levstik and Barton (2011) suggest, this depth of understanding is essential for comprehending the nuances and long-term impacts of historical events. 3. **Promotes Engagement and Ownership**: IBL can make learning more engaging and meaningful. When students choose their questions and explore topics of personal interest, they are more motivated to learn. This active participation leads to a greater sense of ownership over their learning process (Grant, 2010). 4. **Develops Empathy and Perspective-Taking**: By investigating multiple viewpoints, students learn to appreciate different perspectives and develop empathy. Swan and Griffin (2013) note that understanding diverse perspectives is critical for social studies education, particularly when dealing with controversial issues. This can help students navigate their own beliefs and values while respecting others'. 5. **Builds Research and Inquiry Skills**: IBL equips students with essential skills such as research, data analysis, and evidence-based reasoning (Barron & Darling-Hammond, 2008). These skills are invaluable not just academically, but in students' future civic engagement and informed decision-making. To implement IBL effectively, teachers must create a supportive classroom environment that encourages open dialogue and critical questioning. They should provide a variety of resources and facilitate discussions that allow for multiple perspectives and respectful debate. In summary, utilizing an inquiry-based learning approach in teaching controversial issues in SS history can significantly enhance students' critical thinking, engagement, understanding, empathy, and research skills (Parker, 2012; Levstik & Barton, 2011; Grant, 2010; Swan & Griffin, 2013; Barron & Darling-Hammond, 2008). References: - Parker, W. C. (2012). *Social studies in elementary education* (14th ed.). Pearson. - Levstik, L. S., & Barton, K. C. (2011). *Doing history: Investigating with children in elementary and middle schools* (4th ed.). Routledge. - Grant, S. G. (2010). *History lessons: Teaching, learning, and testing in U.S. high school classrooms*. Routledge. - Swan, K., & Griffin, S. (2013). The Benefits of Teaching Controversial Issues. *Social Education, 77*(5), 222-226. - Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. In Darling-Hammond, L. (Ed.), *Powerful Learning: What We Know About Teaching for Understanding*. Jossey-Bass.