2. Models for Teaching about the World Past and Present from a civilizations-based model to a human-centered, global model Click on icon for sound

3. Why teach and learn about the world? People from all over the world are coming together in many arenas, and need knowledge about each other. Memory is an important part of what makes us human. Each person is a transmitter of knowledge about the past.

4. Three common models for teaching about the world 1.The geographic perspective 2.The civilizational perspective 3.The world history perspective

5. Option #1: the geographic perspective This is a “stand-alone” geography course Geography studies often give students their first view of the whole world Students are taken on a tour of the world, full of descriptive facts It is organized around a sequence of regions, based on modern divisions of the world. This division makes it hard to teach about earlier historical regions, which were often very different.

6. Russian Federation Europe Geography/World Cultures Model Canada U.S.A. Central America South America Far East Middle East / North Africa Central / South Asia Sub-saharan Africa Western Hemisphere Southeast Asia Australo- Pacific Eastern Hemisphere

7. Option #2: the civilizational perspective Most “world history” courses have been organized around coverage of civilizations Students are given chapter-by-chapter descriptions of world civilizations, including: a description of its geographic setting an account of its origins descriptions of its political, social, and cultural history, and a list of its contributions Including new topics in these courses has been a problem, because “only civilizations need apply” Many regions without major civilizations were very important in world history, but they find no place in these courses.

8. Ancient Mesopotamia Ancient Egypt Classical Greece Classical Rome Other River Valley Civs. Medieval Europe Byzantium & Russia Islam India China Renaissance Exploration Scientific Rev Enlightenment Industrial Revolution Imperialism World Wars Colonized Countries Developing Countries Postwar To Present Traditional Western Civilizations Model Sub-Saharan Africa The Americas

9. Traditional world history covered only a small part of the world’s surface, only expanding its scope with the modern expansion of Europeans after 1400 C.E. It focused on Mediterranean civilizations, but added others gradually and incompletely in response to multicultural demands to cover the non-west

10. Option #3: world history perspective This new model for teaching about the world is organized around global eras of human history Students take an era-by-era tour of world history, that includes dynamic coverage of geography’s role in human history inclusion of regional societies, civilizations, and the spaces between them interactions among cultures and long-term historical processes The model is academically challenging and culturally flexible. It helps develop critical thinking and research skills. It effectively incorporates new and existing research.

11. Era 1 GEOGRAPHY CHRONOLOGYCHRONOLOGY Era 2 Era 3 Era 4 Era 5 Era 6 Era 7Era 8 Regional Societies Cultural interactions Regional Societies ContinuityContinuity

12. Era 1 GEOGRAPHY CHRONOLOGYCHRONOLOGY Era 2 Era 3 Era 4 Era 5 Era 6 Era 7 Era 8 Technology Agriculture Trade Spread of Religions

13.  Geographically comprehensive and truly global in scope  Human-centered and inclusive  Developed by international world historians and geographers  Academically sound rationale for inclusion of the world’s societies and cultures  Accepting of new scholarship and research to encourage lifelong learning THE NEW WORLD HISTORY MODEL

14. Why is World History education important? 1. World history helps make sense of globalization. 2. World history demonstrates our expanding knowledge about the past. 3. World history shows links from national history to the rest of the world. 4. World history sustains citizenship.* *From Patrick Manning, “Presenting World History to Policymakers: Three Position Papers,” Perspectives, March 2006

15.  UNESCO World Heritage http://whc.unesco.org/ http://whc.unesco.org/  Bridging world history http://www.learner.org/channel/courses/worldhistory/whatis.html http://www.learner.org/channel/courses/worldhistory/whatis.html  Center for History and New Media http://www.learner.org/channel/courses/worldhistory/ http://www.learner.org/channel/courses/worldhistory/  The Silk Road Project http://silkroadproject.org/index.html http://silkroadproject.org/index.html  Europaischer Kongress fur Welt- und Globalgeschichte http://www.uni-leipzig.de/zhs/ekwg/ http://www.uni-leipzig.de/zhs/ekwg/  European Network in Universal and Global History http://www.lamprecht-gesellschaft.de/ENIUGH/eniugh-frame.htm http://www.lamprecht-gesellschaft.de/ENIUGH/eniugh-frame.htm  Histoire du Monde http://www.histoiredumonde.net/rubrique.php3?id_rubrique=47 http://www.histoiredumonde.net/rubrique.php3?id_rubrique=47  World History Compass (links to world history information around the world) http://www.worldhistorycompass.com/about.htm http://www.worldhistorycompass.com/about.htm  Shixue Lianxian(History On-line) http://saturn.ihp.sinica.edu.tw/~liutk/shih/ http://saturn.ihp.sinica.edu.tw/~liutk/shih/  World History For Us All online curriculum http://worldhistoryforusall.sdsu.edu http://worldhistoryforusall.sdsu.edu SOME WORLD HISTORY EDUCATION LINKS