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 […]
Category: Curriculum
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Flags
NB: this lesson is not politically correct, a phrase which I use broadly and literally. It may be illegal in some states.
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Hashtags and grain size
Early last week three of my summer’s hashtags intersected on a concept that I find very useful in World History pedagogy: granularity. As I was finalizing my presentation for #MNHistoryFest (3rd annual, always epic), I noticed that the benchmark for the “New” Imperialism in the Minnesota state standards is in the eleventh standard of World […]
As I have for the past two summers, I am eagerly anticipating History Fest 2018 (third annual, always epic). This year I’m presenting on how classroom discussions of Imperialism can either reinscribe or interrupt racist narratives. I reflected on this topic in a series of blog posts, and the ideas have percolated through the World History collaborative […]
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#SaveAPWorld
I just returned home from the AP World History reading in Salt Lake City, where I attended the contentious forum hosted by the College Board’s Vice President for AP Programs, Trevor Packer. At this forum Packer defended the recently announced change to the AP World History exam which would reduce the scope of the Exam […]
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Adjusting our time frames
My reading over the past year encouraged me to consider a variety of geographic vantage points on World History. This year I’m having a similar experience with regard to time. In addition to adjusting our spatial vantage points, history teachers need to thoughtfully consider time frames and established narratives, I learned a lot from Wensheng Wang’s White Lotus […]
Word around my house is that I may be over subscribed to professional publications. To be honest, there are more journals articles coming through the front door than I am reading. Occasionally surveying new historical scholarship is integral to an understanding of history as constructed knowledge, not as a settled fact. History is not the […]
Practicing the historical thinking skill of corroboration
After a summer of thinking about World History in a variety ways, school is underway. My interest in educational equity and disciplinary fidelity continue to motivate me to globalize the high school World History course. An excellent professional development session led by Dr. Keith Mayes refined my reasoning for continuing to globalize the course. In […]
For the past several years globalizing my World History classes has animated my teaching practice. I was fortunate to be able to share some of this work at the second annual Minnesota History Fest, where I presented “Putting the World in World War One in the World History Classroom.” Teaching about World War One presents […]