Last week I wrote about how the famous story The Giving Tree inspired this Big Question.
Here’s how I used it in a regular level government class:
I started by playing a read-aloud of the story. Then the students– working in groups of two or three– came up with three takeaways from the story, which was then followed by an open-ended discussion. There was nothing I told them specifically to look for since at this point I just wanted them to be interested in the story. The read-along was around nine minutes and the group work plus discussion of the takeaways around 20 minutes.
From there as a class we considered the idea of help and generosity. We ruminated together: “What qualifies as help? In what way is encouraging somebody else to do something ‘help’? If a person asks for help, does that mean they are needy and undeserving of it? When is too much help damaging to a person?” Students will ask other questions as well. The key here is to meander into topics beyond government, like the help students give to each other, or the help their parents provide them, or their coaches. Here is a wonderful opportunity to explore their personal lives in a safe way to enrich discussion.
These opening activities often fill an entire period. If you think this lesson is moving very slowly, you would be right! I’ve found that with this particular inquiry (and most Big Question inquiries for that matter), slowing down is precisely the right approach because it allows you and the students to make an intellectual and emotional investment into the theme in a meaningful way. Rushing through Big Questions generates stress and leaves students disoriented.
On the the next day I hand out this:
Students complete the survey and we then consider different example policies from the survey where government helped people in some way, whether it be providing welfare or protecting groups from discrimination, or making sure people have affordable health care. After each example, we ask “Is this an appropriate role of government? If so, why? If not, why not?”
Near the end of the period, the Big Question is rolled out: Is the proper role of government to help citizens or to encourage citizens to help themselves? Students sometimes fill out an exit slip with a preliminary answer; other times, students give a few responses and we just let the question sit, maybe write it up on the board as a reminder. For the rest of this unit on political ideology and political parties, the question becomes a fixture in our minds and is revisited multiple times. (We’ve seen this recursive function of questions at work in earlier posts: Can War Be Glorious? and To Intervene or not to Intervene. )
Consider what has happened. We have spent two full days thinking, questioning and discussing, together. Teacher and student are valued participants in the inquiry and the virtues of perseverance, patience and curiosity take center stage, all of which are signposts of a human-centered classroom. Very little static content has been learned which isn’t to say that content is not important. I’m preparing them to learn content inside the world of an interesting question.
Investments of time, though, don’t come without costs– especially inside an AP class where there is a more rigid schedule. Thus, a fair question to be asked is–What are the overriding benefits of using the Big Question approach that justify the costs?
One answer is this: Now you have a clear vision for your teaching, a vision that you AND the students can rally around that provides enough structure to bind ideas together and enough flexibility to foster independent thought. Further, there’s a good chance that the investment you made discussing students’ personal experiences will engender more curiosity moving forward.
Okay, sounds great but are Big Questions really worth it? In the next post we’ll explore this question in greater detail and get a better grip of the sacrifices needed to make it work.