1: Develop a deep understanding of the major milestones and events in the history of the universe. 

2. Recognize and analyze the interconnections between various scientific and historical disciplines. 

3. Foster critical thinking skills by examining the cause-and-effect relationships that have shaped our world. 

4. Cultivate a sense of wonder and curiosity about the universe and our place within it. 

5. Enhance communication skills through engaging discussions and presentations. 

OER Certified, Big History Project certified Teacher, World History Project certified Teacher. I hold a BA in History with minors in Women's Studies and Humanities as well as an MA in History.  My area of specialty is women's history (My studies also include the history of  Women of Color and Indigenous Women), and American (United States) history from the 1560s to the 1960s. I recently completed continuing education courses covering World History from 1200 to the present, Early European History, and Modern European History. 

授業以外に週あたり 2 - 4 時間の学習が期待されます
Homework
頻度: 含まれる
フィードバック: 含まれる
詳細: The type of homework assigned in the big history project course can vary based on the specific goals of the lesson or unit. However, here are some examples of the types of homework commonly assigned in the course:
1.	reading assignments: students may be assigned reading from PDFs, articles, or online resources that covered the historical, scientific, and interdisciplinary concepts relevant to the course. They may be asked to take notes, highlight key points, or answer comprehensive questions based on their readings.
2.	Writing assignments: writing assignments are commonly given to help students develop their critical thinking and analytical skills. These assignments may include writing summaries of the readings, analyzing primary sources, crafting argumentative essays, or participating in online discussions about course topics.
3.	Research projects: students may be assigned research projects that require them to explore specific historical events, scientific theories, or interdisciplinary connections relevant to big history. These projects often involve conducting independent research, gathering evidence, and presenting their findings in a written and oral format.
4.	Reflection and analysis: homework assignments may also include reflective activities that encourage students to think deeply about the concepts covered in the class period this could involve writing journal entries, responding to thought-provoking questions, or participating in small group discussions to analyze and reflect on the material.
5.	Online activities: as the big history project often incorporates online resources and interactive platforms, homework may involve completing online activities, quizzes, or simulations to reinforce understanding and engage with the course content.
It's important to note that the specific homework assignments may vary depending on the goals of the lesson, and the student’s individual needs and learning styles.

This is just a sample of the resources used to create the readings and the curriculum used. 

8Mesopotamia: The Land of FirstsBridgette Byrd O’ConnorSourcesLAlgaze, Guillermo, Burchard Brenties, A. Bernard Knapp, Philip L. Kohl, Wade R. Kotter, C.C. Lamberg-Karlovsky, Glenn M. Shwartz, et al. “The Uruk Expansion: Cross-cultural Exchange in Early Mesoptamian Civilization.” Current Anthropology 30, no. 5 (1989): 571–608.
 
Altaweel,  Mark,  and  Andrea  Squitieri.  “Long-Distance  Trade  and  Economy  before  and  during  the  Age  of  Empires.”  In  Revolutionizing  a  World:  From  Small  States  to  Universalism  in  the  Pre-Islamic  Near  East,  160–78.  UCL  Press,  2018.  https://doi.org/10.2307/j.ctt21c4td4.10.

“Enheduanna: The world’s first named author.” BBC Culture, October 25, 2022. https://www.bbc.com/culture/article/20221025-enheduanna-the-worlds-first-named-author

Richardson, Seth. “Early Mesopotamia: The Presumptive State.” Past & Present 215 (2012): 3–49.
Rothman, Mitchell S. “Studying the Development of Complex Society: Mesopotamia in the Late Fifth and Fourth Millennia BC.” Journal of Archaeological Research 12, no. 1 (2004): 75–119.

Stol, M. “Women in Mesopotamia.” Journal of the Economic and Social History of the Orient 38, no. 2 (1995): 123–44.Tamur, Erhan. “She Who Wrote: Enheduanna and Women of Mesopotamia, ca. 3400 – 2000 BC.” The Morgan Library & Museum, March 29, 2021. https://www.themorgan.org/blog/she-who-wrote-enheduanna-and-women-mesopotamia

Ur, Jason A. “Cycles of Civilization in Northern Mesopotamia, 4400–2000 BC.” Journal of Archaeological Research 18, no. 4 (2010): 387–431.

Brier,  Bob,  and  Ronald  S.  Wade.  “Surgical  Procedures  During  Ancient  Egyptian  Mummification.”  Chungará:  Revista  de  Antropologia Chilena 33, no. 1 (2001): 117–23. http://dx.doi.org/10.4067/S0717-7356200100010002.

Schiff, Stacy. “Rehabilitating Cleopatra.” Smithsonian Magazine, December 2010. https://www.smithsonianmag.com/history/rehabilitating-cleopatra-70613486/.

Shaw, Ian, ed. The Oxford History of Ancient Egypt. Oxford: Oxford University Press, 2000.

Taylor, John H. Death and the Afterlife in Ancient Egypt. London: The Trustees of the British Museum, 2001.

Wilson, Elizabeth. “The Queen Who Would Be King.” Smithsonian Magazine, September 2006. https://www.smithsonianmag.com/history/the-queen-who-would-be-king-130328511/.

Beier, Ulli. The Origin of Life and Death: African Creation Myths. London: Heinemann, 1966.

Hackett, Rosalind. Religion in Calabar: The Religious Life and History of a Nigerian Town. Berlin: Mouton de Gruyter, 1988.

Leeming, David Adams. Creation Myths of the World: An Encyclopedia.2nd ed. Santa Barbara: ABC-CLIO, 2010.

Lynch, Patricia Ann, and Jeremy Roberts. African Mythology: A to Z. 2nd ed. New York: Chelsea House, 2010.
Universe Today, Space and Astronomy News. Htt[://www.universetoday.com/117843/how-did-we-find-the-distance-to-the-sun/

Al-Khalili, Jim. The House of Wisdom: How Arabic Science Saved Ancient Knowledge and Gave Us the Renaissance. London: Penguin Press, 2010.

Al-Khalili, Jim. “Advances in Optics in the Medieval Islamic World.” Contemporary Physics 56, no. 2 (2015): 109-122. 

Bala, Arun. The Dialogue of Civilizations in the Birth of Modern Science. New York: Palgrave Macmillan US, 2007. 

Rashed, Roshdi. “A Polymath in the 10th Century: Ibn al-Haytham.” Science 297, no. 5582 (2002): 773.
Space.com, http://www.space.com/29911-pluto-exploration-history-new-horizons.html

Bryson, Bill. A Short History of Nearly Everything, 398–415. New York: Broadway, 2003.

Judson, Horace Freeland. The Eighth Day of Creation: Makers of the Revolution in Biology. New York: Simon and Schuster, 2003.

Maddox, Brenda. Rosalind Franklin: The Dark Lady of DNA. New York: Harper Collins, 2002.

Watson, James D. The Double Helix: A Personal Account of the Discoveryof the Structure of DNA. New York: Atheneum, 1968.

Watson, James D. and Francis Crick. “A Structure for Deoxyribose Nucleic Acid.” Nature. April 25, 1953, vol. 171. Annotated version available at  http://www.exploratorium.edu/origins/coldspring/ideas/printit.html

Wilkins, Maurice. The Third Man of the Double Helix: The Autobiography of Maurice Wilkins. Oxford: Oxford University Press, 2003

Bowman-Kruhm, Mary. The Leakeys: A Biography. Amherst, NY: Prometheus Books, 2010.

Johanson, Donald C., and M.A. Edey. Lucy: The Beginnings of Humankind. New York: Simon & Schuster, 1981.

Morell, Virginia. Ancestral Passions: The Leakey Family and the Quest for Humankind’s Beginnings. New York: Simon & Schuster, 1995

Eltis, David. “A Brief Overview of the Trans-Atlantic Slave Trade.” The Trans-Atlantic Slave Trade Database: Voyages. Emory University, 2009. Web.

Eltis, David, et al. “Trans-Atlantic Slave Trade Database.” Slave Voyages. Emory Uni-versity, 2019. Web

Crosby, Alfred W. Ecological Imperialism: The Biological Expansion of Europe, 900–1900. Cambridge, UK: Cambridge University Press, 1986.. 

The Columbian Exchange: Biological and Cultural Consequences of 1492. Westport, CT: Greenwood Press, 1972.

Zalasiewicz, Jan.The Earth After Us: What Legacy Will Humans Leave in the Rocks? New York: Oxford University Press, 2009

Allen, Robert C. The British Industrial Revolution in Global Perspective. Cambridge and New York: Cambridge University Press, 2009.

Marks, Robert B. The Origins of the Modern World: A Global and Ecological Narrative. Lanham, MD: Rowman and Littlefield, 2002.

Strayer, Robert W. Ways of the World: A Brief Global History. Vol. II: Since 1500, Ch. 18: “Revolutions of Industrialization, 1750–1914.” 
Boston and New York: Bedford/St. Martin’s, 2009.

Uglow, Jenny. The Lunar Men: Five Friends Whose Curiosity Changed the World. New York: Farrar, Straus and Giroux, 2002