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      <p>Hello, all! First-time poster — though I’m excited to say that I already know a number of you personally, and a few others through your work! </p><p>I’m developing a new model of K–12 social studies teaching, dubbed “Big Spiral History”. Though it’s mostly concerned with only the last three thousand years of human history (only!), it commences with an exploration of ultimate beginnings.</p><p> </p><p>We’re launching this curriculum at a school that a partner of mine has just opened: the Island Academy of Hilton Head, located off the coast of South Carolina. And my wife is currently teaching the curriculum to our kindergarten-age son. </p><p>We’re starting with a handful of cultural accounts of creation (Norse, Ojibwe, Greek, Hebrew, Chinese, West African, Aboriginal, and Mayan), and then spending a week on the Big Bang account (reading Karen Fox’s <i>Older than the Stars </i>and Jennifer’s Born with a BangFrom Lava to Life, and Mammals Who Morph — hat tip to Connie Barlow and Michael Dowd for pointing me to them!) </p><p>Which is to say that right now, our school has a dozen kids (mixed ages) conducting a philosophical investigation into the power of cosmology and what constitutes good evidence for a claim. (With first through eighth graders! Teaching is fun.)</p><p>I’d love to get all of your radically honest feedback on the idea. I’ve posted about the curriculum on the blog I run (which is about our new kind of school — “Schools for Humans”, which have the goal of cultivating Renaissance people): the basic idea,  a four part series exploring its implications, and a taste of what it will look like for grade schoolers.</p><p>Note: if any of this sounds familiar, I presented this idea at the inaugural International Big History Association Conference back in 2012, and a few of you saw it there! (Hi, Jon Host!)</p>

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