Michael Cromie, BHP Teacher
I’m a seventh-grade social studies and ELA teacher at a technology magnet middle school in Ventura, California. I’ve been with the district since 2006, but have recently returned to the classroom after a stint as a technology integration specialist at a technology magnet elementary school.
Stepping back into the classroom was very exciting at first since our students are all issued their own netbooks and we learn in a 1:1 environment. However, after a few weeks I was very disappointed with the availability of district-adopted digital curricula and found myself trying to adapt outdated traditional textbook and workbook materials. This process was very time-consuming and was not producing very good results. I was desperate for something to turn the year around. Enter Big History Project.
One of the sixth-grade teachers at my school showed me how she was using some material from Unit 7 of the Big History Project course to supplement her ancient civilizations course, and I was immediately drawn to the multiple Lexile levels available for each article. I teach a mix of readers—from GATE students reading at a 12+ grade level, to general and remedial students reading at a 2nd-grade reading level. I was intrigued and decided to research the BHP course for supplemental reading material.
I quickly saw that BHP is much more than leveled articles and supplemental material—it’s an interdisciplinary and unified approach to teaching history. I decided I would do the “Teaching Big History” training over our fall break so that I could come back and teach the course over the remaining three quarters of our school year.
During the training, I joined a number of very supportive BHP Online Teacher Community groups on Yammer. Our district uses Google’s G Suite for Education so I was specifically interested in the Google Docs group and some wonderful people there who were willing to share their resources. Once I started implementing the course, I realized that I needed to really differentiate for the wide variety of learners I teach. I was able to take the resources on the BHP site, combine them with what I was getting from the teacher community, and cobble together unit after unit with very little time spent outside of the work day. Here we are in Unit 8 already (which aligns nicely with our state content standards) and I’m confident that we will make it through most of the material even though we began in the second quarter.
The best part of BHP has been the cohesiveness of the units and the recurring activity types and routines, such as Three Close Reads, Driving Questions, Claim Testing, and Investigations. I love how the course reinvigorated my teaching, allowing me the opportunity to learn about topics like the Big Bang alongside my students. I also found the various course planners especially helpful. My school is on a block schedule so the one from Bridgette O’Connor was great because it gave me an idea of what was essential, what was necessary, and what could be considered optional.
All in all, I am so thankful that I found this course! It has been very enjoyable to become a “lead learner” with my students as we studied how we are all made from elements that were created from supernova explosions billions of years ago and have been increasing in our complexity and interconnectivity ever since.
About the author: Michael teaches social studies and language arts at the DeAnza Academy of Technology and the Arts – a middle school in Ventura, California. His Big History sections are on a block schedule with 100-minute periods. He started teaching Big History partway through the 2016-17 school year.