consistent questions that were posed by secondary social studies teachers during professional learning sessions. In particular, it examines ways to break through the inclination and perception expressed by many teachers that "my kids cannot do that." Drawing on 22 years as a high school history teacher, 7 years as a state-level curriculum specialist, and extensive work with inservice teachers across the country, the author provides research-based guidance for engaging students in investigating the past. Lesh examines ways to develop effective questions that guide historical inquiries, utilize discussion in the classroom, and align assessment to inquiry. He also shows teachers how to incorporate difficult histories within an inquiry framework. Each chapter uses a specific lesson, framed by student work, to illuminate approaches in real classroom scenarios. Topics include the Pullman Strike of 1894, the Marcus Garvey question, Dust Bowl Migrants, the LGBTQ+ fight for rights, and multiple lessons from World War I. This follow-up to the author's book "Why Won't You Just Tell Us the Answer?" fills in gaps and expands tools and classroom examples to assist today's teachers.

Book Features:

• Offers ways to promote teacher growth as it pertains to historical thinking.
• Demonstrates how to align investigating the past with the needs of reluctant readers and students with special needs.
• Provides lesson materials and instructional guidance.
• Addresses how to teach difficult subjects, such as LGBTQ+ history.
• Aligns historical literacy with inquiry-based instruction.