BHP Course Plan – World History
The Big BangStart: September 5 (2 Weeks)• Lesson 2.0—The Big Bang• Lesson 2.1—How Did Our Understanding of the Universe Change?• Lesson 2.2—What Are Disciplines?Submissions• Investigation 2• Teachers Log2019/20 World History: Sample Year-Long Course PlanContent Pacing Guide20192020AugustSeptemberOctoberNovemberDecemberJanuaryFebruaryMarchAprilMayJuneUNIT 1UNIT 2UNIT 3UNIT 4UNIT 5UNIT 6UNIT 7UNIT 8UNIT 9UNIT 10What Is Big History? Start: August 21 (2 weeks)• Lesson 1.0—Welcome to Big History• Lesson 1.1—Scale• Lesson 1.2—Origin Stories• Lesson 1.3—Claim TestingSubmissions• Investigation 0• Teacher Perception Survey• Student Perception Survey• Teachers LogStars & ElementsStart: September 18 (2 Weeks)• Lesson 3.0—How Were Stars Formed?• Lesson 3.1—Creation of Complex Elements• Lesson 3.2—Way of Knowing: Stars and ElementsSubmissions• Teachers LogOur Solar System & EarthStart: October 2 (2 Weeks)• Lesson 4.0—Earth & the Formation of Our Solar System• Lesson 4.1—What Was Young Earth Like?• Lesson 4.2—Why Is Plate Tectonics Important?• Lesson 4.3—Ways of Knowing: Our Solar System and EarthSubmissions• Teachers LogLifeStart: October 16 (2 Weeks)• Lesson 5.0—What Is Life? • Lesson 5.1—How Did Life Begin and Change?• Lesson 5.2—How Do Earth and Life Interact? • Lesson 5.3—Ways of Knowing: LifeSubmissions• Teacher Perception Survey• Student Perception Survey • Student Concept Assessment• Teachers LogEarly HumansStart: October 30 (2 Weeks)• Lesson 6.0—How Our Ancestors Evolved• Lesson 6.1—Ways of Knowing: Early Humans• Lesson 6.2—Collective Learning• Lesson 6.3—How Did the First Humans Live?Submissions• Investigation 6• Teachers LogAgriculture & CivilizationStart: November 13 (3 Weeks)• Lesson 7.0—The Rise of Agriculture• Lesson 7.1—The First Cities and States Appear• Lesson 7.2—Ways of Knowing: Agriculture and CivilizationSubmissions• Teachers LogExpansion & InterconnectionStart: December 4 (10 Weeks)• Lesson 8.0—Expansion• Lesson 8.1—Exploration & Interconnection• Lesson 8.2—The Columbian Exchange• Lesson 8.3—Commerce & Collective LearningSubmissions• Teachers LogAccelerationStart: February 26 (10 Weeks)• Lesson 9.0—Transitions, Thresholds, and Turning Points in Human History • Lesson 9.1—Acceleration • Lesson 9.2—The Anthropocene• Lesson 9.3—Changing Economies• Lesson 9.4— How Was the Modern World Created? Industrialism• Lesson 9.5—How Was the Modern World Created? Modern States and Identities• Lesson 9.6— Crisis and Conflict on the Global Stage• Lesson 9.7— Acceleration, Demographic, Political, and TechnologicalSubmissions• Investigation 9• Teachers LogThe FutureStart: May 14 (2 Weeks)• Lesson 10.0—Looking Back• Lesson 10.1—The Biosphere• Lesson 10.2—Looking ForwardSubmissions• Teacher Perception Survey• Student Perception Survey • Student Concept Assessment • Teachers Log*Assumes a three-day US Thanksgiving holiday the last week of November, an end of year holiday the last two weeks of December, and a week-long spring holiday in April.Note: Lesson numbers may be not be sequential. BHP World History content is omitted from the Science Year-Long Course Plan.
2019/20Sample World HistoryCourse PlanWorld History 1BHP World History2019/20SAMPLE YEAR-LONGCOURSE PLANCourse LearningOutcomes1.Explain how thresholds of increasing complexity, differing scales of time and space, claim testing, and collective learning help us understand historical, current, and future events as part of a larger narrative. 2.Integrate perspectives from multiple disciplines to create, defend, and evaluate the history of the Universe and Universal change. 3.Deepen an understanding of key historical and scientific concepts and facts; use these in constructing explanations. 4.Engage in meaningful scientific inquiry and historical investigations by being able to hypothesize, form researchable questions, conduct research, revise one’s thinking, and present findings that are well-supported by scientific and historical evidence. 5.Critically evaluate, analyze, and synthesize primary and secondary historical, scientific, and technical texts to form well-craftedand carefully supported written and oral arguments. 6.Communicate arguments to a variety of audiences to support claims through analysis of substantive texts and topics; use valid reasoning and relevant and sufficient evidence through individual or shared writing, speaking, and other formats. 7.Locate and understand how our own place, our community’s place, and humanity as a whole fit into and impact Big History’s narrative. 8.Engage in historical analysis using the theories and practices from multiple disciplines, toward an integrated, interdisciplinary understanding of the history of the Universe.Projected PacingGuide*Unit / ActivityEstimated StartEstimated Duration1August 212 weeks2September 52 weeks3September 182 weeks4October 22 weeks5October 162 weeks6October 302 weeks7November 133 weeks8December 410 weeks9February 2610 weeks10May 142 weeks*Takes into account school holidays, in-service days, and other commonly missed time such as testing days
2019/20Sample World HistoryCourse PlanWorld History 2Unit 1—What Is Big History?Start Date: August 21, 2019 (2 weeks)Learning Outcomes1.Define thresholds of increasing complexity, origin stories, and scale.2.Understand that Big History is a modern, science-based origin story that draws on many different types of knowledge.3.Understand how you fit into the Big History narrative, using the concept of “thresholds” to frame your past, present, and future as well as thehistory of the Universe.4.Understand what disciplines are and consider how the viewpoints of many different scholars can be integrated for a better understanding of a topic. 5.Learn to use timelines as a way to compare the scale of personal and historic events. 6.Identify a thesis statement and how writing is structured, and evaluate both of those elements in writing.Unit 1 Driving Question"Why do we look at things from far away and close up?"Lesson 1.0—Welcome to Big History1.Activity:History as Mystery 2.Activity: Easter Island Mystery3.Read: Easter Island4.Activity: Vocab –Word Wall5.Watch:What Is Big History? 6.Watch:The Big Bang–Crash Course7.Activity: Big History Website Scavenger Hunt 8.Watch:A Big History of Everything–H2 (Clip 0:00 to 8:20)9.Closing: Investigation 0Lesson 1.1—Scale1.Activity: Scale -History of Me 2.Watch: To Scale: The Solar System3.Activity: Vocab Tracking4.Activity: Threshold Name Game5.Read:“Big History Overview”6.Activity: DQ Notebook7.Activity: Scale -Big History on a Football Field8.Activity: Human History on a String 9.Activity: Scale -Timelines Lesson 1.2—Origin Stories1.Watch:Big Questions –H2 2.Activity: “Intro to Origin Stories”3.Read: “Origin Stories Introduction”4.Read: “Origin Story: Modern Scientific”5.Activity:“Origin Stories Article Collection”6.Read: “Origin Story: Chinese”7.Read: “Origin Story Judeo-Christian”8.Read: “Origin Story: Iroquois”9.Read: “Origin Story: Mayan”10.Read: “Origin Story: Greek”
2019/20Sample World HistoryCourse PlanWorld History 311.Read:“Origin Story: Zulu”12.Read:“Origin Story: Efik”13.Read: “Cosmology and Faith”Lesson 1.3—Claim Testing1.Opening: Claim Testing –Snap Judgment 2.Activity: DQ Notebook3.Activity: Vocab –Live Concept Mapping4.Read: “Approaches to Knowledge”5.Watch:How Do We Decide What to Believe?6.Activity:Claim Testing –What are the Claim Testers? 7.Activity: Analyzing Investigation Writing –Claim and Focus8.Closing: Investigation 1Note: Lesson 1.4 is for BHP Science Implementations.Unit 2—The Big BangStart Date: September 5, 2019(3 weeks)Learning Outcomes1.Explain the basics of the Big Bang theory and the primary evidence that supports this theory. 2.Using evidence from texts and claim testing, explain why views of the Universe have changed over time and the roles that scientists played in shaping our understanding of the origin of the Universe. 3.Understand how to use claim testing to evaluate a claim or resource.4.Locate Ptolemy, Copernicus, Galileo, Newton, and Hubble on a timeline and explain what each added to our collective understanding of the structure of the Universe. Unit 2 Driving Questions“How and why do individuals change their minds?”“How and why did human understanding of the Universe change?“Lesson 2.0—The Big Bang1.Opening/Activity –Causation: Natural Disasters2.Activity: Vocab –Word Wall3.Watch:A Big History of Everything –H2(Clip 8:25 to 12:04)4.Read: “Complexity and Thresholds”5.Activity: Narrative and Thresholds –The Big Bang6.Watch: Threshold 1 –The Big Bang7.Activity:This Threshold Today: The Big Bang8.Watch:Questions About the Big Bang 9.Closing: Big Bang InfographicLesson 2.1—How Did Our Understanding of the Universe Change?1.Activity: Claim Testing -Authority2.Activity: DQ Notebook3.Activity: Vocab Tracking4.Watch:Crash Course Big History: Why Cosmic Evolution Matters5.Read: “Claudius Ptolemy”6.Read: “Galileo Galilei”
2019/20Sample World HistoryCourse PlanWorld History 47.Read: “Nicolaus Copernicus”8.Read: “Isaac Newton”9.Read: Henrietta Leavitt10.Read: “Edwin Hubble”11.Activity:Scale -Changing Views Timeline12.Activity: Views of the Universe DebateLesson 2.2—What Are Disciplines?1.Opening: Disciplines –Who Knows What?2.Activity: DQ Notebook3.Activity: Vocab –Word Wheel4.Watch:Are WeAlone? –H2 5.Watch:Ways of Knowing –Introduction to Cosmology6.Watch:Ways of Knowing –Introduction to Astrophysics7.Activity: Disciplines -What Do You Know? What Do You Ask? 8.Activity: Analyzing Investigation Writing –Use of Evidence9.Closing: Investigation 2Note: Lesson 2.3 is for BHP Science Implementations.Unit 3—Stars & ElementsStart Date: September 26, 2019(3 weeks)Learning Outcomes1.Describe how stars form. 2.Explain what happens in the life of a star and explain what happens when a star dies. 3.Explain how the death of stars results in the creation of heavier elements. 4.Explain why the formation of stars and the emergence of elements are so important in our world. 5.Understand what scholars from multiple disciplines know about a topic and the questions they can ask to gain an understanding of the topic from an integrated perspective.6.Understand how to use and apply the concept of periodization. 7.Identify various types of causes and consequences, including short-term, long-term, and triggering events. Unit 3 Driving Question"How can looking at the same information from different perspectives pave the way for progress?"Lesson 3.0—How Were Stars Formed?1.Opening: The Life of a Star2.Activity: Vocab –Word Wall3.Watch: How Were Stars Formed? 4.Activity: Narratives and Thresholds –The Stars Light Up5.Watch:Threshold 2 –The Stars Light Up6.Activity: Causation–Star Formation Part 17.Watch: A Big History of Everything –H2(Clip 12:05 to 16:47)8.Activity: This Threshold Today: The Stars Light Up9.Activity: DQ Notebook10.Closing: Star Comics Lesson 3.1—Creation of Complex Elements
2019/20Sample World HistoryCourse PlanWorld History 51.Opening: Is It in There?2.Activity: Narratives and Thresholds –New Chemical Elements 3.Activity: Vocab Tracking4.Watch: Threshold 3 –New Chemical Elements5.Watch:What Did Stars Give Us? 6.Watch: Crash Course Big History: Why Star Stuff Matters7.Activity: Causation –Star Formation Part II8.Read: “A Little Big History of Silver”9.Closing: Superhero Element Lesson 3.2—Ways of Knowing: Stars and Elements1.Opening: Claim Testing -Intuition2.Activity: DQ Notebook3.Activity:Vocab –Word Relay4.Watch:Ways of Knowing –Intro to Chemistry 5.Activity: Disciplines -What Do You Know? What Do You Ask?6.Watch:Crash Course Chemistry –Periodic Table of Elements 7.Read: “Dmitri Mendeleev –Building the Periodic Table of Elements”8.Read: “Marie Curie –Chemistry, Physics, and Radioactivity”9.Activity:Scale -Timelines and Periodization10.Activity: Analyzing Investigation Writing –Applying BHP Concepts11.Closing: Investigation 3Note: Lessons 3.3 and 3.4 are for BHP Science Implementations.Unit 4—Our SolarSystem & EarthStart Date: October 17, 2019 (3 weeks)Learning Outcomes1.Explain why planets are more complex than stars. 2.Use evidence to explain how the Earth and its atmosphere developed and changed over time. 3.Explain the basic mechanisms and key pieces of evidence for plate tectonics, and how plate tectonics impacts life on Earth. 4.Define geology, the types of questions geologists ask, and the tools they use to answer those questions. 5.Explain why geology is important to understanding the history of the Earth. 6.Understand how geologists can work with scientists and historians from other disciplines to form a deeper understanding of the history of the Earth. 7.Understand multiple causes and how identify them. 8.Demonstrate an ability to construct an argument in writing. Unit 4 Driving Question"How and why do theories become generally accepted?"Lesson 4.0—Earth & the Formation of Our Solar System1.Opening: Planet Card Sort2.Activity: Vocab –Word Wall3.Activity: Narratives and Thresholds –Earth & the Solar System 4.Watch: Threshold 4 –Earth & the Solar System5.Watch:How Did Earth and the Solar System Form?
2019/20Sample World HistoryCourse PlanWorld History 66.Read: “How Our Solar System Formed”7.Activity:Causation –Categorizing Causes8.Activity:Active AccretionLesson 4.1—What Was Young Earth Like?1.Opening: Analyzing Investigation Writing –Organization 2.Activity: DQ Notebook3.Activity: Vocab Tracking4.Watch:What Was the Young Earth Like?5.Watch:The Early Atmosphere 6.Closing: This Threshold Today –Earth and the Solar SystemLesson 4.2—Why Is Plate Tectonics Important?1.Watch:Crash Course: TheSolar System & the Earth 2.Watch:Our Shifting Globe3.Read: “Why We're All Lava Surfers”4.Closing: Biography of a Continent Lesson 4.3—Ways of Knowing: Our Solar System and Earth1.Opening:Vocab –Word Sneak2.Activity: DQ Notebook3.Watch:Introduction to Geology4.Read: “Alfred Wegener & Harry Hess” 5.Activity:Claim Testing -Evidence6.Read: “Eratosthenes” 7.Watch:Introduction to the Geologic Time Chart 8.Read: “Principles of Geology”9.Activity: Disciplines -What Do You Know? What Do You Ask?10.Activity:Was There Science Before the Scientific Revolution?11.Activity: Revising Investigation Writing –Claim and Focus12.Closing: Investigation 4 Note: Lessons 4.4 and 4.5 are for BHP Science Implementations.Unit 5—LifeStart Date: November 7, 2019(3 weeks)Learning Outcomes1.Describe the conditions that made it possible for life to emerge on Earth. 2.Explain the differences between life and nonlife. 3.Describe the major events in the development of life on Earth and explain what is meant by the term biosphere.4.Use evidence to explain adaptation and evolution, including Darwin’s theory of natural selection and DNA. 5.Demonstrate using texts as evidence in historical writing. Unit 5 Driving Question"How and why do theories evolve?”
2019/20Sample World HistoryCourse PlanWorld History 7Lesson 5.0—What Is Life?1.Opening: DQ Notebook2.Activity: Vocab –Word Wall3.Watch:A Big History of Everything –H2 (Clip 26:45 to 39:42)4.Activity:How Closely Related Are We? 5.Watch:Crash Course: The Origin of Life 6.Read: “Life and Purpose” Lesson 5.1—How Did Life Begin and Change?1.Opening: Spontaneous Generation2.Activity: Vocab Tracking3.Watch:How Did Life Begin and Change?4.Activity: Narratives and Thresholds –Life 5.Watch:Mini Thresholds of Life6.Activity: Are These the Right Mini Thresholds of Life?7.Watch:Life in All Its Forms8.Activity:The Tree of Life Infographic9.Watch:Crash Course Big History: Why the Evolutionary Epic MattersLesson 5.2—How Do Earth and Life Interact?1.Opening: Living in the Extremes of the Biosphere 2.Activity:Vocab –What’s My Word? 3.Activity:DQ Notebook4.Read: “What Is the Biosphere?” 5.Watch:How Do Earth and Life Interact?6.Activity:A Year in the Life of a Species7.Watch:How We Proved an Asteroid Wiped Out the DinosaursLesson 5.3—Ways of Knowing: Life1.Activity: The Voyage of the Beagle2.Read: “Darwin, Evolution, and Faith” 3.Read: “Crick, Watson, and Franklin” 4.Watch:Codes –H25.Activity: Scale –Evolution and Life Timeline6.Activity: Revising Investigation Writing: Use of Evidence7.Closing: Investigation 5Note: Lesson 5.4 is for BHP Science Implementations.Unit 6—Early HumansStart Date: January 2, 2020 (3 weeks)Learning Outcomes1.Describe human evolution, using evidence and connection to other species of mammals.2.Explain whether or not symbolic language makes humans different.3.Describe how early humans lived.4.Explain collective learning.5.Understand what scholars from multiple disciplines know about a topic and the questions they can ask to gain an understanding of the topic from an integrated perspective.
2019/20Sample World HistoryCourse PlanWorld History 86.Show early human migration on a map.7.Demonstrate using BHP concepts accurately in writing. 8.Demonstrate an understanding of multiple causes and how they complicate the relationship between causes, consequences, and their interaction with one another.Unit 6 Driving Question"What makes humans different from other species?"Lesson 6.0—How Our Ancestors Evolved1.Activity: Vocab –Word Wall2.Opening: Early Ancestors 3.Watch: Threshold 6 –Humans and Collective Learning4.Watch: Human Evolution –Crash Course5.Activity: Evolution Comic6.Read: “Lucy and the Leakeys”7.Read: “Jane Goodall”Lesson 6.1—Ways of Knowing: Early Humans1.Activity: Vocab Tracking2.Activity: DQ Notebook3.Watch:Intro to Anthropology4.Watch:Intro to Archaeology5.Activity: Disciplines -What Do You Know? What Do You Ask?6.Activity: Historos Cave 7.Closing: Little Big History Kickoff Lesson 6.2—Collective Learning1.Opening: Collective Learning Snap Judgment2.Read: “Collective Learning” (Part 1)3.Watch:Crash Course Big History: Why Human Evolution Matters4.Watch: Common Man –H25.Watch: Early Evidence of Collective Learning6.Activity: Culture and Collective Learning Debate7.Closing: Causation -Alphonse the CamelLesson 6.3—How Did the First Humans Live?1.Opening: DQ Notebook2.Watch:How Did the First Humans Live? 3.Read: “Foraging” 4.Watch:From Foraging to Food Shopping5.Activity:Hunter Gatherer Menu6.Watch: Crash Course Big History:Why Human Ancestry Matters7.Activity: Human Migration Patterns8.Activity:Little Big History –Choosing Your Focus9.Activity: Revising Investigation Writing –Applying BHP Concepts10.Closing: Investigation 6Unit 7—Agriculture & CivilizationStart Date: January 23, 2020 (4 weeks)
2019/20Sample World HistoryCourse PlanWorld History 9Learning Outcomes1.Define agriculture and describe where it emerged.2.Identify the features of agrarian civilizations.3.Understand the similarities and differences between the lifestyles of hunter-gatherers and farmers.4.Describe how early civilizations formed and their key features.5.Understand what scholars from multiple disciplines know about agriculture and civilization and the information they can derive from them using an integrated perspective.6.Describe how agrarian civilizations formed and analyze their key similarities and differences. 7.Use sentence starters to strengthen making an argument in writing. Unit 7 Driving Question"To what extent wasfarming an improvement over foraging?"“What makes human societies similar and different?”“Why do societies collapse?”Lesson 7.0—The Rise of Agriculture1.Activity: Vocab –Word Wall2.Activity: This Threshold Today -Agriculture3.Watch: Threshold 7 —Agriculture4.Activity: DQ Notebook5.Watch:Why Was Agriculture So Important?6.Watch: Jacqueline Howard Presents: History of Domestic Animals7.Read: “Collective Learning” (Part 2)8.Activity: Biography of a Crop9.Read: “What’s for Dinner Tonight? Evidence of Early Agriculture –The First Farmers” 10.Closing: Little Big History Biography Lesson 7.1—The First Cities and States Appear1.Opening: Comparing Crops2.Activity: Vocab Tracking3.Watch:Where and Why Did the First Cities and States Appear? 4.Read: Agrarian Civilizations Introduction5.Activity: Comparing Civilizations6.Read: “Uruk”7.Read: “Mesoamerica”8.Read: “Jericho”9.Read: “East Asia”10.Read: “Greco Roman”11.Read:“Aksum”12.Read:“Ghana”13.Read: “We’re Not in Kansas Anymore: The Emergence of Early Cities’” 14.Read: “The Origin of World Religions” 15.Closing:Early Civilization Museum Project16.Activity:Comparing More Civilizations Lesson 7.2—Ways of Knowing: Agriculture and Civilization1.Opening:Social Status, Power, and Human Burials2.Watch:Intro to History3.Read: “Recordkeeping and History”4.Activity:Disciplines -What Do You Know? What Do You Ask?5.Watch:Migrations & Intensification –Crash Course
2019 /20 Sample World History Course Plan World History 10 6.Activity: DQ Notebook7.Read: “The Origin of Agriculture in Africa”8.Activity: Little Big History – Research Questions9.Activity: The Rise, Fall, and Collapse of Civilizations10.Closing: Were They Pushed or Did They Jump?11.Activity:Revising Investigation Writing – Sentence Starters Part 112.Closing: Investigation 7Note: Lesson 7.3 is for BHP Science Implementations.Unit 8—Expansion & InterconnectionStart Date: March 6, 2020 (4 weeks) Learning Outcomes1. Analyze what propelled the expansion and interconnection of agrarian civilizations.2. Investigate the implications of interconnected societies and regions by looking at spread of people, plants,animals, disease, goods, and ideas.3. Explain how new networks of exchange accelerated collective learning and innovation.4. Describe the changing characteristics of societies in the four world zones before and after oceanic traveland the thickening of global networks.5. Use sentence starters to strengthen the use of texts as evidence in writing.6. Analyze a complex historical event through the lens of causality.Unit 8 Driving Question"What are the positive and negative impacts of interconnection?"Lesson 8.0—Expansion 1.Opening: What Caused Expansion?2.Activity: Vocab – Word Wall3.Opening: DQ Notebook4.Watch:Why Did Civilization Expand?5.Watch:The Modern Revolution – Crash Course6.Activity: World Zone Game7.Read: “The Four World Zones”8.Closing – Causation – The Modern RevolutionLesson 8.1—Exploration & Interconnection1.Opening: World Travelers2.Activity: Vocab Tracking3.Watch: Crash Course Big History: Why Early Globalization Matters4.Read: “China: The First Great Divergence”5.Read: “An Age of Adventure”6.Activity: An Age of Adventure7.Read: “Ibn Battuta”8.Read: “Marco Polo”9.Read: “Zheng He”10.Activity: Explorers Mini Project11.Watch: Brain Boost – H212.Activity: Human Migration Patterns II
2019/20Sample World HistoryCourse PlanWorld History 1113.Closing: Issues of Colonization Mini Project Lesson 8.2—The Columbian Exchange (WH)1.Opening:Columbian Exchange Snap Judgment 2.Watch:Crash Course World History: The Columbian Exchange3.Read: “Investigating the Consequences of the Columbian Exchange” 4.Read:“When Humans Became Inhumane: The Atlantic Slave Trade” 5.Activity:Columbian Exchange Timeline 6.Closing:Columbian Exchange InfographicLesson 8.3—Commerce & Collective Learning1.Opening: Quick Poll –Has the Scientific Revolution Ended? 2.Activity: DQ Notebook3.Watch: Jacqueline Howard Presents: The History of Money 4.Read: “One Lump or Two?The Development of a Global Economy” 5.Watch: Systems of Exchange and Trade6.Read: “Benjamin Banneker: Science in Adversity”7.Read: “The First Silk Roads”8.Read: “Lost on the Silk Road”9.Read: “A Curious Case: African Agrarianism”10.Activity: Personal Supply Chain11.Activity: Little Big HistoryFinal Project 12.Read: “She Blinded Me with Science: Collective Learning and the Emergence of Modern Science” 13.Activity:Debate: Has the Scientific Revolution Ended? 14.Activity: Revising Investigation Writing –Sentence Starters Part 215.Closing:Investigation 8Unit 9—AccelerationStart Date: April 3, 2020 (4 weeks)Learning Outcomes1.Describe accelerating global change and the factors that describe it. 2.Understand the key features that define the Anthropocene.3.Describe the acceleration in world population, technology, science, communication, and transportation. Explain how they have benefited and threatened humanity.4.Explain the changes in the use, distribution, and importance of natural resources on human life. 5.Use sentence starters to build skills in applying BHP concepts to writing.6.Analyzethe causes and consequences of major revolutions in globalpolitical, economic, and socialnetworks.7.Analyze the causes and consequences of shifts in world population,includingtheimpactofindustrialism and commerce. 8.Analyze the causes, characteristics, and long-term consequences of WorldWarI,the GreatDepression and World War II. Unit 9 Driving Question"To what extent has the Modern Revolution been a positive or a negative force?"Lesson 9.0 –Transitions, Thresholds, and Turning Points in Human History1.Opening: Scale -Periodizing Big History
2019/20Sample World HistoryCourse PlanWorld History 122.Infographic: BHP Timeline: Modern Revolution 3.Activity: A Day in the Life 4.Watch: Threshold 8 –The Modern Revolution5.Closing: Scale-How Would You Periodize Human History? Lesson 9.1—Acceleration1.Opening: The Appetite for Energy2.Activity: Vocab –Word Wall3.Activity: DQ Notebook4.Watch: Crash Course World History: The Industrial Revolution5.Read: “The Industrial Revolution”6.Watch: How Did Change Accelerate?7.Read: “Acceleration”8.Activity: Debate: Is Change Accelerating? Lesson 9.2—The Anthropocene1.Watch:Crash Course: The Anthropocene and the Near Future2.Activity: Vocab Tracking3.Read: “The Anthropocene”4.Read:“Anthropocene Africa” 5.Activity: Graphing Population Growth6.Closing:The Impact of Population Growth EssayLesson 9.3—Changing Economies1.Opening: DQ Notebook2.Read: “Collective Learning” (Part 4) 3.Watch: A Big History of Everything –H2(Clip 1:07 to 1:14)4.Read: “Smith, Marx, and Keynes”5.Activity:This Threshold Today6.Activity: Revising Investigation Writing: Sentence Starters Part 37.Closing: Investigation 9Lesson 9.4—How Was the Modern World Created? Industrialism1.Opening: New Jobs 2.Watch: How Was the Modern World Created3.Read: “Why Is that T-Shirt So Cheap? The Origins of the Industrial Revolution” 4.Watch: Crash Course World History: Globalization I –The Upside 5.Closing: What Role Did Industrialism Play in Creating the Modern World? Lesson 9.5—How Was the Modern World Created? Modern States and Identities1.Opening: Who Are You? Braided Identities Quick Poll 2.Activity: Forming the Concept of Nationalism 3.Read: “You Say You Want a Revolution: Political Change on Both Sides of the Atlantic” 4.Watch:Crash Course World History: Imperialism 5.Read: “Imperialism and Resistance Shape a Modern World: 1850 –1914” 6.Closing: Rights and Resistance Timeline Lesson 9.6—Crisis and Conflict on the Global Stage1.Read: “Crisis and Conflict on the Global Stage” 2.Activity: Understanding the Causes of World War I3.Watch: Crash Course World History: Archdukes, Cynicism, and World War I
2019/20Sample World HistoryCourse PlanWorld History 134.Activity: Understanding the Consequences of the Global Depression5.Watch: Crash Course World History: World War II 6.Activity: Propaganda and World War II 7.Read: “A Bird’s Eye View: Acceleration and Global Chaos in the Early Twentieth Century” 8.Closing: Mapping the World: 1914, 1945, 1985, Today Lesson 9.7—Acceleration –Demographic, Political, and Technological1.Activity: Comparing Most Populous Cities by Century, 1500 to Present 2.Read: “And Then Gandhi Came: Nationalism, Revolution, and Sovereignty” 3.Read: Declaration of Rights Document Collection 4.Activity: Comparing Rights Documents 5.Closing: Democratic and Independent States TimelineNote: Lessons 9.8 and 9.9 are for BHP Science Implementations.Unit 10—The FutureStart Date: May 1, 2020 (4 weeks)Learning Outcomes1.Explain the Big History story and its defining features and patterns.2.Identify important human and environmental issues that affect the future of our species and the biosphere.3.Propose a vision of the future based on new understandings of the past.Unit 10 Driving Question"What’s the next threshold?"Lesson 10.0—Looking Back1.Opening: Timeline Review2.Activity: Vocab –Word Wall3.Watch:The History of Everything –TED4.Activity: DQ Notebook5.Activity: Scale 6.Closing: Disciplines: What Do You Know? What Do You Ask? Lesson 10.1—The Biosphere1.Opening: Natural Disasters2.Activity: Vocab Tracking3.Watch: Crash Course World History: Globalization II –Good or Bad4.Watch:The Atmosphere and Climate5.Watch: Jacqueline Howard Presents: A Day on Mars6.Activity: Gapminder Card Sort7.Closing: Visions of the FutureLesson 10.2—Looking Forward1.Watch: A Big History of Everything –H2 2.Read: “Complexity and the Future” 3.Watch:Bill Gates: Visions of the Future
2019/20Sample World HistoryCourse PlanWorld History 144.Watch:Crash Course: The Deep Future 5.Read:“Biography of Sylvester James Gates, Jr”6.Activity: DQ Notebook7.Closing: The Future of Our PlanetNote: Lesson 10.3 is for BHP Science Implementations.