Teaching World History

Teaching World History“You mean we didn’t invent that?” : Teaching World History “You mean we didn’t invent that?” Karen R. Todorov


World History : World History Provides context and continuity Broadens cultural perspectives Provides opportunities to learn skills in analysis and interpretation


Continuity of Development : Continuity of Development


The Development of Major Ideas and Institutions in the Context of Many Cultures : The Development of Major Ideas and Institutions in the Context of Many Cultures Government Religion Money Laws Kinship Agriculture Trade Writing Technology Architecture Values Traditions Social Class


Broadens Cultural Perspectives:Multiple Cradles of Civilization : Broadens Cultural Perspectives: Multiple Cradles of Civilization Mesopotamia The Nile: Egypt and Nubia Indus River Valley China Mayan and Olmec


Many Powerful Countries In History : Many Powerful Countries In History Austria-Hungry China Egypt England France Greece Germany Iraq Iran India Japan Portugal Rome Spain Turkey United States USSR


Provides opportunities to learn skills in analysis and interpretation : Provides opportunities to learn skills in analysis and interpretation Why do you think the crowns of upper and lower Egypt were combined?


Relationship to U.S. History : Relationship to U.S. History The historical thinking skills employed in teaching and learning World History are the same as those employed when teaching and learning United States History.


Introduction to Important Vocabulary : Introduction to Important Vocabulary During the Paleolithic period, or the Old Stone Age, people in northeastern Africa subsisted just by hunting and gathering. At that time a grassy plain covered that part of Africa. The plain provided a ready supply of plants and wild animals for food. Then the climate slowly grew drier. The change in climate turned the land to desert. Any change of fertile land into desert, whether caused by climate or human actions, is called desertification. As the land became desert, plants died , and animals left to search for water. The people, who also needed water, moved to the valley of the Nile.


Concepts and Vocabulary : Concepts and Vocabulary Biographies Key events Primary source Secondary source Historical narrative Artifacts Civilizations Culture Roles of Men and women


Standard 1: Time and Chronology : Standard 1: Time and Chronology Sequence the eras of world history and key events within these eras in order to examine relationships and to explain cause and effect. Use the eight eras of World History from the National Standards for World History.


Timelines : Timelines Reinforce the use of timelines to show developments that happened at the same time. Use timelines to show influence: cause and effect


Eras One to Four : Eras One to Four Era 1 The Beginnings of Human Society Era 2 Early Civilizations to 1000 BCE Era 3 Classical Traditions, Major Religions, and Giant Empires, 1000 BCE- 300 CE Era 4 Expanding Zones of Exchange and Encounter 300-1000 CE


Eras Five to Eight : Eras Five to Eight Era 5 Intensified Hemispheric Interactions 1000- 1500 CE Era 6 Emergence of the First Global Age 1450 – 1700 CE Era 7The Age of Revolutions, 1750 – 1914 CE Era 8. The Twentieth Century


Standard 2: Historical Comprehension : Standard 2: Historical Comprehension Putting together the story of history Students should be able to identify the people, describe the setting and sequence the events of the major eras of world history.


Putting the story together : Putting the story together How did the place where this happened affect the story? Who caused this event to happen? Do we know their names? Can we identify them as a group, though we do not know them as individuals?


Standard 3: Analyze and Interpret the Past : Standard 3: Analyze and Interpret the Past Reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from primary source evidence.


Analyzing questions : Analyzing questions Where did this information come from? Is this data a fact, an opinion, a story, or a falsehood? How do you know? Would different people living at the same time hold a different view of this event?


Standard 4: Evaluating decisions from the past : Standard 4: Evaluating decisions from the past Evaluate key decisions made at critical turning points in history by assessing their implications and long-term consequences.


How do we think about the past? : How do we think about the past? What is significant? Do you see the event the way the people at the time understood it? How was their understanding the same as ours? How was it different?


World History helps students understand the continuity of life on the planet by looking at cultural universals : World History helps students understand the continuity of life on the planet by looking at cultural universals Food Clothing Shelter Family living Communication Transportation Government Economics and money Childhood


And B I G ideas to help organize information over time and space : And B I G ideas to help organize information over time and space Economic and technological changes and their relationship to society, ideas and the environment


More B I G ideas : More B I G ideas Continuities and changes within cultures: Ideas, institutions, practices, and controversies Interactions between cultures and their consequences Continuity and change in governance systems:Ideas, institutions, practices and controversies