I went to Ghana several years ago and was overwhelmed by the beauty of the land and people, as well as the history of the place that hovered just out of reach. When I visited the slave castles, where millions of Africans were housed like cattle before being shipped as cargo and sold as slaves, I felt their spirits crying out to me. Crawling on my hands and knees through the Door of No Return, which led from the darkness of the prison to the incomprehensible vastness of a beach, I knew I must tell the story of someone who had passed that way.Guest Blogger: Author Sharon M. Draper
I went to Ghana several years ago and was overwhelmed by the beauty of the land and people, as well as the history of the place that hovered just out of reach. When I visited the slave castles, where millions of Africans were housed like cattle before being shipped as cargo and sold as slaves, I felt their spirits crying out to me. Crawling on my hands and knees through the Door of No Return, which led from the darkness of the prison to the incomprehensible vastness of a beach, I knew I must tell the story of someone who had passed that way.
Everyone in education has heard about different learning styles; some of the most prominent are visual, auditory, and kinesthetic. Perhaps educators have even considered their own learning style and how it influences teaching. But, has consideration ever been given to how these learning styles impact inspiration, interest, and research for a project that follows the inquiry process?