Social Studies, Humanities, Political Science, and Social Sciences PBL Challenge Questions

     Here are examples of social studies challenge questions. Also social studies/science and social studies/math.

     Especially motivating and agency-building is when students work to help solve a challenge that affects people or animals in their school, community, state, nation or the world. Students also are motivated when they role-play, whether to help solve a historical challenge or role-play people who are working to solve a current challenge.

     Projects are framed as questions because starting as a question sets the stage for inquiry throughout the project.

Challenge Question EXAMPLES

. What advice will you share with our current president, or state or local leader about a specific challenge – based on how a historical similar challenge was handled or mis-handled?

. How can we honor historical and present-day contributions of our state’s indigenous people?

. How can we let our pen pals know about ourselves and our community’s geography, history and current events?

. How can we help our partner community/sister-city know about our community?

. How can we celebrate the uniqueness of each of our school’s students? -looking at the infinite number of groups to which each of us belongs.

. How can we celebrate the uniqueness of each of our community’s residents?

. How can we honor historical and present-day contributions of people from each of our nation’s regions?

. Role playing new leaders of a nation that previously was a dictatorship – how can we set-up and sustain a democracy?

. What can we do to help get a new amendment to our federal constitution in order to make a change we would like to see in our society?

. How can we try to get a new amendment to the our state’s constitution to help make a change we want to see in our state?

. How can we increase a climate of respect? How can we increase a climate of kindness?

. ____________________ (fill-in the name of any president) faced a number of challenges during the presidency. Choose one or more of the challenges the president faced and role playing his advisors – How would you address the challenge?

. Role playing our next president’s advisors, What advice will you give for addressing one or more challenges the president will face?

. As citizens, what new state law would you like to see passed (based on evidence of its importance)? What is the process you will use to help get the bill passed?

. How can we honor the contributions of historical and present day immigrant groups to our nation or state?

. How can we honor African Americans’ contributions to our nation or state?

. What can we do to help address the injustices African Americans have faced historically and at present?

. What can be done to increase the voting rate in our community?

.  What can be done to support immigrants in our community or other communities acclimate and thrive?

.  Role-playing stakeholders, how can we help bring peace to two warring groups?

. Role-playing varied stake holders among our nation’s founders, how can we create a constitution that will keep our nation strong?

.  Role-playing various stakeholders including Congress members, what should go into an argument we will present during committee hearings – for or against – a bill that would compensate Japanese-Americans interned during WWII and/or their descendants? Source: http://www.slideshare.net/glennw98/problem-based-learning-in-the-social-studies)

Generating Inquiry Questions to Solve a Social Studies Challenge

. CHALLENGE: In the role of Directors of the Virginia colony, how can we explain to the King why colonial Virginia has not produced revenue for the last three years – and explain to him what we will do to ensure Virginia will prosper?
Know: Under a heading of “What do we know?” on the chalkboard, the students begin to list facts about the settlement of Virginia recalled from previous contact with American history.
Need-to-Know: The teacher starts a new section: “What do we need to know?” The board begins to fill up quickly: Don’t we have a charter with the King? What did we promise? What do we get from the Crown in return? Are there other colonies in the New World? How well are they doing? What are they doing to make a profit? Is there contact with natives? What is the contact like? What is life in Virginia like?
Ideas. As the questions are collected, the teacher prompts new lines of thought: “What are you thinking about? Have you got a hunch about something?” Hypotheses are written on a third section of the board. As the ideas are listed, the teacher probes for the type of information that will help the students decide whether a hypothesis is true, false, or needs refinement.

At the close of each class period, the students agree on which questions should be considered before the next class meeting. The assignment of questions is completed and students decide whether their textbooks or materials in the library are the best resources to consult.

After a few days, a letter arrives in class. A member of the King’s inner circle warns the directors that the King is becoming extremely concerned. The source suggests the directors must do something and soon! The students must now use what they know, even if it is incomplete or contains conflicting data, to decide on the nature of their problem. After an acceptable problem statement has been crafted, the students turn their attention to solutions.

(Adapted from Stepien, W. & Gallagher, S.,1993. Problem-based learning: As authentic as it gets. Educational Leadership. http://www.wou.edu/~girodm/670/PBL_Art3.pdf):

Social Studies and Science

Sustainability issues provide perfect context for combining social studies and STEM/STEAM. Many globally minded organizations’ and businesses’ goals require a deep knowledge of the geography, economics, and civic issues of specific regions.

– As citizens, how can we forward policies that help reduce climate change?

– How can we encourage our community members to appreciate the importance of our river and keep it clean?

– How and to whom can we best present whether or not nearby land should be developed by a company that is proposing development?

– How can our town prepare for a possible weather emergency?

– How can we secure funding for an expedition to the North Pole?

– Role-playing fossil fuel and other company executives, what is a beneficial way to interact with resources revealed in the Arctic as the earth warms?

– How can problems with stray animals be reduced, humanely?

– What can we, as students, do to help protect endangered and threatened species? Should they be protected? Why or why not?

 – Role playing scientists and engineers brought in to consult with West Coast civic leaders how can we predict when and where the next earthquake will occur and how it can be best managed?

– What can we do to prepare in case a significant earthquake occurs in our region?

– How can we prepare for possible flooding in our region?

– How can we prepare for high winds or fire in our region?

– What can we do to decrease plastics and chemicals in the ocean?

Social Studies and Math

Math will be involved with most all project-based learning. For example, students might tabulate survey results, graph information, make predictions based on data, plan time needed for parts of a presentation.

Here is a PBL challenge with a math focus and incorporated social studies.

Portland (Maine) High School students worked on “How can we reduce the speeds of vehicles on the street in front of our school?” Students needed to figure out current speeds so math was emphasized. Students presented their findings and solutions to the City Council so civics also was involved. In researching, students needed to interview police officers to learn how speeds are measured and communicate with law makers regarding how speed limits are set.

Copyright © 2022 For Deeper Learning   All Rights Reserved