The History UnErased (HUE) Inquiry EduSystem™ is designed as a flexible and fluid support for teachers and students. By providing background information, connections, intersections, skill-based activities, assessments, and opportunities for exploration and discussion, the HUE Inquiry EduSystem leads to successful outcomes for all students.


How Is the Inquiry EduSystem Different?


1. The role of the teacher is fluid: In preparing to present the inquiry, the teacher considers what materials need scaffolding. Initially, the teacher acts as content curator, providing explicit instruction as needed. Next, they become facilitator as students explore. Then it’s time to be the challenger, looking carefully at students’ assumptions, asking incisive questions, and insisting that they support their ideas with evidence/data/research. Finally, the teacher becomes facilitator again as students demonstrate learning through action or authentic assessment. The teacher’s role is critical to the success of the inquiry process throughout.

2. The roles of the students are also fluid: Students’ roles change throughout the inquiry process as students examine evidence, work collaboratively, explore independently, discover intersections with concurrent events, and make relevant connections to the present. 

3. Includes materials for a diversity of learners: Scaffolded, skill-based activities benefit the exceptional learner, the ELL student, and the gifted student. The activities give students options for interaction.

4. Includes student collaboration and independent study: Students have multiple opportunities for small and large group collaboration, processing, individualized work, and reflection. For students who work well on their own, there are ample materials to meet those needs.

5. Each topic is addressed in a framework of concurrent events: Intersections between the main topic and other concurrent events create context for the learning activity. By placing the topic in a larger framework, students can avoid presentism and snap judgments based on their own experience.

6. The material helps students connect the topic to the present: Suggested connections to the present are included in every inquiry. Students are encouraged to dig deeper within and outside of the topic. This creates dynamic interaction, real-world relevance, and individualized/personalized learning opportunities.

7. Includes authentic summative assessments: Summative assessments are authentic and have consequences beyond a grade. By offering ideas for structuring these assessments, final projects, and action activities, the teacher ensures that students feel empowered to demonstrate what they have learned.


Process Overview

Throughout the Inquiry EduSystem process, the roles of teachers and students are fluid, as are the inquiry components.

Input Phase (Teacher-Directed)

The teacher

  • introduces learning outcomes;
  • reviews guiding questions;
  • activates prior knowledge;
  • presents curated content;
  • provides background information.

Interact Phase (Student-Centered)

In collaborative groups, students

  • discuss, record observations, and ask additional questions for further exploration;
  • complete extension activities to support all learners (e.g., vocabulary or skill-based exercises);
  • analyze content using content maps, cognitive organizers, or other analysis tools (can be completed in either the Interact Phase or Dig Deeper Phase).

Dig Deeper Phase (Student-Directed)

In collaborative groups or independently, students

  • research questions and areas of interest discovered during the Interact Phase;
  • analyze content using content maps, cognitive organizers, or other analysis tools (can be completed in either the Interact Phase or Dig Deeper Phase).

Output Phase (Assessment)


  • participate in whole group discussion;
  • find intersections with similar concurrent events or thematic events;
  • make connections to the present via discussion or assessment;
  • engage with traditional assessments;
  • engage with authentic assessments.