How We Got to Now: Six Innovations that Made the Modern World

by Steven Johnson

Reading Schedule

I recommend you watch the PBS documentary which corresponds to each chapter. If you have not read adult non-fiction before, you should watch it BEFORE reading the chapter.

Students with dyslexia or students who just don’t have as much advanced reading experience are welcome to listen to the audio book for this book.

Younger students or those with less reading proficiency should read Chp 1 and then chose two other chapters to read as long as they WATCH the PBS documentary

Week 1 (Sept 1or 2) Read Introduction & Chp 1 Glass‍

Week 2 (Sept 8 or 9) Read Chp 2 - Cold

Week 3 (Sept 15 or 16) Read Chp 3 Sound or 4 Clean (clean is a little be easier to follow)

Week 4 (Sept 22 or 23) Read ½ of Chp 5 - Time

Week 5 (Sept 29 or 30) Finish reading Chp 5 - Time

Week 6 (October 6 or 7) Read Chp 6 - Light

THINK ABOUT

claims,

evidence,

organization

as you read

  1. What’s his claim or argument/main idea for this section?

  2. How does he prove his claim? What’s his evidence and is it convincing or are there flaws? (Look at the notes section in the back to figure out who he cites his sources. Would you prefer footnotes for sources?)

  3. HOW does the writer organize this? Pay attention to structure by looking for:

    • hooks, topic sentences with main ideas (highlight those!),

    • introducing evidence (NEV- name, expertise, verb), explaining evidence,

    • transitions between ideas, paragraphs, sections,

    • conclusions:

      • what is his “SO-WHAT” — why this matters

      • how does he signal he’s coming to the end of the discussion

      • how does he tie-it the ideas up?

Introduction & Chapter 1 - Glass

pdf of questions and word work is here

Glass: Discussion & Activities

pdf of questions and word work is here

Everyone do #1-3

Then choose two other questions to answer. You may always answer more than one more! We will discuss these as a group next week. Remember to restate the question in your answer and to use complete sentences when writing.

  1. As you read, write a few word summary at the top of every few pages.

  2. Make a cause and effect diagram/illustration of Johnson’s claims in chapter 1 about glass. In other words, illustrate how one thing led to another.

  3. Explain Johnson’s claim about why glass is so important to the modern world.

  4. Summarize what the hummingbird effect is & explain why is it called the hummingbird effect.

  5. How did you interact with glass today?

  6. Learn more about silicon dioxide or silica. (Do not copy and paste from the web to answer this question.) Summarize the most interesting parts of what you discovered.

  7. Learn more about the history of furnaces. Summarize the most interesting parts of what you discovered.

  8. Learn more about the history of Venetian glass. Summarize the most interesting parts of what you discovered.

  9. Learn more about the observatories on Mauna Kea. Summarize the most interesting parts of what you discovered.

  10. Learn more about how the Renaissance shifted how people thought about the individual not just about community. This is a good place to start: https://philosophy.institute/social-political/renaissance-shaped-modern-individualism/‍ ‍Summarize the most interesting parts of what you discovered.

  11. Learn more about the self-portraiture of one of these artists: Albrecht Durer, Leonardo Da Vinci, or Rembrandt. Summarize the most interesting parts of what you discovered.

Stems & Vocabulary

We will use these flash cards to play games next week. Remember to bring them to class!

pdf of questions and word work is here

Directions:

  1. Stems: If you’re in 6th grade, choose 4 stems to make flash cards for. If you’re in 7/8th grade, choose 7 or 8.

  2. Vocabulary: Everyone choose 3 of the bold vocabulary words and then 3 other vocabulary words (or find your own 3 words that you are curious about as you read) and make flash cards for those. Remember: the point of homework is to LEARN, not to just get it done, so choose words you don’t already know.

So you’ll have a total of 4+3+3 =10 flash cards or 7 + 3 + 3 = 13 or 8 + 3 + 3 = 14 flash cards

Flashcards for Latin and Greek stems:

  • Front of flash card has the word only.

  • Back has a definition and an example of an English word which uses this stem. The stems have links to Etymology Online so you can look up the definition.

  • Find the vocabulary word in our list which has this stem in it!

Flash cards for vocabulary words:

  • Front of flash card has the word only.

  • Back has a definition, part of speech, and synonym and a sentence from the book or from a dictionary site, such as Thesaurus and Word Tools | WordHippo.

Required Latin or Greek stems:ex, trans, form, spectare, co, chron, mono, sub,un, ortho, equi, primus, meg/mag (note a few stems such as meg are NOT Latin or Greek)

Vocabulary

Can you find the stems hiding in some of these words?

  • page 9: cluster, expansive, intuitive

  • page 14: versatile, transformative

  • page 17 lucrative, liability, innovation

  • page 20: spectacles, monastic

  • page 22: coevolutionary, inaugurate

  • page 25: censorious, subsequent

  • page 29: imply, annals, unorthodox, equivalent, transparent, chronic, fragile, transmit, fatigue,

  • page 30: asset, efficient

  • page 31: iconic, penchant

  • page 40: ingenuity

  • page 41: magnitude

  • page 42: primordial, metabolism

Chapter 2 - Cold

pdf of questions is here

Cold: Discussion & Activities

Everyone do #1-3

Then choose two other questions to answer. You may always answer more than one more! We will discuss these as a group next week. Remember to restate the question in your answer and to use complete sentences when writing.

  1. As you read, write a few word summary at the top of every few pages.

  2. WRITER’S CRAFT: As you read, find TRANSITIONS between ideas, paragraphs, or sections and mark them with a T /post-it note and HOOKS which hook your attention and mark them with “H” or “Hook” so you can find them again. Study one of the transitions or hooks. Explain how it works. How exactly does it connect two ideas? How does it make you curious or want to read more.

  3. Make a cause and effect diagram/illustration of Johnson’s claims in chapter 2 about cold In other words, illustrate how one thing led to another.

  4. Explain Johnson’s claim about why cold is so important to the modern world. (This is his “so-what”)

  5. EVIDENCE: Choose a fact, example, story, study, or claim which you think is powerful, telling, surprising, overly broad or about which you have questions. Why do you think the author used this fact, story, study, or claim? What impact does this have on you as reader?

  6. Watch a video on theideal gas law and write a BRIEF summary of it here.

  7. CONNECTION: Can you think of a modern luxury which has come to feel like a necessity, just as ice was once a luxury but became a necessity or perceived necessity?

  8. Research one of these:

  9. Research what Upton Sinclair’s The Jungle was about and the impact it had on the American public - present your findings as a comic strip, illustrated quotation(s), PSA (public service announcement) mini-poster, or paragraph.

  10. Interview someone who was a child or teenager in the 1940s or 1950s (they will be in their 80s or 90s!) and ask them about when they got refrigeration in their home. What was it like before and after?

Stems

Latin & Greek stems: therm, mega, skopos

OPTIONAL Vocabulary

This week we are focusing on our Latin and Greek stems so these vocabulary words while awesome are optional.

  • page 45: abject, albeit, tenacity

  • Page 46: preposterous, ubiquitous, demise, implausible, demeanor, apocryphal, delude

  • page 51: catastrophic, adverse, fledgling, liabilty

  • page 55: reverie, waft

  • page 57: nexus

  • page 58: fortuitous, impasse, magnate

  • page 61: thermal, mercenary, entrepreneur

  • page 62: muse, mull (verb as in mulling),

  • page 65: dominant, disparage

  • page 67: blockade

  • page 72: pinnacle

  • page 79: terse

  • page 83: catapult, megacity

  • page 84: tenacious, ingenuity, epic, scope (stem is skopos)

Sound or Clean

Choose to read one of these chapters (3 or 4) Clean is a little be easier to follow.

pdf of questions & word work

Sound: Discussion Questions

Everyone do #1-3. Then choose two more questions/activities.

Then choose two other questions to answer. You may always answer more than one more! We will discuss these as a group next week. Remember to restate the question in your answer and to use complete sentences when writing.

  1. PREPARATION: Take your sketch book and go outside to a busy urban place (parking lot, sidewalk in a non-residential area) and just listen for 5 minutes. Write down all the noises you hear.

  2. COMPREHENSION: As you read, write a few word summary at the top of every few pages.

  3. WRITER’S CRAFT: As you read, find these items below and then study one of the transitions or hooks. Explain how it works. How exactly does it connect two ideas? How does it make you curious or want to read more.

    • TRANSITIONS between ideas, paragraphs, or sections and mark them with a T /post-it note and

    • HOOKS which hook your attention and mark them with “H” or “Hook” so you can find them again.

    • CONCLUSIONS which tie ideas up Explain how a conclusion in this chapter connects two ideas? How does it make you curious or want to read more.

4. CONNECTION: Illustrate how either sound impacted your life this week.

5. SUMMARY: Summarize Johnson’s claim about why sound is so important to the modern world. (This is his “so-what”)

6. Research one of these topics and write a brief paragraph about it:

  • caves at Arcy-sur-Cure in the Burgundy area of France,

  • monopolies,

  • Bell Labs,

  • Distortion in rock and roll and punk

  • Sonar uses in WWII

  • Ultrasound use in medicine today

  • China’s one-child policy and its impact on China’s skewed male : female ratio today.

7. CONNECTION: Listen to some music from an early jazz artists that became a household name because of radio: Billie Holiday, Duke Ellington, Louis Armstrong, Ella Fitzgerald. Create an illustration which lists the song, key lyrics you thought were important or interesting if there are words, describe the mood and sound. Does it remind you of anything you listen to now? What do you think of it?

8. WRITER’S CRAFT: Choose a fact, example, story, study, or claim which you think is powerful, telling, surprising, overly broad, or about which you have questions. Why do you think the author used this fact, story, study, or claim? What impact does this have on you as reader?

Clean: Discussion Questions

Everyone do #1-2.

Then choose 1 other question/activity. You may always answer more than one more! We will discuss these as a group next week. Remember to restate the question in your answer and to use complete sentences when writing.

  1. COMPREHENSION: As you read, write a few word summary at the top of every few pages.

  2. WRITER’S CRAFT: As you read, find these items below and then study one of the transitions or hooks. Explain how it works. How exactly does it connect two ideas? How does it make you curious or want to read more.

    • TRANSITIONS between ideas, paragraphs, or sections and mark them with a T /post-it note and

    • HOOKS which hook your attention and mark them with “H” or “Hook” so you can find them again.

    • CONCLUSIONS which tie ideas up Explain how a conclusion in this chapter connects two ideas?

3. SUMMARY: Summarize Johnson’s claim about why clean is so important to the modern world. (This is his “so-what”)

4. Research one of these topics and write a brief paragraph about it:

  • megacities such as Mumbai or Sao Paulo

  • uses of chlorine

  • cholera

  • advent of public swimming pools in the US

  • “Reinvent the toilet challenge”

Stems & Vocabulary

We will use these flash cards to play games next week.

Stems: Sixth graders, choose 4 stems to make flash cards for. Seventh & eighth graders, choose 5 to 8.

Vocabulary: Everyone choose 3 of the bold vocabulary words , then 3 other vocabulary words (or find your own 3 words) and make flash cards for those.

Flashcards for Latin and Greek stems:

  • Front of flash card has the word only.

  • Back has a definition and an example of an English word which uses this stem. The stems have links to Etymology Online so you can look up the definition.

  • Find the vocabulary word in our list which has this stem in it!

Flash cards for vocabulary words:

  • Front of flash card has the word only.

  • Back has a definition, part of speech, and synonym and a sentence from the book or from a dictionary site, such as Thesaurus and Word Tools | WordHippo.

Latin or Greek stems from both chapters: re, amplus, sonare, phono, auto, graph(os), multi, mono, digit, deci, mal, dis, auris, aqua, sub, con, non, micro, bios,terra, ant (not Latin or Greek), epi,

Vocabulary for chp 3 Sound

Vocabulary for chp 4 Clean

  • page 127: dire, transit, hamlet, metropolis, prodigious

  • page 128: nonporous, folly, scatological, excrement,

  • page 129: megacities, favela, pestilence, cholera, dysentery, miasma

  • page 132: surreal, template, metropolis, subterranean, intuitive

  • page 134: muckracking

  • page 135 -6: leviathan, replicate, microorganism

  • page 137: deride, deviate, hygiene

  • page 138: advocate, self-evident

  • page 140: evangelist, converge, infrastructure, paradigm, epidemiology, synthesis, contaminated

  • page 142: empirical, accelerate

  • page 143-4: pique, immerse

  • page 145: encumbered, ascertain

  • page 146: excruciating, rarity,

  • page 152: microbial, constrained

  • page 154: antecedent, incontrovertible, epidemic, sanitation

  • page 156: adjacent, bypass micrometer or micron

  • page 157-8: preposterous, sterile, pathogen, epidermis,

  • page 159: repellent

Time: Discussion & Activities

Everyone do #1-2.

Then choose two other questions to answer.

  1. As you read, write a few word summary at the top of every few pages.

  2. Choose one interesting quotation from the book. Write it down and explain why this quotation matters.

  3. WRITER’S CRAFT: As you read, find TRANSITIONS between ideas, paragraphs, or sections and mark them with a T /post-it note and HOOKS which hook your attention and mark them with “H” or “Hook” so you can find them again. Study one of the transitions or hooks. Explain how it works. How exactly does it connect two ideas? How does it make you curious or want to read more.

  4. Make a cause and effect diagram/illustration of Johnson’s claims in chapter 5 about time. In other words, illustrate how one thing led to another.

  5. Think about the paradox of measuring time in our age: we now measure incredibly small amounts of time and vast amounts. What does this reveal about our culture?

  6. How did the concept of “standard time” shift societal views on punctuality, work schedules, and personal productivity?

  7. What were the unintended consequences of timekeeping innovations on culture, commerce, and daily routines?

  8. How does the “Time” chapter connect to ideas in another chapter in terms of societal changes stemming from an innovation?

  9. How do modern digital timekeeping systems (smartphones, online calendars) differ from historical mechanisms in both function and cultural influence?

  10. Does your family use digital timekeeping systems (smartphones, online calendars) more than paper versions or vice versa? Why?

Stems & Vocabulary

Study your current flash cards.

Class voted on 30 words to focus on for the last two chapters. Those will be posted on the main homework page by Thursday.

No homework on them yet.

Chp 6 - Light

pdf of discussion questions here - coming soon

Light & Wrap Up Discussion Questions

Everyone do #1-3.

  1. SUMMARY: Summarize Johnson’s claim about why light is so important to the modern world. (This is his “so-what”)

  2. Explain what Johnson means by this phrase that he frequently uses: “the adjacent possible”

  3. Choose one of the following quotations and explain what it means and why it matters.

    • “Innovations usually begin life with an attempt to solve a specific problem, but once they get into circulation, they end up triggering other changes that would have been extremely difficult to predict.”

    • “Most discoveries become imaginable at a very specific moment in history, after which point multiple people start to imagine them.”

    • “If we think that innovation comes from a lone genius inventing a new technology from scratch, that model naturally steers us toward certain policy decisions, like stronger patent protection. But if we think that innovation comes out of collaborative networks, then we want to support different policies and organizational forms: less rigid patent laws, open standards, employee participation in stock plans, cross-disciplinary connections.”

    • “Every genuinely new technology has a genuinely new way of breaking – and every now and then, those malfunctions open a new door to the adjacent possible. Sometimes the way a new technology breaks is almost as interesting as the way it works.”

    • “Like every big idea, Birdseye’s breakthrough was not a single insight, but a network of other ideas, packaged together in a new configuration. What made Birdseye’s idea so powerful was not simply his individual genius, but the diversity of places and forms of expertise that he brought together.”

    • “By any measure, Edison was a true genius, a towering figure in nineteenth-century innovation. But as the story of the lightbulb makes clear, we have historically misunderstood that genius. His greatest achievement may have been the way he figured out how to make teams creative: assembling diverse skills in a work environment that valued experimentation and accepted failure, incentivizing the group with financial rewards that were aligned with the overall success of the organization, and building on ideas that originated elsewhere.”

    • “In the case of the vacuum tube, it trained our ears to enjoy a sound that would no doubt have made Lee De Forest recoil in horror. Sometimes the way a new technology breaks is almost as interesting as the way it works.”

    • “If there’s anything we know from the history of innovation—and particularly from the history of the time travelers—it is that being true to yourself is not enough. Certainly, you don’t want to be trapped by orthodoxy and conventional wisdom. Certainly, the innovators profiled in this book had the tenacity to stick with their hunches for long periods of time. But there is comparable risk in being true to your own sense of identity, your own roots. Better to challenge those intuitions, explore uncharted terrain, both literal and figurative. Better to make new connections than remain comfortably situated in the same routine. If you want to improve the world slightly, you need focus and determination; you need to stay within the confines of a field and open the new doors in the adjacent possible one at a time. But if you want to be like Ada, if you want to have an “intuitive perception of hidden things”—well, in that case, you need to get a little lost.”

Stems & Vocabulary

We will use these flash cards to play games next week.

Class voted on 20 to 30 words to focus on for the last two chapters. Those will be posted on the main homework page.

Make sure you have flash cards for these words.