In a highly technological society, teachers need to help students grow as technoskeptical citizens who can think deeply about technologies to consider their collateral, unintended, and disproportionate effects on society. This article presents a technoskeptical Inquiry Design Model (IDM) lesson where upper elementary students critically inquire into the story of Lewis Latimer and the development of the electric light. This topic is well suited for inquiry because it explores a compelling question that does not offer right or wrong answers but instead encourages students to make value judgments based on evidence. This inquiry will position students to decide what story "should" be told about electric lights. The inquiry is designed as a flexible lesson for upper elementary students, but it could be modified for different grade levels, adapted to be taught in one class or one week, and expanded into an interdisciplinary project with science integration.