1. Essential Questions “Know and understand are not synonyms.” Wiggins and McTighe, Understanding by Design

2. “Understanding is always fluid, transformable into a new theory.” What we want students to be able to do is to take information and skills and apply them in new situations rather than “spewing back the particular fact, concepts, or problem sets that were taught.” Wiggins and McTighe Understanding by Desigh

3. “ How does one go about determining what is worth understanding amid a range of content standards and topics?” Wiggins and McTighe, 1989 p.10 BEFORE you do your lesson plans, ask yourself, “What do I really want these student to know? What is the core nugget of knowledge that, when they are 32 years old and have forgotten most of what they have learned, will allow them to function in real life situations?”

4. An essential question: is a provocative question designed to engage student interest and guide inquiry into the important ideas in a field of study. does not have one “right” answer is intended to stimulate discussion and rethinking over time raises other important questions When using more than one, essential questions can be differentiated to meet student needs.

5. An essential question “is an intellectual linchpin. A linchpin is the pin that keeps the wheel in place on an axle. Thus, a linchpin idea is one that is essential for understanding – without it a student cannot go anywhere” (71).

6. Example: Topic – Martin Luther King – What events and people influenced MLK to become a leader in Civil Rights? – How did MLK change the world today? – What techniques did MLK use to persuade the world that his ideas were important? – How did MLK’s leadership and philosophies influence the US position?

7. Two Types of essential questions: Topical – can be answered by uncovering a unit’s content. They stay within the bounds of the topic. They can be answered as a result of in-depth inquiry. Ex: After reading Merchant of Venice, answer the question: Is Shakespeare prejudice? Over-Arching – Point beyond a unit to a larger, transferable idea. May link a topic to other topics and subjects. Ex: What in Shakespeare’s plays make them “classic” literature?

8. What makes a human/country civilized? Unit – Renaissance How did the music and art of the time influence the politics? Unit – Middle Ages Truth vs Fantasy: the feudalism, knights, castles, religion. What was the Middle Ages really like? Unit – Holocaust What factors contributed to this society that still exist today?

9. Three types of knowledge Good to know; knowledge worth being familiar with; covered in class Essential, important to know; uncovered in class Enduring knowledge; has understanding beyond the classroom; student come to the realization

10. How has electricity changed the world? How is electricity an energy source in my world? How is electricity helpful and harmful A circuit is a continuous loop of energy and motion. Static electricity is caused by friction/ transfer of electrons There are different energy sources and they all produce electricity 3 types of circuits: simple; series; parallel Vocabulary: protons, electrons, friction, volts, etc. Lightning facts Make up of a molecule Schematics Parts of a circuit Grade 4 Unit: Electricity; Reports Enduring knowledge: These have value beyond the classroom. Student come to the realization. Knowledge worth being familiar with; facts covered in class Knowledge and skills important to know. These are uncovered in class.

11. Knowledge worth being familiar with; facts covered in class Whose job is it to solve America’s problems? Choose a national park – Whose job is it to preserve this park? Grade 8 Unit: Role of Government Reports/ Persuasive Vocabulary: self-interest, government, democracy, law, etc. Federal/ state/ local How a law Is made length of terms of office Background – growth of industrialism Names and locations of national parks Why national parks were created What is the difference between government and committed group? The enduring knowledge question may embed the facts learned in the other parts of the circle. Enduring knowledge: These have value beyond the classroom. Student come to the realization. Knowledge and skills important to know. These are uncovered in class.

12. How do individuals, groups, towns, and countries make a difference? How can we make a difference? Knowledge and skills important to know. These are uncovered in class. Enduring knowledge: These have value beyond the classroom. Student come to the realization. High School Unit: Holocaust: Reports/Persuasive/ Project The enduring knowledge question may embed the facts learned in the other parts of the circle. Courage to Care: Warsaw Ghetto; Denmark; Avenue of the Just Difference between bias, prejudice, discrimination Preparing for obedience: propaganda, role of education, indoctrination of people Nazi philosophy; fascism; totalitarian government; racism; anti-Semitism Leaders Progression of laws Events

13. Only a person who has questions can have knowledge.” Gadamker, 1994