Knowledge-Rich Inquiry With 4QM Teaching

Drew Perkins welcomes Gary Schiffman and Jon Bassett of 4QM Teaching to the podcast to discuss their new US History curriculum and the principles behind their innovative Four Question Method.

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This conversation explores the gap between traditional inquiry-based learning and the need for explicit instruction in historical content and disciplinary thinking. Gary and Jon explain how their curriculum is designed to support "ordinary teachers" and build students' capacity for civil disagreement by grounding critical thinking in a robust body of knowledge.

• Key Takeaways & Discussion Points The Power of the 4QM Method: We detail why 4QM Teaching shifted from consulting to developing a full curriculum, recognizing the need for a practical vehicle to implement their teaching framework in the classroom.
• The Four Question Framework: Learn the four core questions that anchor every lesson and build specific historical thinking skills:
  • Q1: What happened? (The skill of Narration and Storytelling)
  • Q2: What were they thinking? (The skill of Interpretation of documents)
  • Q3: Why then and there? (The skill of Explanation and causation)
  • Q4: What do we think about that? (The skill of Judgment and civil discourse)
• Knowledge-Rich Inquiry: Jon and Gary firmly assert their position in the "knowledge first" camp, arguing that deep critical thinking is domain specific. They share why "structure is liberating" when students are equipped with a strong base of historical facts.
• Teaching Civil Disagreement: Discover how separating the "judgment" question (Q4) allows students to practice the art of civil disagreement in a structured, reasoned way, even when addressing controversial historical topics.

Time-Stamped Topics Key moments in the discussion:

• 06:52 - The origin story and philosophical foundation of the Four Question Method (4QM Teaching).
• 10:41 - A detailed breakdown of the four questions: Narration, Interpretation, Explanation, and Judgment.
• 14:20 - Why 4QM Teaching finally decided to write a full US History curriculum.
• 21:45 - How Question 4 teaches the "art of civil disagreement" (and the related work of Natalie Wexler).
• 36:14 - The argument that critical thinking is entirely domain-specific in advanced fields.
• 52:09 - Simplifying the curriculum to reduce cognitive load with four transparent lesson types.