Tag Archives: big question

Nervous about an impeachment discussion? Try this…

NotMyPresident

The bad news is we live in a time when everything in politics seems to be so emotionally charged and negative that it’s a struggle to talk to one another.

The good news is that carefully crafted questions can diminish this negativity and nurture better conversations. Continue reading

Harness the Immigration Debate with these Big Questions

immigrationWe’ve all seen the images, heard the audio and read the tweets. The immigration debate has everybody busting at the seams on both sides.

And August is just around the corner.

And we know what that means.

Students will be walking into our classrooms confused, tired, angry and needing answers. And we will be trying to figure out ways to teach a historical, psychological, sociological or political understanding of the immigration issue while at the same time resisting the impulse to impose our own opinions– a delicate and seemingly impossible burden.

This is exactly the kind of environment in which Big Questions  thrive. Continue reading

Big Questions and the Power of Storytelling

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Two truths about teaching:

1. Questions don’t work too well unless students are in the mood for them.

2. Nothing sets a mood like a good story.

Two truths about stories: 

1. They captivate the imagination.

2. They create healthy soil on which to grow Big Questions. Continue reading

Government and the Giving Tree– Part II: the Big Question comes of age

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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. Continue reading

Government and the Giving Tree– Part I: a Big Question is born

Giving

The Giving Tree by Shel Silverstein

Rewind five years or so…
The setting:  I needed a Big Question in government to teach about liberal and conservative views on the role of government, a topic that often generates intense debate. On one side are students who think government’s role should be limited and people should fix their own problems. On the other side are students insistent that government has a moral obligation to help citizens directly. From health care to welfare, from tax policy to social security, this fundamental disagreement on the role of government lurks beneath so many issues and even fuels much of the party polarization within Congress. Continue reading

FDR’s New Deal– A Big Question Comes to the Rescue

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What makes FDR’s presidency so hard to teach is there is so much relevant content to explore in such a short chunk of time.  You have WWII to contend with on the foreign policy front. But then on the domestic front you’re confronted with the maze of alphabet soup programs of the New Deal. And to top it off, since it’s near the end of the year, you’re often rushed.

This is exactly the kind of situation where strategic use of a Big Question can help alleviate some of your pressure without sacrificing the most important content.

US history teacher Bry Roemer found an innovative way to do just that with a question that strikes at the heart of FDR’s New Deal: How much is the government responsible for helping its citizens?

She makes creative use of an advertisement project to get the question in front of students. Here is how she did it along with my commentary on some other ideas for how you could use the question: Continue reading

Go West! …and bring your Big Questions with you

ManifestDes

High school US history teacher Bry Roemer has found another creative way to use Big Questions:  as an exit slip to provoke intrigue at the beginning of a unit.
She starts by having students watch the Harold and the Purple Crayon children’s story by Crockett Johnson (video of story here) and then asks the students to think about what kind of world they JohnGastwould create if they found and claimed uncharted territory?  After a short discussion, students examine John Gast’s famous painting American Progress and complete this guide.  The guides asks them to think about how the symbols in the painting convey Manifest Destiny as understood and promoted by western settlers.  For the final step, students fill out an exit slip providing an initial response to the Big Question:

How did the United States create a new world when expanding the border westward– and what were the positive and negatives?
What’s interesting here is that Bry has decided to introduce a very elaborate, multi-dimensional question right at the beginning of the unit, knowing full well that students won’t have the requisite factual knowledge to shape a comprehensive response. The decision is deliberate, though, because the overall plan is to stoke student interest at the outset and then slowly draw out that interest as students learn more about the events of western expansion. Thus, she has set in motion a learning experience where one big idea is revisited multiple times in different settings, from different angles, with different events of US history, thus deepening student understanding over time.

Bry’s use of this exit slip reveals an important truth of Big Questions– they are very flexible in their application. We saw that flexibility earlier as they were used to frame an entire course and then also to frame specific lessons, as seen in these posts:

Success in teaching through Big Questions requires the development of a fresh routine of thinking, something that must be reinforced continually over time. Maybe the exit slip is a safe entry point to begin the journey!
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