This article begins with the question of what world history is and how, since the curriculum is fairly new (1982), teaching this subject brings cultures closer together. Many thought-provoking arguments are made for why world history should be taught in schools, such as:
Since everyone is involved in making history, everyone should be informed about what that is in order to make global decisions.
Understanding the economic, cultural, and political environment of various countries aids in effective and active participation in the "global market place. "
An understanding of who we are, how we got that way, and where we are going helps change, manipulate, and increase many systems of politics, economics, and social interactions.
The article goes on to list what these reasons mean and how they can affect the world, the "big" picture. The last part of the piece talks about teacher preparation and how we, as teachers, need to change the way we think of history before we can effectively teach our students. The authors mention a curriculum of greater depth, a restructuring of the student/teacher relationship as one of collaboration, and the preservation of the chronological movements over time.
Some questions I have for the authors are:
1. What specific curriculum ideas can they share?
2. What do they consider the "important" information to be taught
in a semester or school year because of lack of time?
3. Where should teachers start in the history timeline?
4. How can other disciplines be involved?
5. What activities can students make and do on their own to aid
in learning?
Submitted by: Erica Duncan