From my own personal experience in Oklahoma schools, World History planning and periodization is difficult because schools typically choose to not put adequate focus on it due to the lack of state testing focusing on it; moreover, students are almost always tested in United States History as opposed to World History. Because of this, schools have the perspective of World History as a taught subject being inadequate and less valuable in comparison to United States History. State-mandated tests that track student progress determine how much funding schools receive; therefore, most schools see it imperative that students receive exceptional instruction in United States History and average instruction in World History. Consequently, exceptional teachers are placed into United States History classes to better ensure students are prepared to succeed on state tests whereas teachers with below-average quality are...
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...ation of the subject because not everyone, faculty or administration, subscribes to the same Arena; therefore, conflict and disagreement arises for where World History should be focused in the classroom.
Teaching World History in a classroom is difficult because schools favor United States History more due to the potential federal benefits it provides, Common Core Standards make it challenging for a teacher to form a proper and well-balanced curriculum, and two split philosophies further fracture the potential of it being adequately taught by the instructor. These complications force a cherished subject to be tarnished by ineffective instruction and lack of passion. This results in students not receiving a quality study into World History and quality teachers not being afforded the opportunity to expand their curriculum in a qualitative manner with another subject.
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