Todd Nussen, Big History Teacher
New York, USA
It seems like there’s more material, more time periods to cover, more terms to remember, and more complex ideas to understand. If the Big History curriculum is overwhelming, why would we bombard students with it?
This is a valid question. Those of us who have been teaching Big History to students with diverse learning needs and abilities know that this dynamic curriculum can allow all learners to master advanced writing strategies, evaluate and utilize new information, and discover the connections between science and the humanities. BHP course resources and activities are adaptable and shareable, and help teachers meet the needs and abilities of students with Individualized Education Programs (IEPs). I’ll outline a few of my (and my students’!) favorite features.
Each Big History article is available in at least four Lexile levels. Special-education teachers, speech-language pathologists, and hearing specialists at my school love this feature. So do students—they can challenge themselves by reading the same article at higher levels, or lower the Lexile level, if needed. And they can do this with just a few clicks (or taps) from their student view of the course. I like that students can check out the readings in higher levels—it gives them a goal to shoot for, while providing some of the steps for getting there. For students who are visually impaired, each unit comes with a text reader file, a Word document that contains all of the unit’s articles (in all Lexile levels). This text reader document is compatible with text-to-speech tools.
IEP accommodations often allow students to request a copy of class notes. The downloadable unit slides help with this. The unit slides outline the key ideas and terms for each activity, article, and video in the unit (in both PDF and PowerPoint format). If a student is shaky on a concept, they can refer back to these (or support staff can help them to do so). The course website also allows students to download the articles, vocabulary lists, and infographics used in class. In addition, each unit includes “Other Materials” and “Web Links” Sections. Even if you don’t wind up using material from these sections in class, special-education teachers and support staff will find that they provide additional resources that help reinforce ideas and vocabulary.
BHP course videos also have useful scaffolding features built in. The ellipses icon on each video leads to the transcript, notebook, and Text Genome tools. Students can download transcripts from their course view, or teachers can print them out ahead of time. You can get creative here—I’ve instructed students to use transcripts before, during, and after viewing videos. It’s a good way to encourage close and active reading of video content. It also conveniently includes time stamps to help students follow along, and highlights key vocabulary terms. The notebook tool offers the same transcript, but includes an area students can use to take notes and answer guiding questions. Text Genome reports help students make sense of critical words by pointing to the cluster, semantic network, and word family of each. There are vocabulary activities in each unit that are a nice complement to these.
Yes, the BHP website can look intimidating at first. But there are many convenient tools and features built in that help scaffold the content for students. While these are especially helpful for meeting the IEP requirements of students with special needs and abilities, I find all my learners benefit from them.
About the author: Todd Nussen has been teaching world history for more than 10 years at Oceanside High School in New York. His schedule includes two ninth-grade BHP classes. Each 40-minute class has about 60 students.