Todd Nussen - World History

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1 My Course Plan Todd Nussen - World History School Year Name Profile School Bio Grades taught Classes per day Length of time per class Length of school year BHP students per year Todd Nussen High school world history teacher Oceanside High School in Oceanside, NY (public school) I have been teaching world history for ten years at Oceanside High School on Long Island, New York. I received my B.A. in Speech Communications & Rhetorical Studies with a minor in history from Hofstra University. I received my M.S. Ed. in Social Studies Education from Queens College where I was also the recipient of the Research Award in Social Studies. Our school teaches ninth grade social studies as a three-period block along with English and a collaboratively taught conference class for writing, research, and enrichment activities. Last year, my English partner and I received the NYSEC award for Collaborators of Excellence for our work using Big History curriculum. 9 th and 10 th Five classes per day (Two 10th grade Global History & Geography classes, two 9th grade Big History classes, one collaborative conference class) 41 minutes 10 months (September June) I have 60 BHP students; my school has about 350 in total Base course plan Semester Year Long World History How is your course different from this standard course plan? What suggestions do you have for teachers who might choose to follow your course plan? The course we teach is a combination of Big History/World with content mandated by the New York State Board of Regents. In New York, we have a Global History & Geography Regents which is based on two years of study (Global I covers Early Man to the Enlightenment and Global II covers the French Revolution to the Modern World). In 2015, Big History replaced our Global I curriculum. Ninth grade Big History teachers are still responsible for covering this content. Unit 9 (Threshold 8) is what our 10th grade curriculum is based on. We provide our students with a brief overview of how the Industrial Age changed the world in Big History so that students can complete a Little Big History project that encompasses all eight thresholds. Students at Oceanside must still take the Global History & Geography Regents If you teach at a public school in New York, you might want to use this plan as a guide to teach Big History. If so, you can replace your ninth grade (Global I) curriculum with Big History. Your students will still be prepared for the Global History & Geography Regents exam. Our Regents results for Big History students are coming soon! BIG HISTORY PROJECT / TEACHER PROFILE 1

2 Unit 1 What is Big History? At first I believed that this unit was focused on why Big History is superior to other history classes and I was skeptical wasting class time trying to sell this course to my students. Over the past couple of years, however, what I found is that these lessons are crucial to understanding the major themes of Big History. It doesn t sell the course to them it actually gets some of them excited about a new approach to learning. Big History on a Football Field is a must. In New York State, we are required to cover world religions in Global History. We figured that teaching this topic would be appropriate while introducing Big History origins stories. 1. Activity: History as Mystery 2. Watch: What is Big History? 3. Watch; A Big History of Everything 4. Activity: Big History on a Football Field 5. Activity: Who Knows What? 6. Activity: What Do You Know? What Do You Ask? 7. Activity: My Timeline 8. Activity: Threshold Concentration 9. Origin Stories/Belief Systems* 10. Activity: Origin Stories Chinese, Judeo-Christian, Iroquois, Mayan, and Greek 11. Activity: Examination of Hinduism, Buddhism, Judaism, Christianity, Islam, Daoism, Confucianism, Legalism, Animism, and Shintoism 12. Closing: Exam on Origin Stories and Belief Systems Unit 2 The Big Bang Since Big History replaced our ninth grade Global History & Geography I class, and we must cover most of the history that we were typically teaching, we are only able to spend about six to eight weeks on the science units. For my students, the most important things for them to learn are: the ingredients, Goldilocks conditions, and new complexities that came out of each science threshold. The videos and activities found on the website are the perfect method for delivering this information. In addition, some of the texts from Investigation 2 work well with mythology units that English teachers might be examining for freshmen. The most important part of this unit, however, is the introduction to claim testing. This is going to be a term and method of teaching you will use throughout the entire course. Lastly, at the end of each unit you ll see I have an assignment called: Threshold Comic. After each threshold, students are given pertinent vocabulary words, ingredients & Goldilocks conditions, and the new complexity and are required to create a page of the Big History comic book that will work as a narrative of the course. We do this on ipads, but it can also be created by using a desktop, tablet, or by hand. 1. Activity: Changing Views Timeline 2. Activity: Big Bang Snap Judgment 3. Watch: A Big History of Everything 4. Watch: Threshold 1 The Big Bang 5. Activity: Claim Testing Snap Judgment 6. Watch: How Do We Decide What to Believe? 7. Activity: Claim Testing Worksheet The Big Bang 8. Watch: The Big Bang Crash Course (from Unit 1) 9. Closing: Investigation 2 BIG HISTORY PROJECT / TEACHER PROFILE 2

3 10. Closing: Threshold 1 Comic Unit 3 Stars & Elements For my students, this unit (Thresholds 2 & 3) goes pretty quickly. The Life of a Star and Is It in There? activities are a must. I also use several of the videos with some sort of guide with questions. This enables my students to figure out the ingredients, Goldilocks conditions, and new complexities associated with both thresholds. One of the most interesting ideas from this unit is the introduction of the Big History videos from the History Channel. These are fascinating minute videos that demonstrate how the eight thresholds of Big History are connected and sculpt the world we live in by focusing on one particular topic (i.e. horses, water, and sugar). The one here is the Big History of silver. As mentioned above, my students end this unit by creating threshold comics. 1. Activity: The Life of a Star 2. Activity: My Threshold Card 3. Watch: How Were Stars Formed? 4. Activity: Is It in There? 5. Watch: What Did Stars Give Us? 6. Watch: Stars & Galaxies Crash Course 7. Activity: Superhero Element 8. Watch: Silver Supernova -H2 9. Activity: Investigation 3 Texts 10. Closing: Threshold 2 & 3 Comics 11. Closing: Exam on Thresholds 1-3 Unit 4 Our Solar System & Earth This unit is chock full with scientific information, which actually makes it harder to decide what materials to use in a world history class. The accretion lesson is one of my favorites. It s a hands-on lesson that is fully engaging and allows students to understand one of the most important ideas in this unit. Again, as a history class, unfortunately I can t spend too much time on the science so I make sure to focus on some of the bigger ideas here: accretion, conditions of early Earth, and plate tectonics. The unit ends with the threshold comic which covers these ideas. 1. Activity: Planet Card Sort 2. Activity: Active Accretion 3. Watch: What Was The Young Earth Like? 4. Watch: The Solar System & Earth Crash Course 5. Activity: Claim Testing Geology and the Earth s Formation 6. Read: Why We re All Lava Surfers 7. Closing: Biography of a Continent 8. Closing: Investigation 4 Texts 9. Closing: Threshold 4 Comic BIG HISTORY PROJECT / TEACHER PROFILE 3

4 Unit 5 Life Definitely start this unit with the How Closely Related Are We? activity. It is an excellent way to get students interested in this unit. I actually have a modified version of this activity (with images) which can be found on Yammer. Since this unit, like unit 4, covers an incredible amount of science and I only have a limited amount of time to spend teaching it I always make sure to show the Mini-Thresholds of Life video. This covers in only a few short minutes what it would probably take a biology teacher several days or weeks to explore. While he or she would probably cover this in much greater depth, in our Big History class, students receive a very straightforward education on the topic in order to make sense of the Big History narrative. I would also recommend having students examine the Darwin, Evolution, and Faith article. This might help answer possible religion v. faith questions. 1. Activity: How Closely Related Are We? 2. Watch: A Big History of Everything 3. Read: Life and Purpose 4. Activity: Claim Testing What Is Life? 5. Watch: Mini-Thresholds of Life 6. Watch: The Evolutionary Epic Crash Course 7. Read: Darwin, Evolution, and Faith 8. Closing: Threshold 5 Comic 9. Closing: Exam on Thresholds 4-5 Unit 6 Early Humans/Collective Learning Once again, I would start this unit with the Early Ancestors image sort (you can also find a modified version of this I made on Yammer). Just like the opening activities in the prior units, this has often lead to interesting conversations by the students of my classes. In the past, when I was just teaching Global History & Geography I, this is where I would start in the beginning of the year. Now, it s December and I m just beginning to examine human history. Over the past few months, however, my students have developed the necessary skills to tear apart the content we re examining in order to find the most important themes in this unit. I would highly recommend spending adequate time on the idea of collective learning. It is really what fueled human history and drives the rest of this course. 1. Activity: Early Ancestors 2. Watch: Human Evolution Crash Course 3. Activity: Historos Cave 4. Read: Foraging 5. Activity: Hunter Gatherer Menu 6. Activity: Human Migration Patterns 7. Watch: Writing: A Brief Big History 8. Watch: Below Zero 9. Closing: Investigation Closing: Threshold 6 Comic BIG HISTORY PROJECT / TEACHER PROFILE 4

5 Unit 7 Agriculture & Civilization* Just like how units 4 and 5 were packed full with tons of science, this unit covers what used to be several months worth of material for a Global I teacher. Bob Bain has often referred to French scholar, Emmanuel Le Roy s idea that historians are either truffle hunting for history or parachuting over it. I would probably say that I parachuted over the science thresholds and I am now truffle hunting through this unit. For history teachers, this will cover the Neolithic Age, the first civilizations, and even Eurasian classical civilizations. This unit also includes what my students believe to be the most interesting historical investigation Was farming an advantage over foraging? We actually used this for our midterm exam (check out that version of it on Yammer). 1. Watch: Threshold 7: Agriculture 2. Watch: Why Was Agriculture So Important? 3. Watch: Where and Why Did the First Cities and States Appear? 4. Watch: Rise of the Carnivores H2 5. Watch: A Big History of Everything H2 6. Closing: Investigation 7 7. Closing: Threshold 7 Comic 8. Closing: Exam on Thresholds 6-7 Unit 7 Continued: Classical Civilizations and Empires* 1. Analysis of: Greece s geography, city-states of Athens & Sparta, Golden Age of Athens, development of democracy, philosophy, empire of Alexander the Great. 2. Analysis of: Italy s geography, Roman republic and Roman empire, Twelve Tables, expansion of Rome, Roman architectural, legal, and political achievements, Christianity in the Roman Empire, divide and fall of the Roman Empire 3. Analysis of: geography of Constantinople, Justinian s Code, Byzantine achievements 4. Analysis of: Gupta and Han achievements, achievements during the Golden Age of Islam, the Mongol Empire, African trading kingdoms, and the Silk Road 5. Closing: Exam on classical civilizations and empires 6. Closing: Threshold 7 Comic History Before the Encounter* 1. Analysis of: European feudalism, power of the Catholic Church, Magna Carta, formation of guilds, the Crusades, the Black Plague 2. Analysis of: the Medici family, Florence during the Renaissance, Renaissance artists, spread of the Renaissance, Machiavelli 3. Analysis of: causes of the Reformation, Martin Luther, spread of the Reformation, Gutenberg s printing press 4. Closing: Exam on European history prior to the Encounter. Unit 8 Expansion & Interconnection You ll see that after unit 7, I work with my students on what I call Western Europe Before the Encounter. This is mandated material by New York State. It covers feudalism, the Crusades, the Black Plague, the Renaissance, the printing press, and the Reformation (despite the fact that much of the Reformation occurred in the 16th century). After this historical material, we get right into unit 8 by examining the motivations for explorations. Big History has excellent activities to use for the Columbian Exchange and articles on the Silk Road. These are extremely important historical concepts for the Little Big History projects. In fact, I usually remind my students to refer back to this material (maps, videos, etc.) when creating the bulk of their projects and answering questions about how their topic spread around the world. BIG HISTORY PROJECT / TEACHER PROFILE 5

6 1. Activity: World Travelers 2. Read: An Age of Adventure 3. Activity: An Age of Adventure 4. Analysis of: Mayan, Aztec, and Incan civilization* 5. Activity: Columbian Exchange Snap Judgment 6. Watch: Crash Course World History: The Columbian Exchange 7. Read: Investigating the Consequences of the Columbian Exchange 8. Watch: Brain Boost H2 9. Closing: Exam on Expansion & Interconnection 10. Closing: Expansion & Interconnection Comic 11. Closing: Final Exam* Unit 9 Acceleration Before Big History replaced our ninth grade Global History & Geography I curriculum, we didn t approach the content in this unit until 10th grade (Global History & Geography II). In fact, this unit is what makes up our entire 10 th grade curriculum. That being said, I spend about a week or so using some of the videos that explain what the Industrial Revolution was and how it changed the world we live in. I do this for two reasons. The first reason is to give them a complete narrative of Big History. The other reason is; so they have the information necessary to complete their Little Big History projects.. 1. Activity: A Day in the Life 2. Watch: Threshold 8: The Modern Revolution 3. Watch: Crash Course: The Industrial Revolution 4. Watch: How Did Change Accelerate? 5. Watch: How Was the Modern World Created? 6. Closing: Investigation 9 7. Closing: Threshold 9 Comic Unit 10 The Future This is probably one of the most interesting concepts in Big History using what we know about the past to try to determine what the future might be like. I typically use just a few class days to introduce this idea, but then allow my students to explore answers to this question in their Little Big History projects. Watching these videos and talking about these ideas is a great way to end the school year. 1. Activity: Timeline Review 2. Closing: Visions of the Future 3. Watch: The Deep Future Crash Course 4. Closing: Little Big History Project *These units are either supplemented with or based entirely on New York State mandated Global History & Geography curriculum. BIG HISTORY PROJECT / TEACHER PROFILE 6

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