Cut and Paste My eight year old and I recently spent parts of a couple of summer days cutting apart the official poster and binder materials for the Course and Exam Description for the new AP World History: Modern. It was a satisfying way to work on decolonizing this course. I tweeted the process. NB: […]
Considering how a Southeast Asia-centric World History course would look as an experiment in decolonization.
We can decolonize AP World: Modern from within. To do so, we must reject the new Unit Guides which center the outdated Western Civ of the legacy curriculum.
Eurocentric World History is like scoring SAQs at home: the worst of both worlds. It combines the main disadvantages of European history—only covering part of the World—and of World History—limited time to dig into specific developments. The result is outdated version of European history narrating the history of the entire World.
Globalizing content, however is only one step in decolonizing world history. The next step is reframing the context for this global content.
A legacy course haunts contemporary World History classes.
The College Board released the FRQ from the operational version of the 2019 test.
Like World War One and the “New” Imperialism of the late nineteenth-century, the Age of Revolution is a justifiably prominent topic in both World History and Western Civilization courses. The American, French, and Haitian Revolutions, and the Latin American Wars of Independence created major change across the Atlantic World. As a topic taught in the […]
Teacher educator Christopher Martell recently tweeted a call for collaboration: We need to build better bridges between historians and social studies teachers/teacher educators, so they know what we do. Starting this today! For the next month, I will follow a new historian each day and hopefully they will follow me back. Join me @NCSSNetwork folks! […]
NB: this lesson is not politically correct, a phrase which I use broadly and literally. It may be illegal in some states.