I'm intrigued by Wiggins' discussion of questions to be raised by teachers...and left in the air, indefinitely. Questions about Questions: NCSS and UbD | Granted, and...
Hmmmm....it’s only “compelling” if it leads to debate and no final “official” answer. Okay by me.
In NYS, a proposed “compelling” question in a model inquiry reads even more like a convergent supporting question than a compelling question:“Did African-Americans gain their freedom during the era of Reconstruction?”I don’t think it is picky to say that the NY example seems neither “intriguing” nor “intellectually honest.” It feels like a typical “teacherly” question, the kind teachers and Professors ask and answer in lectures. At the very least, the phrasing strongly suggests that there is a correct answer to be established eventually. So, the question is not intellectually honest. Nor is this question likely to intrigue the average 8th grader as stated.
...here are some possible edits to it:
These questions now suggest more honest inquiry than the original. However, ....
- To what extent were freed slaves free?...
- What did the country owe the freed slaves? ...
- How does a slave or any person become truly free?
At the very least, I would strongly recommend that NYS trainers, facilitators, and social studies supervisors make this point explicit and unambiguous: it’s only “compelling” if it leads to debate and no final “official” answer. Otherwise we will merely reinvent coverage introduced by merely rhetorical questions.
Hmmmm....it’s only “compelling” if it leads to debate and no final “official” answer. Okay by me.
