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The goal of this study is to examine the qualities of historical inquiry activities in the middle school history textbooks in use and to provide evaluation criteria as well as production guidelines for better activities. To achieve the goal, we began to analyze the current history textbook activities based on the operational definition of historical inquiry as a process in which student understand and experience inquiry methods as historians do in parts or in whole. The analysis results include that the various subject and content of historical inquiry activities appear to be presented appropriately although a number of activities fail for students to engage in historical inquiry process. To enhance the quality of historical inquiry activities in history textbooks, we provide several suggestions regarding meaningful queries for active historical interpretation and activity composition with which students’ experience should be organized in terms of the intention, aims and processes of the historical inquiry. Furthermore, the use of non-textual materials should be incorporated in activities for students to involve in diverse forms of inquiry materials.
