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TEACHER MATERIALS
UNIT 9 GUIDE
Table of Contents
Learning Outcomes
2
Key Concepts
2
Misconceptions and Teaching Challenges
4
Lesson and Content Overview
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TEACHER MATERIALS
Unit 9—Acceleration
Unit 9 Driving Question: To what extent has the Modern Revolution been a positive or a negative force?
Learning Outcomes
1. 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. Analyze the causes and consequences of major revolutions in global political, economic, and social
networks. (WH)
6. Analyze the causes and consequences of shifts in world population, including the impact of industrialism
and commerce. (WH)
7. Analyze the causes, characteristics, and long-term consequences of World War I, the Great Depression and
World War II. (WH)
Key Concepts
Between 1500 and 1900 CE, the world became globally connected and rates of innovation grew faster than
ever before. In this unit, students examine how the changes of recent centuries have led humans across a new
threshold of complexity and generated entirely new types of societies, possibilities, and challenges. Human
power over the biosphere has increased so rapidly that one scientist argues that we have entered a new era in
the Earth’s history, the Anthropocene, or the era dominated by humans. In this era of human domination of the
biosphere, there have been both positive and negative impacts. The Industrial Revolution issued forth a new age
of acceleration including a huge increase in population and innovation. However, the increase in the use of fossil
fuels, which fueled industrialism, has had a negative effect on the biosphere while the increase in innovation has
generated new technological advancements that have made our lives easier and more dangerous.
World History
Big History includes selected World History topics in support of local standards in New York, California,
and other regions around the world. While not a replacement for a world history course, they explore
the intersection of Big History and world history. Either a globe icon or the notation (WH) denotes these
activities, videos, and articles.
Science
The Big History science extension aims to increase the depth of STEM and general science content in
the course. Either a beaker icon or the notation (Sci) denotes these activities, videos, and articles.
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TEACHER MATERIALS
Periodization
Historians have a number of different ways to periodize history. Human history can be periodized by breaking time
into manageable chunks based upon politics, economics, or social and cultural movements. Big History periodizes
the history of the Universe through thresholds of increasing complexity. Students will examine what this concept
means and then attempt to periodize human history from their own perspectives.
Acceleration
In the last 500 years, the pace of change has accelerated dramatically. This acceleration has driven four main types
of change:
•
•
•
•
The creation of the first global exchange networks
The discovery of huge new sources of energy as a result of the fossil fuels revolution
Technological and organizational innovation
A sudden increase in the military, economic, and technological power of the societies affected first by
these changes
While the pace of acceleration was dramatic in the first 400 years of this era, this acceleration became even faster
in the twentieth century. A major source of evidence for this acceleration is statistics, which provide important
evidence of the scale and pace of change.
The Anthropocene and Impacts on the Biosphere
Modern technologies have increased our collective power over the biosphere at an astonishing rate. As humans
and human domesticates (including livestock and pets) use an increasing share of the Earth’s energy and
resources, less is available for other species, so rates of extinction are rising and approaching those seen during
some of the major extinction events of the past 600 million years. Through building, irrigation, and deforestation,
humans are transforming landscapes, reducing the availability of fresh water, and undermining the fertility of soil in
many regions. Nuclear weapons threaten virtually instant destruction, while the burning of fossil fuels is increasing
carbon dioxide levels in the atmosphere and threatening the relatively benign climates that allowed human
civilizations to thrive in recent millennia. The huge increase in human ecological power has persuaded some that in
the last century or two, the Earth has entered a new era in its history – the Anthropocene.
Changing Economies
The connection of the four world zones allowed for the creation of a global network of exchange. Though this
network was not built overnight, it emerged fairly quickly, and it increased the potential connections and diversity
of connections for many members of the network, accelerating both collective learning and innovation. Commerce
was an important driver of change in this global network. Because commerce began to take on greater significance
for many societies, a number of important thinkers began to ask questions about the nature of the exchange of
goods, the nature of productivity and efficiency, and the interests of the individual and the state in business, which
gave birth to the discipline of economics. These economic thinkers shared a set of concerns and questions but
often came up with very different answers to those questions. The articulation of the ideas of capitalism and
communism were the most influential economic ideas generated in the course of the Modern Revolution.
Industrialization, Innovation, and Conflict in the Modern Era
Understanding why and how human populations began to grow like never before and the effect of that growth
on the biosphere is important to understanding our world today. Industrialization and innovation led to population
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TEACHER MATERIALS
growth and more established societies, and although this has, for the most part, been highly beneficial to humans,
it’s not necessarily beneficial to Earth. Today’s world is so complex and its technologies so powerful that the
impacts of each are unpredictable. Without the historical knowledge of how we arrived where we are today, and
the scientific knowledge to carefully measure the impacts of humans on the planet, we will move into the future
somewhat blindly. In order for students to understand why humans in the last 250 years have witnessed incredible
changes, it is necessary to examine the role of the Industrial Revolution, Imperialism, and the impact of two world
wars on our political, economic, and social interactions. Global changes and the emergence of new societal
structures have massive consequences for our future – the more we understand about these, the better prepared
we will be to move forward in a positive direction.
Modern States: Identities and Nationalism
The ideas of liberty and nationalism, once unleashed, became a global force that inspired people first on both sides
of the Atlantic Ocean and then throughout the world. By the mid-nineteenth century, people throughout Europe
and the Americas were demanding liberty from oppressive rule. Every country that tried was not necessarily
successful in gaining independence, but these ideas were certainly spreading. By the beginning of the twentieth
century, this revolutionary spirit had spread to parts of the Middle East and Asia.
Misconceptions and Teaching Challenges
Pros and Cons of Industrialization
Students may not realize that there were both benefits and drawbacks to industrialization. In order for students to
begin to grasp these effects, they might brainstorm the pros and cons of industrialization. This can be done in small
groups or as a class, with you writing the students’ ideas on the board. Statistics—presented in the form of lists,
charts, and graphs—are an important part of the evidence presented in Unit 9. It’s quite easy to focus on country
averages and lose sight of what important changes meant for the individual. For example, while England may have
increased textile or steel production in a given period, which resulted in dramatic economic growth for the country
overall, this growth would probably have been experienced very unevenly by individuals. The power and wealth
that can come from an acceleration of innovation or economic growth will not usually be spread evenly among a
country’s people.
Types of Governments and Their Impacts
Students might have trouble making connections between the acceleration of innovation and how this contributed
to new forms of government. It will probably be helpful to provide students with some more detailed information
about the different types of governments — monarchy, democracy, socialism, communism — and how new
innovations in the Industrial Revolution led to imperialism, which in turn led to a number of revolutions in which
people demanded greater rights and freedoms from their governments.
Understanding Economics
The article “Smith, Marx, and Keynes” can be difficult to understand when students have limited prior knowledge
of economics. This article focuses on the ideas of three of the most influential thinkers of modern economics. For
students who have never been asked to think about the key ideas of economics before, this new way of thinking
might prove challenging. If further explanation is needed, a mini-lesson on the basics of economics — commerce,
supply and demand, and the role of government — may be necessary.
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Navigating the World Wars
The Crash Course videos about World War I and World War II are packed with insightful information regarding the
causal relationships, alliances, battles, and outcomes of these wars. With minimal background knowledge of the
world wars, students might be overwhelmed by the video clips. Set the scene for students by having discussions
and introducing key ideas prior to watching the Crash Course videos.
Lesson and Content Overview
Lesson name
Lesson description
9.0—Transitions, Thresholds,
and Turning Points in Human
History
How do historians periodize
• Watch: Threshold 8 – The
history? Firstly, find out what
Modern Revolution (WH)
that means and secondly, use
your skills to figure out how you
would periodize Big History and
human history.
• Opening: Periodizing Big
History (WH)
In the last 500 years, our
world has undergone a
transformation. Connecting the
four world zones fostered
astounding innovation and
shoved our species into the
Modern era.
• Watch: Threshold 8 – The
Modern Revolution
• Opening: The Appetite for
Energy
• Watch: Crash Course World
History: The Industrial
Revolution
• Activity: DQ Notebook
9.1—Acceleration
Content
• Read: “The Industrial
Revolution”
• Watch: How Did Change
Accelerate?
Activity
• Activity: A Day in the Life
(WH)
• Closing: How Would You
Periodize Human History?
(WH)
• Vocab Activity: Part 1
• Activity: Is Change
Accelerating? Debate
• Closing: Investigation Writing
– Peer Review
• Read: “Acceleration”
9.2—The Anthropocene
9.3—Changing Economies
Communication, transportation,
and greater connection — the
pace of innovation continued
to accelerate, stimulating
a tremendous appetite for
energy. For the first time, a
single species can effect major
change on the entire biosphere.
• Watch: The Anthropocene
and the Near Future – Crash
Course
• Read: “The Anthropocene”
• Read: “Anthropocene Africa:
Out of Every Crisis, an
Opportunity”
Smith, Marx, and Keynes —
• Read: “Collective Learning”
acceleration gave rise to
(Part 4)
three dynamic thinkers who
• Watch: A Big History of
had great influence on the ideas
Everything – H2
of commerce, labor,
• Read: “Smith, Marx, and
and the global economy.
Keynes”
BIG HISTORY PROJECT / SY 2016-17 / UNIT 9 GUIDE
• Vocab Activity: Part 2
• Activity: Population Growth
• Closing: The Impact of
Population Growth Essay
• Opening: DQ Notebook
• Activity: This Threshold
Today
• Closing: Investigation 9
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TEACHER MATERIALS
Lesson name
Lesson description
Content
9.4—How Was the Modern
World Created? Industrialism
(WH)
By studying the factors that
• Watch: How Was the Modern
led to industrialism – global
World Created
exchange networks, competitive • Read: “Why Is that T-Shirt So
markets, and increasing use
Cheap? The Origins of the
of fossil fuels – you will better
Industrial Revolution” (WH)
understand how the Industrial
Revolution changed the modern • Watch: Crash Course World
History: Globalization I – The
world.
Upside (WH)
• Opening: New Jobs (WH)
9.5—How Was the Modern
World Created? Modern
States and Identities (WH)
Find out how the Age of
Exploration, the Columbian
Exchange, and the Atlantic
revolutions contributed to the
creation of modern states and
identities.
• Opening: Who Are You?
Braided Identities Quick Poll
(WH)
• Read: “You Say You Want a
Revolution: Political Change
on Both Sides of the Atlantic”
(WH)
• Watch: Crash Course World
History: Imperialism (WH)
• Read: “Imperialism and
Resistance Shape a Modern
World: 1850 – 1914” (WH)
9.6—Crisis and Conflict on
the Global Stage (WH)
9.7—Acceleration –
Demographic, Political, and
Technological (WH)
9.8—To Infinity and Beyond!
(Sci)
The twentieth century was
an eventful 100 years! There
were two world wards, a global
depression, and the ideological
conflict known as the Cold War.
Use primary sources and data
to learn more about this period
of time.
Activity
• Closing: What Role Did
Industrialism Play in Creating
the Modern World? (WH)
• Activity: Forming the Concept
of Nationalism (WH)
• Closing: Rights and
Resistance Timeline (WH)
• Read: “Crisis and Conflict on
the Global Stage” (WH)
• Activity: Understanding the
Causes of World War I (WH)
• Watch: Crash Course World
History: Archdukes, Cynicism,
and World War I (WH)
• Activity: Understanding the
Consequences of the Global
Depression (WH)
• Watch: Crash Course World
History: World War II (WH)
• Activity: Propaganda and
World War II (WH)
• Read: “A Bird’s Eye View:
Acceleration and Global
Chaos in the Early Twentieth
Century” (WH)
• Closing: Mapping the World:
1914, 1945, 1985, Today (WH)
How can increasing population, • Read: “And Then Gandhi
the creation of new nations, and
Came: Nationalism,
technological innovations help
Revolution, and Sovereignty”
us make sense of the modern
(WH)
world? Analyze demographic
• Read: Declaration of Rights
data and primary source
Document Collection (WH)
documents to learn more about
acceleration in the modern era.
• Activity: Comparing Most
Populous Cities by Century,
1500 to Present (WH)
The Space Age began with
Cold War rivalry between
governments attempting to
assert their dominance in
space, but the twenty-first
century has seen increasing
involvement of private industry
in space exploration. What does
the future hold as humans start
to settle on worlds beyond
Earth?
• Opening: Surviving on Mars
(Part 1) (Sci)
BIG HISTORY PROJECT / SY 2016-17 / UNIT 9 GUIDE
• Watch: TED-Ed – Who Won
the Space Race? (Sci)
• Activity: Comparing Rights
Documents (WH)
• Closing: Democratic and
Independent States Timeline
(WH)
• Read: “Which Way to Space?” • Activity: Debate (Sci)
Collaboration or Competition
in Space (Sci)
• Read: “Will We Ever Colonize
Mars?” (Sci)
• Watch: TED-Ed – Could We
Actually Live on Mars? (Sci)
• Closing: Surviving on Mars
(Part 2) (Sci)
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TEACHER MATERIALS
Lesson name
Lesson description
Content
Activity
9.9—Energizing the Future
(Sci)
The availability of cheap energy
has been the key to the rapid
technological progress that
began with the Industrial
Revolution two hundred years
ago. But as fossil fuels become
scarcer, and our choice of
energy sources influences our
planet’s climate, where might
we turn for the energy to
power our future?
• Watch: Crash Course World
History: Humans and Energy
(Sci)
• Opening: Energy Sort (Sci)
• Watch: Nuclear Energy
Explained: How Does It Work
(Sci)
• Closing: Elsewhere’s Energy
(Part 2) (Sci)
• Read: “Benefits of Renewable
Energy Use” (Sci)
• Read: “Comparing the
Costs of Renewable and
Conventional Energy
Sources” (Sci)
• Watch: Running on
Renewable Energy (Sci)
Investigation Writing: Peer
Review
Additional content
Now that students have
become familiar with the
BHP Writing Rubric, they
will evaluate one another’s
investigation writing. While
evaluating your own writing
is a very important skill, it can
be difficult to understand all of
the features of the rubric when
grading yourself. Grading other
students’ papers will help them
better understand the rubric’s
evaluation criteria.
• Unit 8 investigation essays
Additional content items,
including image galleries,
can be used to augment
lessons or customize
your own unit.
• The Modern World (gallery)
• BHP Writing Rubric
• Score a student partner’s
essay
• Sample essays
• Complexity: A Brief Big
History - H2 (video)
• Mega-Structures - H2 (video)
• Energy A Brief Big History –
H2 (video)
• Chemistry and Energy (video)
• “Energy Through Time”
(reading)
• Learning tips
• Random facts
• Related galleries, images,
websites, and videos
• Web links
Assessments
Actions
Unit 9 includes a required
Investigation Writing
assessment, the last of three
such assessments in the
course.
• Investigation Writing
The Unit Log is required for
every unit.
• Unit Log
BIG HISTORY PROJECT / SY 2016-17 / UNIT 9 GUIDE
• Glossary Challenge
• Lesson Quizzes
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