Exposure to propaganda can lead to biased attitudes that change the way people speak and act, sometimes without their conscious awareness. Propaganda has historically contributed to systemic discrimination, bias-motivated violence, and even genocide. By comparing historic and contemporary propaganda, students come to understand how people's values…

In this article, the authors begin by describing a classroom activity from part of the Diplomacy Challenge unit in their Problem-Based Learning (PBL) Advanced Placement (AP) World History Curriculum when students discover and analyze the history of the Early Modern Era (1450-1750). In this article, they explain how they have adopted PBL, its…

A thoughtfully designed digital text can provide classroom teachers with a powerful resource for addressing an enduring challenge of the K-12 classroom: how to simultaneously provide individualized and student-centered learning experiences for large class sizes and highly diverse student needs. The author describes how she relied on digital texts…

"The Stars and Stripes: The American Soldiers' Newspaper of World War I, 1918-1919" collection at the Library of Congress provides access to the newspaper distributed to military personnel during World War I. The news articles reveal what members of the American Expeditionary Force actually read about military battles and campaigns in…

Numerous research and scholarly articles have been written on the Korean War. Yet in many K-12 history classrooms, the war and its legacy are still "forgotten" and are only addressed with a paragraph or two in a textbook. The Korean War Legacy and World History Digital Education foundations are changing this situation by honoring…

Big data analysis involves the examination of large sets of data in order to uncover patterns and trends. Within the social studies or history classroom, such analyses can be effective for gaining insights into historical trends over time or across geographical regions. For instance, using simple technology tools, students can perform word…

As a veteran pedagogue of AP World History courses who integrates the aesthetics within my instruction, I have witnessed how this integration has helped my students advance their emotional intelligence, develop historical literacy skills, and obtain a three or better in the AP World History exam. (Five is the highest score that students can…

Difficult histories expose learners to historical suffering and victimization that constitute a collective trauma. The difficulty stems from the strong emotional reactions or ethical responses learners may evince, undermining their trust in security and morality of this world. However, difficult histories may also expose learners to instances in…

Describes two video discs for classroom use. Explains that the discs present collections of still images representing Western civilization and non-European world history. Suggests that the discs be used for individual student reports or in cooperative learning groups. Discusses hardware necessary for using the materials. (DK)

Maintains that the extraordinary privileges and responsibilities attached to contemporary and future United States citizenship demands a more global approach to social studies. Proposes four essential elements and three major themes to set the boundary for the scope of the social studies. Provides an illustrative example of appropriate grade level…

In this article, the author recommends websites that include both traditional world history content and sites that focus on contemporary world issues and problems. The first two sites provide an intellectual stage for both world history and global studies. While they don't have lesson plans or links to other sites, they provide an understanding of…

When President Franklin D. Roosevelt took office on March 4, 1933, 15 million Americans, or one quarter of the nation's workers, were jobless. Hope faded as despair spread. Three years later, on July 10, 1936, Roosevelt took a special overnight train from Washington, D.C., to New York City for the dedication of the Triborough Bridge. The next day,…

Describes a cooperative-learning program jointly developed by computer education and world history teachers in which secondary students create mock newspapers. Asserts that the project fulfilled cross-disciplinary objectives and encouraged critical thinking skills. Includes examples from the student-created newspapers. (CFR)

Discusses the special needs of gifted and creative students, the need for sensitive teachers, and questioning techniques which can be used in the secondary world history classroom. (RM)

A visitor to a random sampling of Modern World History classes in the United States will find that the subject of "revolution" is a favorite for many students. Reading about and researching individuals and topics such as Tsar Nicholas II, Rasputin, Marie Antoinette and guillotines is never boring. Unfortunately, in too many classrooms,…