Abstract
This article introduces the Geography Detective activity, an inquiry-based instructional strategy that integrates perspective taking and music to foster student engagement and disciplinary thinking in a ninth-grade World Geography classroom. Centered on the song “Cecilia” by The Mulligan Brothers, the activity invites students to analyze lyrics as historical evidence, investigate geographical and historical contexts, and construct evidence-based interpretations of time, place, and events embedded within the narrative. Through guided and open-ended inquiry, students adopt the role of “history detectives,” grappling with ambiguity, evaluating sources, and defending plausible conclusions rather than seeking predetermined answers. Grounded in research on inquiry-based learning, perspective taking, and music-based instruction, this approach promotes critical thinking, collaboration, and historical empathy while increasing student motivation and engagement. The article outlines the instructional rationale, procedures, and learning outcomes of the activity, demonstrating how music can serve as a powerful entry point for meaningful social studies inquiry.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Cole, William Gary G.
(2026)
"Fostering student inquiry with perspective taking and music: The geography detective activity,"
Teaching Social Studies in the Peach State: Vol. 4:
Iss.
1, Article 3.
