In this article, the author describes their class, titled "The World in A Year: A Global History of 1948," that was created to give students exposure to a set of events that, when scaffolded strategically, highlighted themes and processes featured in most global history courses: imperialism, environmental change, social hierarchy,…

Due to the particular experiences of the African continent and its peoples, and the myriad of ways these experiences have been interpreted, appropriated, and reclaimed, there are a pressing series of epistemological, pedagogical, and ethical challenges, especially for those who wish to include African content in predominantly non-Africanist…

Given California's role in the Pacific economy, its historic Asian heritage, and the strong and growing presence of Asian communities and businesses in the state, it is imperative that students statewide understand the history of Asia. Unfortunately, the California state curricular framework and standards in history and social science limit the…

In the era of globalization, American education remains committed to the idea that all citizens can and should be educated, though this goal may be more comforting than practical. But today's task lies in reaching for the quality standards that made American education the envy and model of the world. This challenge faces every discipline…

World history has become part of the "revolution in historical studies" since the 1960s, and a fast-growing area of college teaching in recent years. This article reports the author's research on his own world history-based course at Fisk University under the rubric of the Scholarship of Teaching and Learning (SoTL). This SoTL research suggests…

For many semesters, the author taught an introductory class titled "The Global Perspective: The World since World War II." In this article, she describes a successful approach she found for teaching first-year and non-major students to enjoy reading about the world and to appreciate a global perspective. She chose a source-based approach and she…

As in any historical endeavor, periodization is an attempt to manage change, and present it coherently, by noting points where key breaks in framework occur. In world history, periodization has come to convey, particularly, shifts in the pattern of interactions and contacts among many, though not always all, major societies. In this article, the…

Preparing to teach a course outside one's field of specialty or even continental comfort zone provides a unique if somewhat daunting opportunity. With Western Civilization classes as the author's teaching experience for entry-level college courses, she approached teaching "The United States Since Reconstruction" with some trepidation. However,…

Describes a syllabus for teaching history which stresses a system of periodization to incorporate humanities and social science concepts with understanding of historical change. The syllabus was developed for use with international students at the United Nations International School in New York City. (DB)

Discusses the development of a twentieth century world history course, its possibilities, pitfalls, and rationale. Includes a course outline, readings, audio-visual materials, and discussion topics. (GEA)

This article offers a teaching model for global history based on the evolution and use of technology. Discusses a method for dividing history based on major technological changes. Provides an in-depth outline of the historical periods. (GEA)

Notes recent trends toward greater treatment of Asia, Africa, and Latin America in world history courses and the related tendency to decrease treatment of women and social history. Describes how history instructors at Tufts University coped with this problem by using a thematic approach. Illustrates this approach using the example of two medieval…

If interregional and global developments are what is most important in recent world history, how far back in time must we go to find a world that can be written about exclusively in terms of bounded cultures and civilizations? Why the period 1000-1500 is a good place to start is discussed. (RM)

As a counter to Europocentric views, a comparative approach should be used to study the history of European civilization in the premodern period. A framework for considering European history in comparison to that of three other civilizations is presented. (RM)

Criticisms against the way history is being taught today are discussed, and some responses to the criticisms are made. There is a need for a universal view of history--for a history that transcends national and regional boundaries and comprehends the entire globe. (RM)