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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 5 BIG HISTORY PROJECT / SY 2016-17 / UNIT 9 GUIDE 1 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. BIG HISTORY PROJECT / SY 2016-17 / UNIT 9 GUIDE 2 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 BIG HISTORY PROJECT / SY 2016-17 / UNIT 9 GUIDE 3 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. BIG HISTORY PROJECT / SY 2016-17 / UNIT 9 GUIDE 4 TEACHER MATERIALS 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 5 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) 6 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 7 TEACHER MATERIALS BIG HISTORY PROJECT / SY 2016-17 / UNIT 9 GUIDE 8