BEST Types of History Questions and Answers for Your Class!

 When teaching history, it's important to ask questions that are meaningful, engaging, and thought-provoking

In order to make sure that your students are getting the best education possible, it is important to ask the RIGHT historical questions so that your students provide the best answers - answers that are:

• Relevant
• Clear and Concise
• Analytical and Evidence-Based
• Thorough and display Confidence

So, how do you do that?

The good... no, GREAT news, is that it doesn't matter if you're teaching world history, and all about the famous Roman Emperor Julius Caesar, or you're teaching U.S. history and all about US president George Washington, or maybe Abraham Lincoln, or any other president of the United States for that matter, the comprehensive list below will provide you with a variety of different types of questions and answers. ALL of these types of questions make it easy to focus on specific historical events, important historical figures, as well as broader historical themes and concepts. On top of that, ALL of these types of questions may be used for literally any grade level, so long as your questions are grade level appropriate. For example, you wouldn't ask students in 5th grade social studies something to the effect of, "After discovering the New World in 1492 and returning back to Spain, what were the main motivations and goals of Christopher Columbus for his ensuing voyages back to North America, and how did his actions and decisions impact the indigenous peoples he encountered?" would you?!? First of all, if you ask a question like that to a class of 5th graders, get ready for them to tune you out faster than you can say "Emancipation Proclamation", as that question, and ones similar in scope are best suited for high schoolers, NOT fifth graders. And second, for those students who actually could comprehend that level of breadth and depth of a question, you're really fooling yourself if you're expecting to get a response that'll not only the address and answer the various portions of the question, but to get a response that would be considered even remotely adequate is nothing more than wishful thinking. Again, it doesn't matter if you're teaching about the significance of a specific American president, the ancient Egyptians, the first world war, the Great Depression, French Revolution, or heck, let's say the Liberty Bell, the types of questions/question formats listed out below will be invaluable to your students and classroom (irrespective of grade level!).

Use the tips and examples provided below to create a dynamic, engaging learning experience that will help inspire and ensure that your students are getting the best possible education when it comes to history!

The types of questions outlined below are my favorite types of questions to ask because they are guaranteed to:

• Encourage students to think critically
• Help students understand the importance of historical context
• Embolden students to think creatively
• Inspire students to develop new perspectives
• Challenge conventional wisdom

Open-Ended Questions

Why I like them: My FAVORITE reason for loving open-ended questions is that they are often the best type of question to ask if you're looking to encourage and foster a vigorous classroom discussion! They allow students to express their own ideas and thoughts, allow them to showcase their learnings and critical thinking skills and abilities, and how well, or poorly, they comprehend the subject matter, thus making it easier for me to assess their learnings, both individually for each student, and as a class! For example, if I notice that an entire class is struggling to provide cohesive, relevant responses to one or more open-ended questions, maybe I need to rethink how well, or poorly, I taught that subject matter?

5th grade level example of an open-ended question: "What do you think were the most important qualities or traits that the Founding Fathers had that helped them create the United States of America and who is a good example of a Founding Father?"

An acceptable response might be something to the effect of: "I think the Founding Fathers were brave, determined, and had strong leadership skills. They also had the courage to stand up for what they believed in and fight for independence from Britain. They worked together to create a new government and a new country, and their strong belief in freedom and equality helped to make America what it is today. A good example of a Founding Father is Alexander Hamilton"

A student response like this illustrates their understanding of some of the key traits and qualities of the Founding Fathers and how these qualities helped them to create a new country. It also shows that the student has thought critically about the subject and has considered how the Founding Fathers' actions and decisions have had a lasting impact on the nation.

8th grade level example of an open-ended question: "If you were a Founding Father, what do you think would be your top priority for creating a new nation? Why do you think this would be important?

An acceptable response might be something to the effect of: "If I were a Founding Father, my top priority would be to establish a strong and fair government that protected the rights and freedoms of all citizens, for example ones religious freedom. I think this would be important because without a stable and just government, it would be difficult to maintain order, ensure that everyone's rights were protected, and in preventing discrimination based one's religious beliefs. Additionally, a strong government would be necessary in order to defend the country from foreign threats and maintain stability. I believe that a fair and just government is the foundation upon which a successful and thriving country is built."

This response demonstrates an understanding of the importance of government in establishing order, protecting rights, and ensuring stability. The student goes a step further by using religious freedom as an example to help reinforce his response. The student has considered the priorities of the Founding Fathers and has thought critically about what would be most important for creating a new country. It also shows that the student has considered the interconnected nature of different aspects of government and society, and has thought about how a strong government is necessary for the overall success and well-being of the nation and its citizens.

Why I DON'T like them: Nothing is perfect, and that goes for open-ended questions too. As much as I love asking them, and for as hugely beneficial they are for me when it comes time to assessing my students, there a some cons to open-ended questions. Specifically, they can be the most time-consuming type of question to come up with, ask, and especially for students to answer. This is for a variety of reasons, chief among them, open-ended questions require preparation, both in designing open-ended questions that'll require a thorough, well though-out response, and in answering as they require students to have a deeper understanding of the topic (especially because they can't just answer by responding true or false, or select A, B, C, or D as answer and move on). This also means that some students will struggle more with open-ended questions. Often times, it's because they harbor feelings of discomfort, vulnerability, low self-esteem, etc. when expressing their ideas and opinions, especially in a group setting. Another aspect to consider with open-ended questions is that they often require more facilitation on the part of the teacher. Whether that be providing further guidance, expectation, or explanation of the open-ended question itself, to facilitating and managing the conversation effectively, open-ended questions require careful consideration and preparation on the part of BOTH the teacher and the students to ensure a productive dialogue is had and in creating an engaging learning experience!

Analytical Questions

Why I like them: These types of questions also encourage students to think critically about historical events and influential historical figures. Specifically, analytical questions require students to analyze and interpret historical events, primary and secondary sources of information, historical context, bias, and to corroborate information. Analytical questions are an EXCELLENT way to develop your students critical thinking skills and abilities and deepen their understanding of the historical process!

5th grade level example of an analytical question: "What factors do you think led to the outbreak of the American Civil War? How did these factors contribute to the division between the North and South?"

An acceptable response might be something to the effect of: "I think one of the main factors that led to the outbreak of the American Civil War was the disagreement over slavery. The North believed that slavery was wrong and wanted to end it, while the South believed that it was important for their economy and way of life. This disagreement created a division between the North and South and eventually led to the war. Another factor was the different economic systems between the North and South, with the North having more factories and the South relying more on agriculture. These differences also contributed to the division between the North and South and helped to cause the war.""

This type of a response shows their understanding of some of the key factors that led to the outbreak of the American Civil War and how these factors contributed to the division between the North and South. It shows that the student has considered multiple causes of the war and has thought about how these causes contributed to the division between the North and South. Also, this response shows that the student has considered the economic, political, and social factors that led to the outbreak of the war and how these factors interacted with each other.

8th grade level example of an analytical question: "How did the American Civil War change the lives of ordinary Americans? Consider the experiences of different groups of people, such as slaves, women, and soldiers. How did their lives change as a result of the war?"

An acceptable response might be something to the effect of: "The American Civil War had a significant impact on the lives of ordinary Americans, particularly for groups such as slaves, women, and soldiers. For slaves, the war was a turning point as it resulted in the abolition of slavery and gave them the opportunity to gain their freedom. Women also experienced changes during the war as they took on new roles and responsibilities in the absence of men who had gone to fight in the war. For soldiers, the war was a life-altering experience as they faced the physical and emotional toll of battle. The war also resulted in the deaths of many soldiers, leaving families and communities grieving and forever changed. Overall, the American Civil War was a transformative period in American history that had a lasting impact on the lives of ordinary Americans."

This response demonstrates an understanding of the impact of the American Civil War on the lives of ordinary Americans, and specifically considers the experiences of different groups such as slaves, women, and soldiers. It also shows that the student has thought about the different ways in which the war affected each group and has considered both the positive and negative consequences of the war for ordinary Americans. And on top of all that, it also shows that the student has a broad understanding of the social, cultural, and economic impacts of the war and has thought about how these impacts shaped the lives of ordinary Americans in the years that followed.

Why I DON'T like them: Analytical questions can be difficult for some students, especially those who are struggling with the material or who have difficulty with critical thinking skills. These students may feel frustrated or overwhelmed by the complexity of the questions and may struggle to provide an adequate response. Analytical questions are often more focused on a specific aspect of a topic, and may not allow for a broad exploration of the topic as a whole. Teachers need to be mindful of the balance between asking analytical questions and allowing students to explore the topic more broadly. Some students may feel discouraged or disinterested in the material if they are unable to provide an adequate response to an analytical question. This could result in a lack of engagement and participation in class discussions.

Comparative Questions

Why I like them: Comparative questions in a history class can be a valuable teaching tool, as they help students understand how different events or historical periods are related to each other and how they are similar or different. As all the other types of questions on this list, they promote and encourage critical thinking, help build and provide historical context, and increase student engagement. Comparative questions help students understand how events and historical periods are related to each other and how they fit into the larger historical narrative. In asking your students to compare and contrast certain historical events, you are encouraging them to think about the material in a new and more interactive way, which can increase their engagement and participation in class!

5th grade level example of an comparative question: "How was the Second World War different from other wars that were fought before it and can you name one famous battle from WWII?

An acceptable response might be something to the effect of: "The Second World War was different from other wars because it was fought on a much larger scale and involved more countries. Also, new weapons such as airplanes and tanks were used in a more significant way. One famous battle from WWII is the Battle of Normandy."

This response accurately describes the difference between the Second World War and other wars that were fought before it, and it also provides a specific example of a famous battle from WWII. The answer demonstrates that the student has a basic understanding of the historical events and the impact of the Second World War.

8th grade level example of an comparative question: "How did the Second World War impact different countries and societies differently? What were some of the similarities and differences between these impacts?"

An acceptable response might be something to the effect of: "The Second World War impacted different countries and societies differently. For example, in Europe, many countries experienced physical destruction, loss of life, and economic hardship, while in Asia, the war led to changes in power dynamics, such as the rise of the United States and the Soviet Union as superpowers. However, one similarity across countries was the widespread human toll of the war, including loss of life and displacement of civilians. The impact of the war also had long-lasting effects on global politics and international relations."

This is an acceptable response because it provides a general overview of the impact of the Second World War on different countries and societies, highlighting both similarities and differences. The answer demonstrates that the student understands the historical context and the complex consequences of the war. It also shows that the student can analyze and compare historical events, which are important skills for an 8th grade history student.

Why I DON'T like them: Comparative questions often require students to make connections between multiple events, people, or concepts, which can be challenging for some students (especially if they don't grasp or comprehend one of the events or people). While bias can play a role when responding to any of the question types on this list, it's most likely to rear its ugly head when students respond to comparative questions. When making comparisons, students may draw on their own personal experiences or cultural background, leading to biased responses that may not be historically accurate. Evaluating comparative answers can also be challenging, as different students may approach the question in different ways and focus on different aspects of the comparison. This can make it difficult for a teacher to fairly grade responses.

Contextual Questions

Why I like them:  Asking contextual questions in a history class can help students understand the historical context in which events occurred and the reasons behind them. Contextual questions provide students with a deeper understanding of historical events and help to make the material more meaningful and relevant to their lives. Contextual questions encourage students to think about the historical context in which events occurred and the factors that influenced them, which can help them develop critical thinking skills. They also help increase engagement by asking students to think about the context in which certain historical events occurred, encouraging students to think about the material in a new and more interactive way, which may hopefully piqué their interest and help increase their engagement and participation in class!

5th grade level example of an contextual question: "Why was the Declaration of Independence written? What was happening in America at the time that made it necessary?"

An acceptable response might be something to the effect of: "The Declaration of Independence was written because the American colonies were unhappy with the way they were being treated by the British government. They felt like they weren't being given equal rights and they were being taxed too much without having any say in how the money was being used. The people in the colonies wanted to be free and have their own government, so they wrote the Declaration of Independence to declare their independence from Britain."

A response like this accurately summarizes the main reasons for why the Declaration of Independence was written, and provides a basic understanding of the events and circumstances in America at the time that led to its creation. A response might include information about the colonies' grievances with British rule, such as taxation without representation, and the colonists' desire for independence and self-governance. It should show that the student has a basic understanding of the historical context and events surrounding the Declaration of Independence.

8th grade level example of an contextual question: "What was the political and social context in which the Declaration of Independence was written? How did these factors influence the ideas expressed in the Declaration?"

An acceptable response might be something to the effect of: "The Declaration of Independence was written during a time when the American colonies were seeking independence from British rule. The political context was characterized by tensions between the colonies and Britain, including taxes imposed on the colonies and restrictions on colonial trade and commerce. The social context was marked by growing discontent among colonists with British rule and a desire for greater independence. These factors influenced the ideas expressed in the Declaration, which argues for the colonists' right to self-governance and freedom from British rule."

This response showcases the student's grasp the political and social context of the time when the Declaration of Independence was written, and how these factors shaped the ideas expressed in the document. For example, a response could highlight the widespread discontent with British rule, the Enlightenment ideas of individual rights and government by consent, or the specific grievances listed in the Declaration.

Why I DON'T like them: For young students, it might be challenging to understand and contextualize historical events and developments, especially if they lack prior knowledge or historical background. Contextual questions often require students to consider a wide range of information, which can be challenging for students to determine what is relevant and what is not. Another thing to look out for is overloading students with information. Some students might struggle to analyze and synthesize the large amounts of information they are expected to consider when answering contextual questions.

It's important to note that these types of questions aren't just fantastic for history classes, but any social studies class from geography and civics to economics and everything else in between!

It doesn't matter if you're teaching high school students about the geography and economies of South America, or your first graders about who the first man on the moon was, high school juniors and seniors the role and influence of New York City when it comes to world financial markets, or your 5th graders about the significance of the Berlin Wall during the Cold War, open-ended, analytical, comparative, and contextual questions are a GREAT way to help immerse your students deep into history! These four types of questions can also make for some excellent and fun trivia questions and fun facts! There's a slew of topics when it comes to American history trivia questions, and if you're like me at all, really enjoy breaking up the monotony of everyday class with some fun history trivia questions! My biggest tip for doing this is to take whatever topic you've most recently taught your students, or are currently teaching your students, and to ask them a series of general knowledge questions in a game-style format. For instance, if you're reviewing a unit on say the Cold War, you could then breakdown some of the higher-level themes and topics of the Cold War such as the Cuban Missile Crisis, the role of John F. Kennedy and other world leader, the influence and power of the atomic bomb (and other powerful weapons), the role of western European powers such as the United Kingdom during the Cold War, some of the more significant Nobel Prize winners such as those individuals who won the Nobel Peace Prize during the Cold War and why they won it, how the Olympic games, such as the Summer Olympics of 1980, were boycotted by the Soviet Union, and why!

To wrap it all up, I HIGHLY RECOMMEND you incorporate the types of history questions as outlined above because they ALL:

• Challenge students to think critically
• Promote and grow students critical thinking skills and abilities
• Help students gain a better comprehension and understanding of important historical time periods, figure, events, and historical concepts
• Illustrate and reinforce the significance of historical context when learning about history
• Let students apply their learnings of history to lessons in their own lives!

Have a look at my curriculum bundles HERE!

Imagine...

• Spending more time on teaching and less on lesson plans

• More time on nights and weekends to share with friends and loved ones

• No longer endlessly searching for amazing lesson plans and resource

   

I hope you've been inspired by this article! Thank you so much for reading,

-Jillian (a.k.a. the "Lesson Plan Guru")