Unit I Uncovering Dimensions of Time and Space.

Rationale: Fundamental to analyzing world history is to be able to see different dimensions of time and space, to see the local and global contexts surrounding a particular document or point-of-view. A good introduction into taking different perspectives, or dimensions, is to look at the subject of world history from the related disciplines of Astronomy, Geology, Paleontology, and Anthropology. Each perspective brings into focus different issues or questions related to world history that would not be visible using common twentieth century approaches to world history. For thousands of years, different cultures in the world have tried to take have considered a variety of dimensions of world history in attempt to answer fundamental questions of human existence. From their observations of the stars and their local and regional environment, sacred stories were conceived and cultures began to take the forms that we know today. After this two week unit for ninth graders (or one week for the tenth grade course), students should be able to shift perspectives using several academic disciplines and cultures from the frameworks of some of their sacred stories. Students will demonstrate an ability to represent each perspective graphically thereby distinguishing different dimensions of the study of world history.

Enduring Understanding, Essential Questions, and Unit Questions  This three part hierarchy of questions is modeled on research in Gifted Education by Wiggins in his popular Understanding by Design, a text often cited in Cobb County Georgia's 2001 training workshop held at Walton High School (July 9 -- 14) for state certification in Gifted Education. The method of using broad based, open-ended questions for "enduring understanding" that thread through the quarter, semester, and school year; while hinting at potential answers to these questions through select "essential questions" and specific content based "unit questions" is ideal for the A.P. World History with its higher order "habits of mind:"  1) Seeing global patterns over time and space while also acquiring the ability to connect local developments to global ones and to move through levels of generalizations from the global to the particular; 2) Developing the ability to compare within and among societies, including comparing societies' reactions to global processes; 3) Developing the ability to assess claims of universal standards yet remaining aware of human commonalities and differences; putting culturally diverse ideas and values in historical context, not suspending judgment but developing understanding. 

1. How do the benchmarks, or points of reference on a timelines create different issues and related sets of questions?
   • What is the relative dimensional value of each perspective:  Personal Impressions, Astronomy, Geology, Paleontology and Anthropology?
     1. To what extent are personal, impressionistic mental maps and timelines useful for understanding the world?
     2. What does a timeline of world history from the perspective of Astronomy and Paleontology reveal about the significance of the Ozone layer?
     3. Why did anthropologists identify an "extended childhood"  as one of the key benchmarks in distinguishing humans from other primates?
     4. Why have more human fossils been found on the continent of Africa than any other continent?
     5. Is an expanding population the exception or the rule in human history over the last 50,000 years?
     6. What would a biologist say about a human population chart covering the last 100,000 years?
2. How have peoples around the world tried to see the "Big Picture" and explain their existence in space and time?
   • What role has the environment played in affecting a culture's view of space and time?
   • What kinds of questions have sacred stories from different regions of the world attempted to answer?
     1. In what ways does a Japanese creation story differ from a Cherokee creation story (other stories can be used depending on your preferences)? 

Geographic terms master list: During the first two week unit, all students, ninth grade Foundations and tenth grade A.P., need to familiarize themselves with the following geographic terms and their general significance using current textbooks on reserve in the classroom. They should be recorded in your notebook in the terms section and defined according to their significance to understanding world history. Terms are grouped according to their related meanings and significance.

1. galaxy, supernovae and the solar system
2. rotation, revolution, solstices, equinoxes, north and south poles
3.  equator, latitude, longitude, parallels, meridians, degrees, 
4. Pangea, core, mantle, crust, continental drift, faults, folds, Ring of Fire 
5. seasonal ocean and wind currents, absolute and relative location
6. cartography, physical and cultural geography

World History terms master list: These terms are to be found in the class lectures, readings, and world history texts on reserve in the classroom and the library. They should be recorded in your notebook in the terms section and defined according to their significance to understanding world history. Terms are grouped according to their related meanings and significance.

1. time-lines and "mental maps"
2. Astronomy and the "Big Bang"
3. Geology and Paleontology, sea life, Ozone, atmosphere, land life,
4. Jurassic period, meteorite, ice ages, extinction, 
5. loess, climate change, climate regions, vegetation regions, 
6. deciduous, coniferous, precipitation, chaparral, grasslands
7. arid, semi-arid, tundra, permafrost, Anthropology, migrations
8. traditional oral story-telling, Kalahari Desert, !Kung Bushmen, griot

Class Contents:

1. First class Icebreaker and Introduction (one hour): In less than a page or two, describe your early and recent impressions of the world when you discovered that there "is a world out there" -- that there are other peoples speaking other languages in other parts of the world and in history? Draw a timeline, or "mental map" with major benchmarks that show how your impressions of the world have developed  and changed over the course of your life. Present your timeline to the class and tell what else would you like to learn about the world? 

Compare a selection of three timelines that were presented and distinguish the historical and spatial dimensions inherent in each.

1. How does each timeline dictate particular dimensions of the world in space and time? 
2. How would these mental timelines of the world serve as your only guide for understanding the world? 
3. Being able to shift perspectives is an important skill in being successful in this course and functioning in the world at large.

Homework is to read a handout excerpt from Carl Sagan's Cosmic Calendar. Follow instructions in the introduction and draw lightly in pencil your timeline in your sketchbook, answer the questions in your notebook under the section for reading reflections and notes, insert your reading into the notebook after your reflections and notes on it.

Class Announcements for final ten minutes:

Class materials list: 

1. a sketchpad -- larger than 8 1/2 by 11
2. colored pencils
3. a loose leaf, three ring binder, divided into three parts: a terms section, a journal section, and a reading reflections/notes section.

Main class web-site is at www.worldclass.net/geohistory :

• You can refer to the class web-site for a more detailed syllabus, lists of terms, questions, assignments, dates for tests, and links for research projects. There will also be a link to a bulletin board on which we will conduct occasional discussions on-line and an announcement page for procedures to make up tests and assignments due to documentable illness, the only valid excuse for missing class. 

Grading Policy: There will be eight major tests per semester (four per nine week period) The final exam each quarter will be your fourth quarterly test. Tests will make up 60% of your grade; 10% for your notebook, 10% for your sketchbook, 15% for exchange projects, and 5% for constructive participation (on-line assignments are included in this participation grade).

Constructive participation means being as positive as possible in class, not speaking out of turn respecting other options even though you may not agree with them, and paying attention to the teacher's instructions each day (instructions should not have to be repeated due to inattention). During formal discussions you must raise your hand and be acknowledged by a the designated moderator before speaking. We must maintain strict class discipline because the content requires our utmost attention. It is well known among educators that the ninth and tenth grade years in high school are especially stressful to students both physically and mentally. Strict discipline is a means of helping you deal with these changes and get more value from your studies.

3. Astronomy (one hour):  Carl Sagan's Cosmic Calendar is a great way to begin considering  watersheds in the history of space and time, as well as the grand questions that all peoples have always attempted to answer: What are we?; Where are we?; and Why are we here?  Students follow Reilly's directions during the previous class and come ready to discuss  the timeline in their sketchbook. Students can add their own  illustrations to a classroom timeline. Homework: follow instructions for the next two reading in the Reilly reader.

1. What does a timeline of world history from the perspective of astronomy and paleontology reveal about the significance of the Ozone layer?
2. Why did anthropologists identify an " extended childhood"  as one of the key benchmarks in distinguishing humans from other primates?
3. Why have more human fossils been found on the continent of Africa than any other continent?
4. Is an expanding population the exception or the rule in human history over the last 2500 years?
5. What would a biologist say about the following human population chart?

   

6. How did human need for vitamin D allow mutations of lighter skin color to become predominant in northern latitudes?
7. What do migrations into Japan and the Americas have in common?
8. How do anthropologists explain the higher proportion of people with high fat concentrations in the "Polynesian Triangle"?

• Other books giving long-term perspective and biological/historical benchmarks therein:
  • Crosby, Alfred. Ecological Imperialism (good for summer reading before the 10th grade AP course)

6 - 7. Oral/Traditional (two hours): How have humans explained their existence in space and time? For thousands of years peoples around the world sought to describe space and time and man's relationship to it. Compare examples from Chinese, Japanese, Indian, Muslim, Judeo-Christian, Iroquois, peoples. If there is time, students enjoy making simple props and acting out the stories. http://www.cybercomm.net/%7egrandpa/cretion2.html Take a video of the student presentations (each should last no more than five minutes in groups of three or four.

• The Stearns' text in chapter 10, has excerpts of several cultures for comparisons on pp.226-227.*
• The Spodek reader has a great selection of stories beginning with the Japanese "Nihongi."
• *For an alternative Traditional perspective of time and space lesson, compare calendars and try to explain the differences: Use the Fields text comparison chart of Muslim, Christian, Hindu, and Native American calendars. (This can be done in one class hour).

• Ninth graders may also refer to "The Writing Process" box in the Geography text, pp.16-17.

10. two week unit test (for tenth graders, this whole unit could be boiled down into one week)