…a Constitution? Using Metacognitive Inquiry to Disaggregate Democracy in North Carolina

Calen Randolph Clifton, Social Studies, Martin Luther King Jr. Middle School

Final Unit(pdf)   Implementing Teaching Standards(pdf)


This unit is designed to help students understand the evolution of democracy in North Carolina through the strategies of metacognition and historical inquiry. It is largely a product of district and school-level initiatives to incorporate these strategies into more classrooms and draws heavily on the research compiled by Ruth Schoenbach, Cynthia Greenleaf, and Lynn Murphy in their text, Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, as well as research done by the Stanford Historical Education Group (SHEG) and Virginia Tech in regards to the practicability of historical inquiry.