Teaching Global History: A Social Studies Approach

Description

This updated edition of Teaching Global History challenges prospective and beginning social studies teachers to formulate their own views about what is important to know in global history and why. This essential text explains how to organize curriculum around broad social studies concepts and themes, as well as student questions about humanity, history, and the contemporary world. All chapters feature lesson ideas, a sample lesson plan with activity sheets, primary source documents, and helpful charts, graphs, photographs, and maps. This new edition includes connections to the C3 framework, updates throughout to account for the many shifts in global politics, and a new chapter connecting past to present through current events and historical studies in ways that engage students and propel civic activism. Offering an alternative to pre-packaged textbook outlines and materials, this text is a powerful resource for promoting thoughtful reflection and debate on what the global history curriculum should be and how to teach it. Cover Half Title Title Page Copyright Page Dedication Table of Contents Preface Acknowledgments PART I: Designing a Global History Curriculum Chapter 1: What Is a Social Studies Approach to Global History? The Flow of History “Why Is the World the Way It Is Today?” Historians Question History Social Studies Approach Present and Past Balancing Breadth and Depth Inevitability Sources and Historians Concluding Note About Language Chapter 2: Debating Curriculum: What Is Important to Know and Why? Standards and Assessments Satisfying the Standard What Is Important to Know? Curriculum Debates National Standards for World History Why Study This Era? Common Core and the Death of History Concluding Thoughts Chapter 3: How Should Global History Teachers Address Controversial or Sensitive Issues? Responsible Teaching Confronting Racism and Imperialism Human Origins Grappling with Human Sexuality Why Religion? Capitalism and Slavery Terrorism Israel and Palestine Threats to Democracy Where Are the Women? Chapter 4: Why Is Global History Usually European Chronology with Tangents? The First 100,000 Years or So Independent Chronologies History or Social Studies? Thematic Strands AP® World History Compartmentalization The Full Scope of History Developing a Curriculum Calendar National History Standards Possibility for Revamping the Curriculum Chapter 5: What Does a Theme-Based Global History Curriculum Look Like?: Part 1 – BC: Before Columbus CAS I. The Human Experience – The First 100,000 Years CAS II. Developing the Civilization Package – The Next 10,000 Years CAS III. Rise and Fall of Local States and Regional Empires, 750 bc–1600 ad CAS IV. Emerging Networks of Exchange, Mostly 300 ad–1200 ad CAS V. Regional Conflict and Growth, Basically 1200 ad–1500 ad with Extensions and Comparisons on Both Ends Chapter 6: What Does a Theme-Based Global History Curriculum Look Like?: Part 2 – AD: After the Deluge Traditional Curriculum Calendar CAS VI. Columbian Exchange, 1420–1763 CAS VII. Capitalist Transformation, 1750–1914 CAS VIII. Reaction and Revolution, 1914–1989 CAS IX. Emerging World Order, 1989 to Present CAS X. Addressing the Present and Planning a Future, Based on Understanding the Past PART II: Debating Global History Chapter 7: Why Does the Grand Narrative of Western Civilization Play Such a Central Role in Most Global History Curricula? The Nile and Fertile Crescent Can We Document Continuity? Celebrating Greek Democracy Eurocentrism? Contributions of Ancient Egypt Rome and Christianity European Renaissance and Enlightenment European Enlightenment Chapter 8: If Chinese Historians Wrote the Global History Curriculum CAS I. Beginning of Civilization in China, 12,000 bc–2000 bc CAS II. Chinese River Valley Civilization, 2000 bc–1066 bc CAS III. Classical Chinese Civilization, 1066 bc–221 bc CAS IV. Imperial China, 221 bc–618 ad CAS V. Golden Age I, 618–1305 ad CAS VI. Golden Age II, 1368–1450 ad CAS VII. Dark Ages, 1450–1911 ad CAS VIII. Reemerging World Power, 1912–1989 AD CAS IX. A Chinese Century, 1989 into the 21st Century Chapter 9: Who and What Gets Included in History? Other Approaches Packages, Take-Offs, and Turning Points Social Institutions The Many-Headed Hydra Struggle Against Slavery Chapter 10: Religion in Human History Cloistered Life Church and State NCSS Thematic Strands and Standards Textbook Coverage Historians and Social Scientists Look at Religion Chapter 11: Revolutionary Movements in the 20th Century Bolshevik Revolution in Russia Easter Rising in Ireland Non-Violent Civil Disobedience in India Communist Revolution in China Southeast Asian Struggles Africa In the Shadow of the United States Islamic Revolution in Iran Chapter 12: Teaching About the European Holocaust and Genocide Multiple Perspectives on Fascism The Age of Extremes Why Germany Targeted the Jews Individual and Collective Responses Lessons of the European Holocaust Connecting with the Present Chapter 13: Teaching About the Great Irish Famine Historical Thinking Colonization Horizontal History Other Historical Themes PART III: Waves of Global Integration Chapter 14: Three Waves of Global Integration Chapter 15: Columbian Exchange and the Age of Colonialism (1420–1763) Impact of the Colombian Exchange Europe Profits Chapter 16: Imperialism: The Eagle’s Talons Chapter 17: Globalization: The Fifth Horseman of the Apocalypse Chapter 18: Climate Change and the Anthropocene Chapter 19: Is Democracy at Risk in the 21st Century? Chapter 20: Global History Standards References Index