Lesson Purpose

Origin stories are the emphasis of this lesson. Big History focuses on the modern, scientific origin story of how the world got to be the way it is. Even though this particular origin story is the start of Big History, it's important to recognise that many different types of origin stories exist. Some are thousands of years old and some are newer. They come from varying cultures and religions, but one theme runs through all of them: It seems that all humans are interested in understanding their origin to some degree. In this lesson, you'll first use Universe Verse to introduce yourselves to the modern, scientific origin story of the Big Bang. Then, your class will investigate a variety of origin stories in groups. You'll also read about different origin stories and take part in two of our recurring Big History activities - the DQ Notebook and vocabulary. The lesson will end with students thinking more deeply about their personal origin stories.

The outcomes of this lesson are: 1.) To define the key course theme of origin stories; 2.) To explain the features of origin stories that Big History shares with traditional origin stories.​

Activity 1 - BANG! The Universe Verse Book 1
Activity Objectives
Universe Verse is an easy-to-read book. It’s a light way to think about the modern, scientific origin story. Also, it’s a great preview of the Big Bang. It’s easygoing and provides a gentle way into the heavier science that’s coming.

Activity Tasks
  1. Download BANG! The Universe Verse Book 1 and read pages 1-12.​
  2. Write an answer to this question: The first 12 pages of BANG! The Universe Verse Book 1 describe one view of how the Universe began. Can you think of other views and stories about how the Universe began?
  3. ​​Thinking about your answer to the previous question, share your alternative ideas to the Big Bang.

Activity 2 - Big Questions H2

Activity Objectives
This video is a very quick introduction to the idea that in Big History one of the most important things we do is ask big questions. The video discusses some of those kinds of questions, as well as how we might begin to answer them.

Activity Tasks
  1. Watch the video ​Big Questions H2, which asks big questions about the beginning of life and even the meaning of life itself.​​​
  2. Discuss these questions:
    1. What are some of the big questions that you have?
    2. What do you think it means to be human?
    3. How does modern science help you think about these questions?

Activity 3 - Origin Stories Introduction
Activity Objectives
This activity has two purposes: First, you’ll start to become familiar with a very deliberate reading process that you’ll use throughout the Big History course. This will not only help you understand the readings for this course, but the skills you learn will also transfer to other classes. Second, you will become familiar with the idea of an origin story. Cultures around the world have their own origin stories, ways in which they believe and describe how the Universe came to be. It’s important that you understand that all origin stories should be respected, as they often relate to people’s cultures and beliefs. Big History is another one of these origin stories. Specifically, it is what many consider a modern, scientific origin story.

Activity Tasks
  1. Download and read the 'Three Close Reads' worksheet, paying attention to the instructions.​
  2. What is the difference between reading for capturing gist; reading for factual information; and analysing for conceptual thinking?
  3. Now read 'Origin Stories Introduction' , filling out the 'Capturing Gist' section of the Three Close Reads worksheet.
  4. Now read 'Origins Stories Introduction' again, this time filling out the 'Informational' section of the worksheet.
  5. Discuss these questions:
    1. How does Stokes Brown define origin stories?
    2. How does he define oral tradition and why is it important to the study of origin stories?
  6. Finally, read the story again, this time filling out the 'Thinking Bigger' section of the worksheet.
  7. Think about other origin stories you know about. How do these compare to the modern scientific origin story that is Big History?
  8. Now download the 'Origin Stories Comparison Worksheet'. Fill in the section of the chart for the 'Modern Scientific' origin story as you read the article: 'Modern Scientific Origin Story'.

Activity 4 - Origin Stories Group Work

Activity Objectives
These origin stories are important for a number of reasons: They’re entertaining, instructive, and also useful, because they help us better understand the kinds of questions that origin stories answer and the motivations of humans in asking these types of questions.

Activity Tasks
  1. Each person will read one of the seven origin stories: Chinese, Judeo-Christian, Iroquois, Mayan, Greek, Zulu, and Efik.​
  2. Refer to the 'Three Close Reads' worksheet as you read your origin story.
  3. Fill in the column for your origin story on the 'Origin Story Comparison' worksheet.
  4. Now circulate around the room and fill in the other sections of the worksheet.
  5. Discuss: 1.) Are there any significant similarities or differences among the stories? 2.) Does the information on your worksheets provide any insights into the reasons why people create origin stories?

Activity 5 - Cosmology and Faith
Activity Objectives
The content in this article offers you a chance to think about the philosophical and moral implications behind having various origin stories in our lives, and how we might think about the conflicts that arise from having different stories. It also helps you consider if and how we might reconcile those differences.

Activity Tasks
  1. Read the article 'Cosmology and Faith', paying attention to the 'Reading for Gist' section of your 'Three Close Reads' worksheet.​
  2. Now read the article again, this time paying attention to the questions about 'Reading for Information' on your worksheet.
  3. Answer these questions:
    1. According to Haught, why have humans always exhibited a desire to understand the origin of things?
    2. Haught also argues that humans have a need for narrative coherence. What does he mean by this?
    3. What distinction does Haught make between the “visible world” and the “really real world?”
    4. According to Haught, how does religion try to overcome this division between the visible and really real worlds?
    5. According to Haught, what are three ways that a person might think about how science and faith relate to each other?
  4. Finally, read the article again, this time considering the 'Thinking Bigger' questions. Discuss this question:
    1. Think about the conflict, contrast, and convergence ideas that were presented in the Haught article—what do you think makes the most sense and how can you logically argue for your side?

Activity 6 - The Driving Questions (DQ) Notebook

Activity Objectives
All lessons and units will end with some sort of assessment activity. These will usually be informative assessments that give you a sense of your current understanding of the course. In some instances, there will also be more formal, traditional summative assessments. The purpose of this particular assessment activity is so you revisit the driving question for the unit. Now that you have learned more about scale, you should revise your thinking and have a more in-depth response to this question. Make sure you use the new information that they have gained to support your answers.

Activity Tasks
  1. Consider the Unit 1 Driving Question: 'Why do we look at things from far away and close up?'​
  2. Look at your DQ Notebook Worksheet you started in Lesson 1.1 (Scale).
  3. List some new ideas about why we look at things from far away and close up.
  4. Now write about how your thinking has changed from the first time you responded to the driving question.

Challenge Yourself! - Optional Activities

1. Just about any superhero movie you've seen is an origin story in disguise. How did Bruce Wayne become Batman? What put the spider in Spiderman?
2. Learn the origin story about how Bruce Wayne turned into Batman.
3. ​Test your knowledge of today's lesson with the short multiple-choice quiz below:​​
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