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Essential Questions

Essential Questions. Learning Expectation #3 : develop reading and research strategies, observation skills, and aesthetic awareness through engagement with authentic, inquiry-based tasks. Intellectual Curiosity. One of the goals of DHS is to encourage students to develop a love for learning

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Essential Questions

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  1. Essential Questions Learning Expectation #3: develop reading and research strategies, observation skills, and aesthetic awareness through engagement with authentic, inquiry-based tasks

  2. Intellectual Curiosity • One of the goals of DHS is to encourage students to develop a love for learning • When we say we want you to engage in authentic, inquiry based tasks, we mean you should • do things related to the real world (authentic) and not do something artificial (worksheets) and… • do them because you want to find the answers to your own questions (inquiry means to find answers) • BUT FIRST, you need to develop your own questions and be curious about something

  3. Types of Questions • Level C: Questions that can be easily answered by looking up the answer somewhere • When was WWII? • Level B: Questions that are specific but have more than one right answer and can be debated • Why were women participating in WWII? • Level A (Essential Questions):Questions that are not as specific as level B and can be applied to a variety of situations; often people have opinions about these questions without even understanding certain content • Should women be participating in wars?

  4. Level A Essential Questions: Examples • What does this story reveal about the human spirit? • How does war change individuals and communities? • How should we define and measure happiness? • How should the wealth of a country and its individuals be divided, if at all?

  5. Essential Questions (7) • Is it acceptable to sacrifice a small % of the population for the greater good? • Nature vs. nurture? Do childhood experiences lead to someone becoming a sociopath? What leads someone to do something inhumane? • If someone does something wrong, is it valid to blame the fact that they “fell through the cracks”? • Are slave owners truly bad men or has slavery made them this way? • Is psychological or physical abuse more damaging? • Was death a better option than slavery?

  6. Essential Questions (8) • Why are there certain things that we don’t learn in school? Who decides the curriculum and why do they choose what they choose? • Are murders successful because of the planning or because of luck/chance? • How do stereotypes influence our perception of people? • To what extent is the risk worth the reward? • What would you do for your own survival? • Why would slave owners have relationships with their slaves if they were racist? • How to identify what is right and wrong in any difficult situation? How does someone’s experiences impact their morals? • How much should you be blamed if you are not directly responsible but simply complicit?

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