How would you write the History of the World?
The history of the world is a very broad and extremely extensive topic to cover. There are literally endless amounts of information that one could write about for a world history coarse or textbook.
Where one starts amidst the vast sea of our worlds history is a large part of where the coarse or text will go. For a coarse such as this one, based on modern world history with the emphasis on war and environmental and technical change we cannot start too far back on a timeline because otherwise we will never reach the modern history. As a starting point the middle ages works well because it gives us a slight background of the ancient worlds but is a very transitional time. Spending a short amount of time in the Middle Ages focusing mainly on the crusades and the kings of England and their reigns to get the reader or student interested.
After discussing the middle ages, we would move on the exploration and colonization of the rest of the world. This is a major point and a larger amount of time should be placed here because first off there is much to cover with the Columbus discovery of north America followed by the sea route to India. Also because these are extremely important times because they are basically the start of the western world we know today. Around the same time period we have the war of the Roses followed by the Elizabethan age in Britain. Also, since it is world history and not simply western world history, there should be some emphasis on the Ming Dynasty, which is going on at the same time in China.
Continuing on in a chronological timeline, we would move toward the British Civil war, the 30-year war followed by the seven-year war. At this time there should also be mention of the discovery of Australia, although not much time would be spent on it. The text would then move on to the American Revolution and the French Revolution, which occur in the same time period. Followed by the war or 1812 and the American Civil war. Also at this time we have the industrial revolution happening in Europe. This topic should receive extra attention because of the technological advances that we see during this time. Once finished with the industrial revolution the text
"Principal Dates and Time Line of the French Revolution." Principal Dates and Time Line of the
In his short article “World History as a Way of Thinking” Eric Lane Martin, “…argue[s] that the most important things the field of world history has to offer the researcher, teacher, student, and general public are the conceptual tools required for understanding complex global processes and problems.” Anyone who follows the evening news or shops at Wal-mart, has encountered the processes and problems Martin speaks of. Our modern society puts pressure on a variety of citizens to grapple with and attempt to understand issues on a scale that moves beyond the local and national. History has long been a tool utilized by scholars, politicians and citizens to help them put current day happenings into context. That context has allowed for a deeper understanding of the present day. In an era when the issues cross national and regional boundaries the need for a different scale of history has become apparent. World history has emerged as a relatively new discipline within academia that is attempting to provide the context for large-scale processes and problems. As the field has grown a variety of authors, some historians, some from other fields, have attempted to write a history of the world. With such a daunting task how can we define success? How can we analyze the history that provides a true global perspective on processes and problems we face? By taking Martin’s two key characteristics of world history, one, it is defined by the kinds of questions it asks and two, it is defined by the problem-solving techniques it uses, we can analyze texts purporting to be world history and access their utility in providing context for the global processes and problems we face today.
...iated there. Also there are advancements in science and technology to consider too, as well as the effects on the environment and its ecology caused those advancements, coupled with the expansive growth in the nation's population in the 19th and 20th centuries. One can even add climactic changes to this mix as well, although in terms of the revolutionary era that is not so much of an issue, however it played a huge part in subsequent times. It quickly becomes clear that looking at all of this becomes a project of enormous magnitude and there lies a problem with even this best model of the three. In purely academic terms, in which the goal is to get to the absolute truth and essence of history this is without a doubt the best method for looking at history, however the monumental task of exploring fully even a single aspect of history can take years, maybe a lifetime.
“Ibn Fadlan’s mission was about political and religious alliances that stretched across the entire western half of the Asian world.” (Page 38)
Seeing a list of them alone can be very off-putting. Teachers need to do a much better job of connecting history to today, and placing a greater emphasis on how young people could learn from past mistakes. “Good minds see connections-that is the skill we need to develop in our children,…” (Hakim p. )In a study by Michelle Anderson: CONNECTING THE PAST TO THE PRESENT: STUDENT MEANING MAKING IN A MIDDLE SCHOOL WORLD HISTORY CLASSROOM, she concluded that “students were able to make meaning of the past by relating the past to today through current events, finding similarities and forging a connection, and adapting events in the past to fit today.” (Anderson 2011). Even when they can see the logical connection from the present to the past, sometimes the emotional connection is not completely there. Finding the connections that make sense for students depends on many factors, including the curriculum, the resources to teach with and the time available for students to learn. Connecting to student interests is possible but may be difficult. But it nothing an enthusiastic teacher and good lesson planning can’t fix. Also, because the changing of the times there are some that suggest that students will find it more interesting if the lessons were taught less through textbook and more effective with the use of multimedia and instructional
What is world history? Bruce Mazlish contends that "world" history, as opposed to "global" history, is the study of systemic processes of interaction among diverse peoples, best typified by the work of William H. McNeill. By contrast, "global" history is the history of globalization, a process that Mazlish argues did not begin to occur on a significant scale until at least the 1950s, and, more plausibly, the 1970s. Citing prominent economic historians, Nicholas Kristof asserts that globalization actually started in the second half of the 19th Century, when steamships, the telegraph, the railroad, and European, North American, and Japanese empire-builders brought humankind into a single densely interwoven community of trade, investment, culture, and political rivalry for the first time. One of the founders of world-system theory, Immanuel Wallerstein, traces the invention of capitalism and the beginnings of what he calls the "Modern World-System" to the late 15th and 16th Centuries. His co-founder and worthy competitor Andre Gunder Frank argues that capitalism originated some five thousand years ago and that at least the Afro-Eurasian ecumene has been in continuous interactive existence ever since. As that ancient forerunner of postmodernist relativism, the Roman playwright Terence, once said, Quot homines, tot sententiae: "as many men, so many opinions." [1]
The French Revolution and the English Civil War were arguably two of the biggest events in English and French history. The English Civil War spanned from 1642 to 1651, while the French Revolution occurred from 1789 to 1799. During these times monarchies were running on thin ice as the people began to lose faith in their rulers. The monarchies lack of social reliance was a cause of both of these events to occur. Both of these events occurred due to multiple political and economic problems in each of their time periods.
...e revolution in eighteenth-century. We see Europe, especially the United Kingdom propel forward during the industrial era. This eventually disseminated into the America’s and resulted in varying powers throughout the world. The progression eventually led to a more standardized world than mankind has ever witnessed before, as well as a world marked by inequalities between cultures.
Centuries before the introduction of the printing press and written history, historical events were passed down through oral accounts to which people could take artistic liberties without a soul knowing. Spanning six-hundred years, the Anglo-Saxon period is one filled with feuding tribes, invading empires, and the spreading of Christianity to the British Isles.
For the social and literary historian it provides over a hundred year record of the relationship between literature and history.
The novel The Industrial Revolution in World History discusses how the Industrial Revolution influenced many countries such as Britain, United States, Japan,
The discipline of history and its study can have its origin traced to ancient Greece. Ironically, this detailed, research driven study along with all of its associated research methods had its humble beginnings rooted in story telling and fanciful tales designed for the enjoyment its population, not its education. Gradually, the people of Greece became aware of more than just their geographical and political surroundings, forcing the idea of history and how to understand it to evolved. From these beginnings came the fact-driven field of study that we now know.
History is a story told over time. It is a way of recreating the past so it can be studied in the present and re-interpreted for future generations. Since humans are the sole beneficiaries of history, it is important for us to know what the purpose of history is and how historians include their own perspective concerning historical events. The purpose and perspective of history is vital in order for individuals to realise how it would be almost impossible for us to live out our lives effectively if we had no knowledge of the past. Also, in order to gain a sound knowledge of the past, we have to understand the political, social and cultural aspects of the times we are studying.
Teaching the subject of world history is a very large and daunting task. There are many problems that go into teaching a subject like world history. There are disagreements and conflicting ideas by different groups over how the subject should be taught. The states all have different standards, some of which are large in scope, as to what will be covered under the umbrella of world history. Other issues such as time, resources and how well prepared teachers really are to present a subject like world history to the students come into play on how difficult it is and the problems with teaching world history.
History is everywhere today. I don’t think some people really realize how broad the word history really is. Basically when someone hears the word history they automatically think of some sort of culture like the ancient Egyptians, or some important date like December 7, 1941, the attack on Pearl Harbor, when the United States officially entered the Second World War. But people don’t really realize there are so many other types of history. World leaders are making history with wars, conflicts, and new laws; movies are making history by selling outrageous numbers of tickets, athletes are making history by setting records everyday, and students are making history by graduating college. Every part of what you do is some type of history