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We're all accustomed to identifying essential questions for units and lessons. We know that doing so can help us and our students stay focused on the concepts to be learned. Projects like and courses like Theory of Knowledge are centered around a set of meaningful, relevant, and open-ended questions that create a framework for learning and also leave lots of room for exploration and making connections between times and cultures and contents. Maybe this is the year to develop a big question for your course. Read on for more information and some ideas for consideration. Many of the ideas in the following two lists come from this site: 

Why big questions:

Questions nearly always generate more conversation and inspiration than statements do.
Questions encourage students to use their imaginations, to respond to you, and to explore their own thoughts.
Big questions are a springboard for ideas and opinions.
When big questions deal with big issues, the conversation and learning can go on and on.
Big questions focus students on the learning and knowledge they will get in our lessons that will help them understand the topic.
Big questions make students think and draw on previous experiences and knowledge.

Considerations when developing questions:

Will it allow for meaningful learning experiences?
Is it relevant to our / students' lives?
Will students understand the question and find it intriguing?
Is it open-ended, with no simple right answer?
Does it require a complex answer?
Will it make students look for evidence to support their answers?
Will students need to learn my content & skills in order to answer it?
Does it focus on an authentic inquiry, issue, problem or challenge?
Does it need to be investigated, argued, looked at from different points of view?
Does it encourage active “meaning making” by the learner about important ideas?
Does it raise other important questions?
Does it naturally arise in everyday life, and/or in “doing” the subject?
Does it constantly and appropriately recur; can it fruitfully be asked and re-asked over time? 

History Rising's Big Question Approach:

BQ 1 is an introductory Big Question which explores the flawed but crucially important nature of searching for truth in history.
BQs 2-5 explore the conceptual frameworks which underpin the ways that society constructs understandings of the past.
BQs 6-8 shift the focus onto the methods of historians, and the methodological challenges that historians face.

BQ1: Why is the search for truth about the past flawed but nonetheless of great importance?

BQ2: How and with what success can historians solve the impossible problem of causality?
BQ3: How do judgments about significance alter what is included and excluded from historical narratives?
BQ4: How and with what implications do certain perspectives about the past carry greater weight than others?
BQ5: How do judgments about change and continuity in the past depend upon what we are looking for?

BQ6: How should historians use evidence in a world with an exponential growth in data?
BQ7: How do we write truthfully about the past in a post-truth age?
BQ8: How does the process of investigating history shape the search for meaning and truth?

These questions are a part of the program's inquiry cycle and are designed to help students construct meaning.

Bioscience High School Experience:

During my tenure at BHS, we went to a great deal of effort to rethink school and to create experiences that were meaningful and relevant for students. Developing questions to guide experiences was a regular part of our work. Eventually, we got to a point where we had a different question to guide each grade level, but even before that point in our evolution, our course clusters (integrated course groups, ie Humanities, MOW (physics & algebra), BioChem, etc.) developed questions to guide learning. Our overarching, campus-wide question was "What does it mean to be human?". Over the course of time, we created questions for course groups and grade levels. Here are some of the types of inquiries we generated - How do our responses shape and impact humanity? What has it meant to be human throughout the history of the world? How does the human experience, as defined through world history, shape how we view humanity today? What has it meant to be human throughout the history of America? How does the human experience, as defined through American history, shape how we view America today? What does it mean to be human in today's society? What will it mean to be human in tomorrow's society? How and why do we interact with people? How and why do we manage our resources? How and why do we interact with the environment?

Eventually, we designed a framework with a primary question for each grade level and secondary questions to support it. These questions were related to our big campus-wide question, and reflected the progression of students through grade level work & content from 9th-12th grade. I've provided the context for each grade level to help with understanding the question sets.

Freshman Year
Courses: English, Art, Spanish, PE/Health, MOW (MOSI & Integrated Math)
Focus: Personal Identity
Primary Question: How do I make sense of the world?
Secondary Questions: What is a model? Why and how do I create models? Why and how do I use models? Why and how do I evaluate models? What is the relationship between the interaction and change?

Sophomore Year
Courses: World Literature, World History, Spanish, BioChem, Integrated Math
Focus: Global Identity
Primary Question: How do we engage with our world?
Secondary Questions: How do our needs, values, and perpectives influence our decision making? How do processes help us to understand our world in order to make informed decisions? How does energy drive the interactions that change our world? How does our influence and interaction with each other and our environment help us sustain the Earth's resources?

Junior Year
Courses: American Literature, American History, Spanish, Geo w/PreCalc, BioEthics, Pathway-specific Science (i.e. Astronomy, Anatomy & Physiology, or Physics & Engineering)
Focus: Global Responsibility
Primary Question: How can we engage responsibly with the complex systems of our world?
Secondary Questions: How can we make better sense of complex systems? What impacts do our actions have on complex systems? How can we make more responsible decisions involving complex systems? Why do our strategies for engaging with complex systems need to account for their dynamic nature?

Senior Year
Courses: GES | Government, Economics & Society (Government, Economics, English), Calculus, Pathway-specific Science (i.e. Astronomy, Epidemiology, or Engineering), Internship
Focus: Personal Responsibility
Primary Question: How will I meaningfully contribute to our complex society?
Secondary Questions: Why do my actions matter to society? How can I optimize my understanding of our complex society? What informs / influences my contributions to society? What helps maximize the resources available to our complex society?