You might know them as Fertile Questions, Enquiry Questions, or plain old, Big Questions, but the idea that the curriculum ought to be organised around broad, disciplinary, substantive enquires is a popular one. It seems to be an especially popular approach with the history teaching community. Christine Counsell goes so far as to say that such questions are “vital in history because without you can’t learn how the second-order concepts of the discipline work.” As an example she goes that a question...