The Inquiry Design Model (IDM) is a distinctive approach to creating curriculum and instructional materials that honors teachers’ knowledge and expertise, avoids overprescription, and focuses on the main elements of the instructional design process as envisioned in the Inquiry Arc of the College, Career, and Civic Life (C3) Framework for State Social Studies Standards (2013) [LINK]. Unique to the IDM is the blueprint, a one-page representation of the questions, tasks, and sources that define a curricular inquiry.
Developed by the C3 Teachers as part of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards, the IDM supports teachers in designing lessons and units that engage students in investigating compelling questions, analyzing sources, and developing evidence-based arguments.
Key Features of the Inquiry Design Model
Compelling Question:
An academically rigorous question that is relevant to studnets and sparks curiosity and drives the inquiry.
Argumentative, open-ended, engaging, and connected to broader themes or issues (e.g., “Can you have freedom without bravery?”).
Supporting Questions
Questions that help students explore specific content and aspects of the compelling question.
Focused and scaffolded to guide deeper investigation (e.g., “How did boarding schools impact American Indian identity?”).
Formative Performance Tasks:
Exercises that allow students to build knowledge and skills throughout the inquiry.
Focus on specific skills may include analyzing primary sources, debating, or creating visual representations.
Featured Sources
A curated collection of primary and secondary sources that provide evidence and context.
Examples: historical documents, speeches, maps, photographs, and data.
Summative Performance Task
A culminating argumentative task where students synthesize their learning to address the compelling question.
Examples: writing an argumentative essay, delivering a presentation, or creating a project
Taking Informed Action
Encourages students to apply their learning to real-world contexts.
Includes three steps: Understand the Issue, Assess Possible Solutions or Approaches, and Act to Make a Difference
IDM helps students develop disposition and skills needed to live an active and informed civic life.
The Purposes of IDM
Student-Centered Learning: Places students in the role of investigators, fostering critical thinking and problem-solving skills.
Real-World Connections: Links classroom learning to civic engagement and current issues.
Teacher Flexibility: Provides a structured but adaptable approach to designing units that meet diverse needs.
The IDM aligns with the goals of inquiry-based education, helping students develop the ability to ask questions, evaluate evidence, and communicate reasoned conclusions. It is widely used by educators to create meaningful and engaging lessons that promote deeper understanding of history, culture, and civic responsibility.
