|
|
| • |
accommodate diverse
interests and learning styles, |
| • |
are central to teaching and learning, |
| • |
are posted in the classroom, |
| • |
are used repeatedly to stimulate student interest, |
| • |
concentrate on enduring world history
"big ideas" that help to make Global
History and Geography coherent and
engaging, |
| • |
establish interdisciplinary connections, |
| • |
explore major issues from multiple perspectives, |
| • |
help determine curriculum priorities, |
| • |
lead to other essential questions, |
| • |
organize information, |
| • |
recur across the curriculum, |
| • |
underscore the intensiveness, richness, and depth of global history learning,
and |
| • |
reflect global connections and linkages. |
For students, essential questions:
| • |
are open-ended, have no single correct answer, and cannot be
answered with a yes or no response,
|
| • |
are written in kid-friendly language, |
| • |
can be difficult, |
| • |
encourage the development of intellectual skills at higher levels, |
| • |
lead to enduring understandings, |
| • |
explore the controversies, perspectives, and enigmas of topics and themes, and |
| • |
provide and sustain interest by explicitly focusing on the "big ideas." |
|
