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Classroom Connection: Future Stories with David Christian

Becca Horowitz

What does it mean to teach the future?

After our event with David Christian, we’d love to hear what ideas are sticking with you. Whether you joined us live or are just thinking about these big questions, jump in:

How do you help students make sense of huge topics like evolution, interstellar travel, and the risks and rewards of an unknown future? When you explore questions about the future, do you focus more on claim testing, continuity and change over time (CCOT), or another historical thinking skill?

Share a question, strategy, or classroom connection that helps students think big without losing sight of the human story.

And if you're looking for ways to foster future thinking, try our Lesson Plan: Future Complexity and Unknowns podcast Episode 9: The Future.

Parents

  •  I teach the Future unit, and it consistently becomes one of my students’ favorite parts of the course. At first, they are surprised when I tell them we are going to “learn about the future” — How is that possible in a history class? But once we begin exploring it, they become deeply engaged.

    Two of the main skills we focus on are continuity and change, and claim testing. I use many of the OER resources — videos, articles, and activities — and I also incorporate The Martian through the lenses of Big History.

    What I love most about teaching this unit is how it circles back to the very beginning of the course, when we explored the First and Second Laws of Thermodynamics. Suddenly, everything connects and makes sense.

    We just finished the Little Big History Projects, and they reminded me once again how holistic this course truly is. It is not only about history — it is about understanding history at a cosmic scale, something I believe is fundamental in the era humanity is living through today.

    As an educator, I consider this course instrumental in helping students develop the mindset of cosmic citizens.

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  •  I teach the Future unit, and it consistently becomes one of my students’ favorite parts of the course. At first, they are surprised when I tell them we are going to “learn about the future” — How is that possible in a history class? But once we begin exploring it, they become deeply engaged.

    Two of the main skills we focus on are continuity and change, and claim testing. I use many of the OER resources — videos, articles, and activities — and I also incorporate The Martian through the lenses of Big History.

    What I love most about teaching this unit is how it circles back to the very beginning of the course, when we explored the First and Second Laws of Thermodynamics. Suddenly, everything connects and makes sense.

    We just finished the Little Big History Projects, and they reminded me once again how holistic this course truly is. It is not only about history — it is about understanding history at a cosmic scale, something I believe is fundamental in the era humanity is living through today.

    As an educator, I consider this course instrumental in helping students develop the mindset of cosmic citizens.

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