Lesson Purpose

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Scale is incredibly important in understanding Big History. This course looks at history at a larger scale than any other history course that we know of, and studying time and space over 13.8 billion years poses some interesting challenges. One way of dealing with this particular challenge is by using different scales so that each topic can be studied from the appropriate perspective, leading to a greater understanding of that topic. In this lesson, you will be introduced to the course, watch a video on scale, and then take part in a physical activity related to scale. Together, the videos and activity provide a solid sense of how scale can impact the way we view things.

​The outcomes of this lesson are: 1.) To define the key course theme of scale; 2.) To explain how the use of differing scales makes Big History different from other approaches to history.

Activity 1 - Powers of 10

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Activity Objectives
You will take a quick look at how different things appear from different distances—or, in other words, how scale impacts our viewpoint. Understanding scale is a key part of Big History, and this video is a great visual overview of how changing scales affect understanding.

Activity Tasks

1. Watch the video 'Powers of 10' to get a sense of the scale of things from the very large to the very small.​​​
2. Watch the video again but this time, write down the number that corresponds to each zoom. E.g. Start at 1, then go to 10, then to 100 and so on. Rewrite the number each time - you can't just add on zeroes to the original number!
3. Is there a better way to write really large numbers or really small numbers? What is Scientific Notation?
4. Now watch the video a last time. This time, write the 'zoom' numbers in scientific notation. Download this infographic for help.
5. Is there a particular pattern with the numbers in relation to the notation?
6. Still stuck? Answer the five questions on this worksheet.
7. Discussion - Download and read these instructions for Big History discussions, the discuss these questions: 
   
   1. Why would anyone want to look at the Universe from such distance? What would that be good for?
      
   2. Why would anyone want to look at anything so close?
      
   3. What would that be good for?

Activity 2 - 'Driving Question' (DQ) Notebook

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Activity Objectives
This activity presents the driving question (DQ) for the unit. The purpose of the driving question is to help everyone stay focused on the main learning goal of the unit, and helps you and your class connect to this goal through all of the other big ideas you’ll cover in Unit 1. Each unit has its own driving question, which aligns to the Investigation questions.

Activity Tasks

1. Think about the Driving Question for this unit: ​Why do we look at things from far away and close up?
2. ​Now write down an answer to that question on your Driving Question Notebook Worksheet.
3. Spend five minutes discussion your answers with your group.
4. Now read this discussion guide. Did the discussion follow the guidelines? What would have been different? What could you try to do in a discussion next time?​

Activity 3 - Vocabulary Memorisation

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Activity Objectives
Remembering the key vocabulary and concepts for each Unit of Big History is vitally important. You need to be able to understand and use key words in discussions, debates and writing to help improve your understanding and communication skills during the Big History course. The full course glossary can be found on this webpage.
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Activity Tasks

1. ​​Complete this crossword to test your knowledge of key concepts from Unit 1 and to improve your memorisation skills.

Activity 4 - Scale of Human History on a String

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Activity Objectives
The Universe is 13.8 billion years old, but humans have only been around for tens of thousands of years. While the history of the Universe is huge, relatively few events took place compared to what’s taken place since the beginning of human history. In this activity, you will compare the scale of development of the Universe, based on the Big History timeline, to the scale of notable events in human history. The scale of the timeline of the Universe and its major events compared to the scale of the timeline of human history and its major events can be hard to grasp, and this activity should help you gain a better understanding of it.

Activity Tasks

1. Split into two groups. Group 1 will construct a scale timeline of the development of the Universe. Group 2 will work on a scale timeline of important events in human history. Both groups will use a piece of string to do this!​
2. Group 1 should download this Timeline of the Development of the Universe. Group 2 should download this Timeline of Events in Human History. Both groups need to calculate the numbers they need to figure out where their events go on the string, assuming the string is 100 feet long.
3. Now on your 100 foot piece of string, measure where each threshold or event goes with a coloured pen, using the calculations from your worksheet.
4. Attach a label using paper and tape to the string to represent each of the thresholds or events in human history. Write down what happened and how long ago it happened on each label.
5. Each group should now line up their strings next to each other. Be prepared to explain what happened at each threshold or event.
6. Take a picture of your strings for evidence for your Elements Blogs.
7. Discuss these questions:
   
   1. What does the comparison of the two strings show?
      
   2. Why does it seem like so much more happen at the end of the timelines?
      
   3. Is there truly more happening now? Or do we just think more recent events are more important?
      
   4. If there is more happening, why? Is it because of increasing complexity or something else?

Activity 5 - Timelines and Scale

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Activity Objectives
Timelines can be used as analytical tools in history, and they will be used in this way throughout the course. However, before beginning the analysis process, you have to know how to read timelines. The Big History timeline is more detailed and complicated than the average timeline, and beginning to gain a better understanding of how it works and what it represents will provide you with some of the knowledge you need to both analyse and construct timelines. In this activity, you will review some of the key features of timelines and gain a deeper understanding of the importance of scale in timelines.

Activity Tasks

1. Get into 4 groups: A, B, C and D. Each group should download this blank timeline and instructions sheet.​
2. You need to label each of your Group's events on the timeline, also including a start date and end date on your timelines. Also give your timeline a title that reflects the content of events for your group.
3. Once completed, post your timeline on the whiteboard.
4. Discuss the following questions:
   
   1. How did each group come up with a name for their events?
      
   2. In what directions do the timelines read?
      
   3. On what scale are these timelines?
      
   4. Without making the actual line any longer, how could they put all of these timelines together into one and make it so that you can still see all of the events and periods of time?
5. Now look at the Big History Timeline on the board. Look at the scale of the timeline. What do you notice about it?
6. Discuss the following questions:
   
   1. Is the scale consistent throughout?
      
   2. Why do you think the Big History timeline has these bends?
7. ​​How could you fit all the 4 timelines onto one timeline? Would you do it in the same way that Big History did? Or another method?

Challenge Yourself! - Optional Activities

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1. Explore this interactive animation that explores the scale of the Universe, from incredibly small to unfathomably large!
2. Watch this outro to the film Men in Black that pays homage to the film Powers of Ten.
3. Check out 'If the Moon Were Only 1 Pixel: A Tediously Accurate Scale Model of the Solar System'.
4. Test your knowledge of today's lesson with the short multiple-choice quiz below:​​​

TAKE THE QUIZ!