to what extent has the modern revolution been a positive or a negative force?
Bridgette Byrd O'Connor, BHP Team Member
Louisiana, United states
Well, nosotros're all probably in some weird limbo land at the moment with the spread of the coronavirus shutting down schools across the nation and the world. And while it can be a pretty scary fourth dimension for kids (and adults!), there are lots of connections that can be fabricated in Unit of measurement nine, which focuses on globalization, to what is happening in our world right now. Another event we're all facing is how to teach students remotely, so I'll attempt to focus on what I think might be the lessons that volition piece of work best for engaging them and helping them understand the course narrative (that is, if your students are lucky enough to take admission to a device and the Net).
Kicking this unit of measurement off past having students answer the Driving Question (DQ) right out of the gate might be the best approach. I'd bet you a roll of toilet newspaper that they would make the connections to the spread of affliction as a BIG negative impact of the Modern Revolution and the increased interconnection of the earth zones. But they might also bespeak to how the entire globe is working together to try to solve the problem, trying to learn the lessons from previous pandemics (yay for collective learning!) to come up with a vaccine or antiviral drug and enhance quarantine efforts. In fact, students just might give you lot the best answers for the DQ at the start of this unit that they've ever given for past DQs!
Then, something a bit more fun (and also something that would piece of work well to generate online discussion) would be for them to complete the Ambition for Energy activity. This ane should be pretty easy for them if they've been stuck at home for a few days. How many times did they stare into the fridge looking for a snack? How many times did they check their phone for new Snapchat messages or a new post on TikTok? In the last thirty days, how many times did they get in a car (probably non a lot) and how might that bear upon our environment? Climatologists are already commenting on how emissions and pollution have fallen sharply with whole countries under quarantine. Then, enquire how different it might have been for someone living in 1920 (or from 1918 to 1919), when many were quarantined for the influenza pandemic)?
After piquing their interest with some connections to the past and today, accept students scout the videos and read the article on the Industrial Revolution in Lesson nine.1. You might choose to post the Key Ideas questions online for students to respond via email. Then, mail service a few of the Thinking Conceptually questions to a word lath where students tin can write a response and ask a question. As more students chime in with their responses and questions, a robust digital discussion could take place about some of themes associated with the Industrial Revolution and connections to our world today. Yous could even organize an online debate by modifying the Debate: Is Modify Accelerating? format and so students can nigh participate.
The assets in Lesson 9.2, including the Crash Course Big History: The Anthropocene and the Almost Future video every bit well as the articles "The Anthropocene" and "Anthropocene Africa" would likewise make for some interesting discussions. Inquire students if they think we are living in the Anthropocene, a time when humans have impacted and dominated the World, if we are all stuck at home trying to avoid a virus. The Graphing Population Growth activity could likewise be used if perhaps yous change it slightly by asking students if they think population will go along to increase at the same charge per unit or if they think they'll be a leveling off. Students could post their ideas to a discussion board, and again, take others respond and ask at least one question to keep the conversation going.
Finally, to close out this unit of measurement, the commodity "Collective Learning, Role 4" asks students a powerful question that applies to our current predicament: "Why are at that place vast differences in the connexion, power, and wealth amongst individuals in the mod world?" Your students may (or may non) be aware of other regions and nations that don't accept as much every bit we in the US practise in terms of resources to battle a pandemic or admission to the Internet. Why does that problem be in a world with such wealth, applied science, innovations, and so on? The article "Smith, Marx, and Keynes" is a more challenging one for students but connections to our current fiscal crisis tin can be made. Enquire students what philosophy might be the best in terms of dealing with the ups and downs of the market or overcoming the impact this virus volition have on businesses that have to shutter for an unknown amount of time. For example, Keynesian economics, which became a popular economic philosophy during the Slap-up Depression, suggests governments spend the coin to get people back to work, fifty-fifty if it means arrears spending. Is the current US federal regime doing something similar with the recently passed $two trillion stimulus nib? Students could research the current nib and make connections to how governments attempted to overcome recessions or depressions in the past.
To wrap it all up, I would ask students to watch the video A Large History of Everything to help them place all of this dispatch into the Big History narrative of increasing complication and interconnection. Equally a terminal assessment, peradventure accept students complete the This Threshold Today activity, but have them supercede the suggested articles with a few that make connections between the Modern Revolution and how COVID-nineteen is both a crusade and consequence of our interconnected, modern world. Newsela has recently provided free access to their resources for everyone during this crisis. Using their articles would brand differentiating for unlike reading levels much easier (and we all demand life to be a fiddling bit easier right now). I hope you lot all stay well, safety, and sane during this unprecedented fourth dimension in our lives.
Almost the author: Bridgette Byrd O'Connor holds a DPhil in history from the University of Oxford and has taught Big History, world history, and AP US government and politics for the past 10 years at the high school level. In addition, she has been a freelance writer and editor for the World History Projection, the Big History Projection, and the Crash Grade Earth History and Us History curricula.
Cover image: Portrait of scientist in a laboratory. © Rock / Getty Images.
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Source: https://blog.bighistoryproject.com/2020/04/01/to-what-extent-has-the-modern-revolution-been-a-positive-or-a-negative-force/
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