Can you teach the future and be optimistic?

What can we do to change things?

I agree with Chris. That's a good starting question. I think the way in which we frame the question often determines the way in which students answer. I'm going to work to make sure I phrase questions in a way that does not not lead to an immediate negative response.

Chris Scaturo I love the idea of framing a question like that. Not just tell the kids that "you must include the future in your project," But you must identify a problem and work on a solution to fix that problem. "What can we do to change things.

I love this, Former Member. We all know that there are really good things that came out of each of the thresholds. It's easy sometimes, especially later in the course, to focus on the negative aspects. It might be just as easy to flip the script and move the focus to the positive. This is a really functional goal to have for this semester, Thank you!

In San Francisco this fall at NCSS David Christian planted this seed when he talked about presenting all of these world problems, that kids have an easier time identifying, as incredible opportunities to solve these problems. He also spoke about the power of optimism in Churchill terms. Who is going to be the leader that inspires its' citizens and challenges people to overcome incredible obstacles? Who is going to be the John Kennedy who says, "are problems are man made, therefore they can be solved by man." We might not see a leader like that today but at least we can lead in our own classrooms.

I think we should teach kids how to be heroes!
 
goinswriter.com/.../
 
We all have that capacity, it's just hard :)

HI to all l have great concern for the kids as far as big history is concern.Kids are the futur world. I hope if possible that l will creat a big history foundation for kids purposely to display through concrete visual and simi concrete didactic materials the beauty of their world and arouse their love and interest for preserving their environment

Beautifully stated, Jason Manning! I couldn't agree more. Unlike most history courses which focus on the past, Big History makes global connections and provides students the opportunity to think about the future. Students leave the course connected to the world and develop an awareness of the issues that face others. They are much more compassionate and thoughtful about solving problems that face the future, while also seeing the good in the world. Unit 10 provides students the opportunity to use what they have learned to develop strategies to solve global issues. While it can have a rather gloomy start, I find we end the year with an optimistic outlook.

Hi Juliana Jala, one of my favorite aspects of teaching Big History over the years is the sense of wonderment that each of the thresholds creates. The students begin to see how they fit into this incredible universe and they also see how interconnected they are with other people from all over the world. When they feel more connected to the world, they tend to think more about world issues. At the end of the year they create some incredible projects that ask them to see the trends over the Big History narrative and make predictions about the future or "next threshold." My experience with these projects is that the students discuss climate change, nuclear proliferation, rising populations, prospects of conflict, etc. This year as I introduce the project, I want to develop strategies to empower my students that they can solve these issues not just recognize them. That was the goal of asking for help in this thread. In my opinion Big History is the perfect course for preparing kids for the future and showing them the beauty in the world.

Teach the future and optimism? Simultaneously? Yes we can. Read this marvelous poem by Václav Havel; what's the message? The message may point to the power and opportunity of individual action. An individual may make a difference. When Big History seems too big, immoveable, an obstacle, predetermined, remember that an individual may intercede. Individuals may have an incredible amount of power today. I use the poem, along with many graphs and tables of impending pessimism, as part of Unit 10.