Jared Diamond's book Guns, Germs, and Steel aims to explain why some civilizations have conquered others through environmental and geographical factors rather than intellectual or genetic superiority. The book traces the unequal development of technologies like agriculture, writing and metal tools among societies, which led to imbalances of power by 1500 CE. Diamond argues that differences in potential crops and animals for domestication, along with the orientation of continents, contributed to uneven rates of technological progress and disease resistance between Eurasian and other societies over thousands of years. While geography influenced history, Diamond acknowledges there are still unanswered questions about the ultimate causes behind these global disparities.
How the original migration of people from Europe to North America occurred. From 1500 AD through the 19th century, the displacement and migration of 50 million people.
How the original migration of people from Europe to North America occurred. From 1500 AD through the 19th century, the displacement and migration of 50 million people.
“To what extent has the Modern Revolution been a positive or a negative force?” is the driving question for Unit 9. The purpose of this activity is to apply Unit 9’s driving question
to a modern-day infrastructure development: the Interoceanic Highway (La Carretera). Construction on La Carretera, which connects the east and west coasts of South America, began in the early twenty-first century. By studying the scenes depicted in a photojournalist’s photographic essay, students will come to their own conclusions about the extent to which this road has been a positive or negative force as related to certain trends and topics (economic development and natural environment, for example). This activity will also help prepare students for Investigation 9, in which they’re asked to identify good and bad outcomes of trends referenced in the Investigation texts.
This activity will give students a chance to review some of what they learned in this lesson, and use it to think more deeply about what and how they would communicate with an alien species.
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Circling one star among hundreds of billions, in one galaxy among a hundred billion more, in a Universe that is vast and expanding ever faster – perhaps toward infinity. It’s easy to forget that we live in a place of astonishing grandeur and mystery.
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Unit 9: Comparing the Costs of Renewable and Conventional Energy SourcesBig History Project
You can’t get too far in a discussion about the nation’s electric power sector without running into the question of costs.
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This quick activity will get students brainstorming about life on Mars and what they would need to survive there.
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Use www.gapminder.org/data to fill out the data in each of the tables below. To find the data you need, make sure that you have the name of the category. On the gapminder.org/data page, you’ll see a table called “List of indicators in “Gapminder World.” Beneath that title, on the right side of the table, find the
Search box. Type the name of the category into that search area. Once you find the category, click on the magnifying glass on the right. That link will have the data you need to fill out each of the tables below.
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Spanning three centuries of history, from the dawn of the industrial age to modern times, three diverse
thinkers developed their own landmark theories on commerce, labor, and the global economy.
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In the final essay of a four-part series, David Christian explains
how advances in communication and transportation accelerated
collective learning.
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Lesson 9.2 Activity: The Impact of Population Growth EssayBig History Project
For this closing activity, students will construct an essay in which they discuss what they think are the three biggest impacts of human population growth in the modern era. By looking more closely at population growth, they will deepen their understanding of the impact of acceleration and will think about themselves in relation to population growth and the effect it might have on their own futures.
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Making comparisons is an important intellectual tool for all people and especially for historians and scientists. Historians, in particular, make comparisons across time to understand what
has changed and what has remained constant. This question looks at the spread of plague and our collective reaction to plague at two different times in human history—the fourteenth century and the nineteenth century. Such a comparison enables us to see clearly how we have changed.
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Lesson 8.3 Activity: Revising Investigation Writing - Sentence Starters Part 2Big History Project
Students have examined and revised an Investigation writing sample based on Criteria A, B, and C of the rubric. Now, they’ll undergo the same process with a peer essay. In addition, they’ll do this alone instead of in groups. So, although the process is the same as in the last Investigation writing activity, this one might be more difficult since students will move away from group work and will complete this worksheet on their own. However, it’s important for students to be able to accomplish this exercise on their own since in the next lesson, they’ll apply this same process to their own writing. Again, while the categories in the rubric are a useful tool for initially understanding the different elements of writing, they need to be looked at as a whole since the areas of focus are interrelated.
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Unit 8: When Humans Became Inhumane: The Atlantic Slave TradeBig History Project
Once Europeans had figured out how to be effective middlemen — buying and selling silver, tea, and fur, they turned to figuring out how to also become producers of the commodities they were trading.
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Unit 8: Investigating the Consequences of the Columbian ExchangeBig History Project
A new era in human history began in 1492 as the four world zones became connected. For the first time, humans created truly global networks.
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The account of the travels of the Muslim legal scholar Ibn Battuta in the first half of the fourteenth century reveals the wide scope of the Muslim world at that time.
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This collection of biographies provides students with detailed information about the voyages of these explorers including information about their motivation and how they inspired future generations of explorers. These men opened the door to a more interconnected world as the contacts they made helped to create connections between distant peoples and stimulate the growth of exchange networks and long-distance trade.
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Lesson 7.2 Activity: Essay - Were They Pushed or Did They Jump?Big History Project
You’re going to pick a civilization you’ve already researched, and then use the information from your Early Civilizations Museum Project, your Comparing More Civilizations Worksheet, and your Rise, Fall, and Collapse of Civilizations Worksheet to write a five-paragraph essay about whether that civilization was pushed (external forces were the main cause of its downfall) or it jumped (something internal was responsible—they were their own worst enemy). A “pushed” example: Two empires went to war. You might say the winning empire “pushed” the losing empire into collapse. An example of a civilization having “jumped” can be found in the Easter Island Activity earlier in the course: One of the theories for the collapse of Easter Island is that the inhabitants depleted the natural resources they needed to survive. The people were, in a sense, the cause of their own destruction—they “jumped.”
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Lesson 7.2 Activity: Social Status, Power, and Human BurialsBig History Project
This activity provides students with an opportunity to start thinking about the impact that farming can have on the way humans live and relate to each other. It will also allow them to think about the kinds of questions archaeologists and historians might ask when they must rely upon artifacts rather than written evidence to learn about the past.
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Unit 7: Greco-Roman: Early Experiments in Participatory GovernmentBig History Project
Instead of rule by a single person, Athens and Rome developed governments with widespread participation by male elites, which lasted about 170 years in Athens and 480 years in Rome.
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During the same narrow sliver of cosmic time, cities, states, and civilizations emerged independentlyin several places around the world.
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As a paleontologist and a Catholic priest, Pierre Teilhard de Chardin formulated his own unique vision for a synthesis of science and religion.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Thesis Statement for students diagnonsed withADHD.ppt
Unit 8: Guns, Germs, and Steel: The Fates of Human Societies
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EXCERPTS FROM GUNS,
GERMS, AND STEEL
The Fates of Human Societies
1260L
By Jared Diamond
Jared Mason Diamond (1937 — ) is an American scientist and author whose work
draws from a variety of fields. He is currently a professor of geography and
of physiology at UCLA. His 1997 book, Guns, Germs, and Steel: The Fates of Human
Societies, from which the following passages are excerpted, won the 1998 Pulitzer
Prize for general nonfiction and the Aventis Prize for Best Science Book. The
basic premise of the book is to explain why Eurasian civilizations have survived
and conquered others, while refuting the idea that Eurasian hegemony is due to
intellectual, moral, or genetic superiority.
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Guns, Germs, and Steel
We all know that history has proceeded very differently for peoples
from different parts of the globe. In the 13,000 years since the end of
the last Ice Age, some parts of the world developed literate industrial
societies with metal tools, other parts developed only nonliterate
farming societies, and still others retained societies of hunter-gather-
ers with stone tools. Those historical inequalities have cast long
shadows on the modern world, because the literate societies with
metal tools have conquered or exterminated the other societies.
While those differences constitute the most basic fact of world history,
the reasons for them remain uncertain and controversial. This puzzling
question of their origins was posed to me 25 years ago in a simple,
personal form. In July 1972 I was walking along a beach on the tropical
island of New Guinea, where as a biologist I study bird evolution. I had
already heard about a remarkable local politician named Yali, who
was touring the district then. By chance, Yali and I were walking in the
same direction on that day, and he overtook me. We walked together
for an hour, talking during the whole time.
Our conversation began with a subject then on every New Guinean’s
mind — the rapid pace of political developments. Papua New Guinea, as
Yali’s nation is now called, was at that time still administered by Australia
as a mandate of the United Nations, but independence was in the air...
After a while, Yali turned the conversation and began to quiz me....
[H]e asked me, “Why is it that you white people developed so much
cargo and brought it to New Guinea, but we black people had little
cargo of our own?”
Although Yali’s question concerned only the contrasting lifestyles of
New Guineans and of European whites, it can be extended to a larger
set of contrasts within the modern world. Peoples of Eurasian origin,
especially those still living in Europe and eastern Asia, plus those
transplanted to North America, dominate the modern world in wealth
and power. Other peoples, including most Africans, have thrown
off European colonial domination but remain far behind in wealth and
power. Still other peoples, such as the aboriginal inhabitants of Aus-
tralia, the Americas, and southernmost Africa, are no longer even
masters of their own lands but have been decimated, subjugated, and
in some cases even exterminated by European colonialists.
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Thus, questions about inequality in the modern world can be reformu-
lated as follows. Why did wealth and power become distributed as they
now are, rather than in some other way? For instance, why weren’t
Native Americans, Africans, and Aboriginal Australians the ones
who decimated, subjugated, or exterminated Europeans and Asians?
We can easily push this question back one step. As of the year 1500,
when Europe’s worldwide colonial expansion was just beginning,
peoples on different continents already differed greatly in technology
and political organization. Much of Europe, Asia, and North Africa
was the site of metal-equipped states or empires, some of them
on the threshold of industrialization. Two Native American peoples,
the Aztecs and the Incas, ruled over empires with stone tools. Parts
of sub-Saharan Africa were divided among small states or chiefdoms
with iron tools. Most other peoples — including all those of Australia
and New Guinea, many Pacific islands, much of the Americas, and
small parts of sub-Saharan Africa — lived as farming tribes or even
still as hunter-gatherer bands using stone tools. Of course, those
technological and political differences as of 1500 were the immediate
cause of the modern world’s inequalities. Empires with steel weap-
ons were able to conquer or exterminate tribes with weapons of
stone and wood. How, though, did the world get to be the way it was in
1500? Once again, we can easily push this question back one step
further, by drawing on written histories and archaeological discoveries.
Until the end of the last ice age, around 11,000 BCE, all peoples on all
continents were still hunter-gatherers. Different rates of development
on different continents, from 11,000 BCE to 1500 CE, were what led
to the technological and political inequalities of 1500. While Aboriginal
Australians and many Native Americans remained hunter-gatherers,
most of Eurasia and much of the Americas and sub-Saharan Africa
gradually developed agriculture, herding, metallurgy, and complex polit-
ical organization. Parts of Eurasia, and one area of the Americas,
independently developed writing as well. However, each of these new
developments appeared earlier in Eurasia than elsewhere.... Thus, we
can finally rephrase the question about the modern world’s inequalities
as follows: why did human development proceed at such different
rates on different continents? Those disparate rates constitute history’s
broadest pattern....
...On the one hand, the proximate explanations are clear: some peoples
developed guns, germs, steel, and other factors conferring political
and economic power before others did; and some peoples never devel-
oped these power factors at all. On the other hand, the ultimate ex-
planations — for example, why bronze tools appeared early in parts of
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Eurasia, late and only locally in the New World, and never in Aboriginal
Australia — remain unclear. Our present lack of such ultimate explana-
tions leaves a big intellectual gap, since the broadest pattern of history
thus remains unexplained.
Authors are regularly asked by journalists to summarize a long book
in one sentence. For this book, here is such a sentence: “History fol-
lowed 100 different courses for different peoples because of differenc-
es among peoples’ environments, not because of biological differences
among peoples themselves.” Naturally, the notion that environmental
geography and biogeography influenced societal development is an old
idea. Nowadays, though, the view is not held in esteem by historians;
it is considered wrong or simplistic, or it is caricatured as environ-
mental determinism and dismissed, or else the whole subject of trying
to understand worldwide differences is shelved as too difficult. Yet
geography obviously has some effect on history; the open question
concerns how much effect, and whether geography can account for
history’s broad pattern.
The time is now ripe for a fresh look at these questions, because
of new information from scientific disciplines seemingly remote from
human history. Those disciplines include, above all, genetics, mol-
ecular biology, and biogeography as applied to crops and their wild
ancestors; the same disciplines plus behavioral ecology, as applied to
domestic animals and their wild ancestors; molecular biology of
human germs and related germs of animals; epidemiology of human
diseases; human genetics; linguistics; archaeological studies on all
continents and major islands; and studies of the histories of technology,
writing, and political organization....
...[F]ood production — that is, the growing of food by agriculture or
herding, instead of the hunting and gathering of wild foods — ulti-
mately led to the immediate factors permitting [Eurasians’] triumph
[over non-Eurasians’]. But the rise of food production varied around
the globe...
[P]eoples in some parts of the world developed food production by
themselves; some other peoples acquired it in prehistoric times
from those independent centers; and still others neither developed
nor acquired food production prehistorically but remained hunter-
gatherers until modern times....
...Geographic differences in the local suites of wild plants and animals
available for domestication go a long way toward explaining why
only a few areas became independent centers of food production, and
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why it arose earlier in some of those areas than in others. From those
few centers of origin, food production spread much more rapidly to
some areas than to others. A major factor contributing to those differ-
ing rates of spread turns out to have been the orientation of the
continents’ axes: predominantly west-east for Eurasia, predominantly
north-south for the Americas and Africa.
....Far more Native Americans and other non-Eurasian peoples were
killed by Eurasian germs than by Eurasian guns or steel weapons.
Conversely, few or no distinctive lethal germs awaited would-be Euro-
pean conquerors in the New World. Why was the germ exchange so
unequal? Here, the results of recent molecular biological studies are
illuminating in linking germs to the rise of food production, in Eurasia
much more than in the Americas.
Another chain of causation led from food production to writing, possi-
bly the most important single invention of the last few thousand years.
Writing has evolved de novo only a few times in human history, in
areas that had been the earliest sites of the rise of food production in
their respective regions.... Hence, for the student of world history,
the phenomenon of writing is particularly useful for exploring another
important constellation of causes: geography’s effect on the ease with
which ideas and inventions spread.
What holds for writing also holds for technology. A crucial question
is whether technological innovation is so dependent on rare inventor-
geniuses, and on many idiosyncratic cultural factors, as to defy an
understanding of world patterns. In fact, we shall see that, paradoxi-
cally, this large number of cultural factors makes it easier, not harder,
to understand world patterns of technology. By enabling farmers to
generate food surpluses, food production permitted farming societies
to support full-time craft specialists who did not grow their own food
and who developed technologies.
Besides sustaining scribes and inventors, food production also enabled
farmers to support politicians.... Mobile bands of hunter-gatherers are
relatively egalitarian, and their political sphere is confined to the band’s
own territory and to shifting alliances with neighboring bands. With the
rise of dense, sedentary, food-producing populations came the rise of
chiefs, kings, and bureaucrats. Such bureaucracies were essential not
only to governing large and populous domains but also to maintaining
standing armies, sending out fleets of exploration, and organizing wars
of conquest.
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[T]his book identifies several constellations of environmental factors
that I believe provide a large part of the answer to Yali’s question.
Recognition of those factors emphasizes the unexplained residue,
whose understanding will be a task for the future....
Perhaps the biggest of these unsolved problems is to establish human
history as a historical science, on a par with recognized historical
sciences such as evolutionary biology, geology, and climatology. The
study of human history does pose real difficulties, but those recognized
historical sciences encounter some of the same challenges. Hence
the methods developed in some of these other fields may also prove
useful in the field of human history. Already, though, I hope to have
convinced you, the reader, that history is not “just one damn fact after
another,” as a cynic put it. There really are broad patterns to history,
and the search for their explanation is as productive as it is fascinating....
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