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World History

• "Letting Go": Rethinking Teaching World History at the Secondary Level. A Plan for a One-Year Thematic World History Course
  This paper examines the shortcomings of the area studies approach and the comprehensive chronological world history survey approach to teaching world history courses. The study notes the increasing interdependence of the world and its people and advocates a thematic world history approach.
• "Making Connections:" An International Literary Project. Fulbright-Hays Summer Seminar Abroad 1996 (Bulgaria and Romania)
  This paper describes a project designed to create a student literary magazine that would explore and compare the childhoods and the cultural rites of passage of Romanian, Bulgarian, and U.S. students.
• Bridging Differences of Time, Place, and Culture Using Children's and Young Adult Literature
  Focuses on the use of children's and young adult literature in the social studies classroom, addressing the New York state standards at the third- to sixth-grade levels. Provides an annotated bibliography of books that can be utilized in areas, such as U.S.
• Cross-Cultural Interaction and Periodization in World History
  Asks to what extent it is possible to identify meaningful and coherent historical periods across the boundaries of societies. Argues that cross-cultural interaction must figure prominently as a criterion in any effort to establish a periodization of world history in modern times.
• Cultural Reflections: Work, Politics, and Daily Life in Germany, Social Studies. Grades 9-12. Update 1997/1998
  This packet contains three lessons designed for the high school classroom. Lessons include: (1) "The German Worker"; (2) "Government in Germany"; and (3) "Culture and Daily Life in Germany." Student activities focus on comparative economic systems, worker training and apprenticeship programs, structure of government with case studies of the health care system and the federal budget, the role of the press in Germany, and leisure activities.
• Growing Good Citizens with a World-Centered Curriculum
  Advocates changing world history curriculum to emphasize multiculturalism and global citizenship. (PKP).
• Merits and Perils of Teaching about Other Cultures
  Suggest that it is important for students to be taught about multi-cultural history, but in order to ensure that multi-cultural education is a glue, rather than a solvent, of U.S. community, there must be dedicated, knowledgeable, and honest teaching that reveals to students the ways in which all human beings are alike.
• Multicultural Education and the Standards Movement: A Report from the Field
  The current obsession with standardizing curricula and measuring output may further reduce teacher agency and marginalize segments of our society that are already cheated by the system. Enormous discrepancies exist among public-school facilities, resources, and teachers.
• National Standards for History. Basic Edition.
  This revised guide is intended for teachers to aid in development of history curriculum in the schools and explains what students should know and be able to do in each of the grade levels. The book addresses two types of standards: (1) historical thinking skills; and (2) historical understandings.
• Social Studies Resources on the Internet. A Guide for Teachers
  This book focuses on social studies web sites, provides the tools for teachers to incorporate the Internet into the existing curriculum framework, explains how to get started using the Internet, and annotates a large collection of useful resources. The resources are wide ranging and challenging to allow students to think, analyze, and create.
• The Aspen World History Handbook: An Organizational Framework, Lessons, and Book Reviews for Non-Centric World History
  This handbook is the product of an institute held in Aspen, Colorado in 1992. The purpose of the institute was to consider how to create a viable one year survey course in world history that did not focus only on western culture.
• The Problem of Interactions in World History
  Accepts cross-cultural interaction as an appropriate criterion for periodizing world history, but notes implications of this scheme that may be broader than they appear. Calls for an explicit contrast of periodizations based on different criteria to illustrate their strengths and weaknesses.