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 The result is outdated version of European history narrating the history of the entire World.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.
I started listening to the Head On History podcast this summer and I’m continuing to catch up with the episodes during my commute now that school has started. It’s been great for adding nuance to and correcting misperceptions of the history of Islam. I plan to suggest some episodes as supplemental resources to students in my […]
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 […]