The Rise of World History
In recent years, the shifted to teach world history as a professional historical discipline rather than the traditional way as a subject is on the rise. So why the urgent shift? Historians like Ross Dunn, Jerry Bentley, and Deborah Johnson argues that the traditional style of teaching world history needs a more global approach. “Rather than studying region by region, or Europe and the other, world history provides an opportunity to move the lens back aways and how people interact with each other,” (256, Johnston) Generally, teachers are teaching world history as a world divided and not interconnected through globalization and because of this style students are becoming bored and are lacking in skills. I agree with these historians that a shift in the history curriculum is necessary for students to develop a worldview. “World history gives students a sense of their humanity and
…show more content…
How can we implement this discipline and global approach to world history in the classroom? Jerry Bentley’s The New World History states, “ it is necessary to adopt frames of references much larger than national communities or individual societies and to develop comparative, trans-regional, continental, hemispheric, oceanic, and global approaches to the past.” (396, Bentley) He argued that it is important to understand the world beyond national communities themselves. One theme he used to show this is cross-cultural interactions. Bentley used an unconventional theoretical approach that uses geographical, ecological and environmental to show cross-cultural interactions. Take the Indian Ocean as an example. It was known as “the commercial heart of Asia” because the ocean served to connect countries together not separate them. Teachers should adopt Bentley’s new world history method of global historical because it is moving away from a Eurocentrism past and into the experience of all people in a larger historical
History has many examples of these three themes, and to record them all, you would need to write a book. The three themes discussed in this paper have been used to inform and teach young students that history is important; Therefore, it is important to know your history; if you don't learn from history, then you are doomed to repeat
...History and World History, a professor only has a small portion of one class session to teach, for example, the Cold War. The devotion to a topic in such a large scale could become even more desperate because now teachers have to teach a whole new world of vocabulary along with the historical vocabulary that is necessary for students to succeed in future history classes.
Ken Wolf, a professor of history at Murray Sate University and author of Personalities and Problems, wrote with the intent to illustrate the varied richness of human history over the past five centuries. He took various personalities such as adventurers, princes, political leaders, and writers and categorized them in a way for readers to draw lines between them to create a clearer view of world history for himself. Beginning each new chapter with a specific question about worldly concerns and disciplines allowed the readers to relate the topics to broader, more general scenarios of their cultures. Answering the questions in essay form gave examples of how certain cultures/ parts of the world dealt with those issues. The answers that pertained to the questions informed readers about many historical figures without drawing a time line for the course of history and simply reiterating information as in a textbook. Wolf's layout of the book created an interesting, clear, and informative study of world civilizations.
Tignor, R., Adelman, J., Brown, P., Elman, B. A., Liu, X., Pittman, H., & Shaw, B. D. (2011). Worlds together, worlds apart A history of the world: V. 1 (3rd ed., Vol. 1). New York: WW Norton &.
Zinn, H. (2007). Why Students Should Study History. In W. e. Au, Rethinking Our Classrooms, Volume 1 (pp. 179-181). Milwaukee: Rethinking Schools.
The overall, topic for this week’s reading is Social Studies Textbooks and what is there point of view. In Loewen’s book, Lies My Teacher Told Me, the author makes the point that books show one-sided viewpoint of historical figures, fail to show conflict happening today, and fail to present multiple sides of an issue. The second article by David Tyack, Monuments Between Covers, talks about the idea to show that our past was full of right moments and if anything that was immoral was a small part and no big deal. Tyack points out the constant influence from political groups with different agendas fighting to influence and control what textbooks tell our countries’ children. In the last reading History Lesson by Dana Lindaman talks about the view point of American History throughout the world’s public schools’ textbooks. Overall, each of the countries diminished the role their nation played in terrible events and criticized other nations for their actions.
Flory, Harriette, and Samuel Jenike. A World History: The Modern World. Volume 2. White Plains, NY: Longman, 1992. 42.
Schroeder, Michael. “Major Themes in World History.” Encyclopedia of World History. Modern World History Online. Web. 20 Mar. 2012. .
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.
Learning history has given me a new perspective on the World today. I have learned how WWI and WWII shaped how the world is today – from the visions of the modern to the three-world order to globalization.
He argues that world history should not be viewed as separate, unconnected cultures of east and west, but rather that they were all connected in multitudes of ways and must be studied as such. Pointing out the inadequate ideal of separating the world into two sections which are not equal in geography, culture, population, or history itself, he instead poses a solution to the world history viewpoint: Studying the world through its interrelations between cultures and geographical locations. Hodgson’s proposed view of large scale history not only makes sense theoretically, but logically as it proves through the pages that the history or the world cannot simply be divided, but must be studied as a whole to be truly
Having understood that the world has taken the form it has through the domination or imperialism of Western countries, it is said that they are the agents that have greatly influenced the world; their ideologies in addition to their political as well as economic influences have spread across the globe through time (Headrick, 1981).
Iggers opens the book by talking about a revolutionary way that the Western world was taught about history. Throughout the book he ascertains the changes that take place throughout historiography and the nature of history itself. He also examines prior historical notions and the way that historiography was altered after World War II. History morphed from previous antiquarian teachings into a deeper, more evaluated approach. Historians gained a more intimate relationship with postmodern ideas and began looking at history in an objective manner using contemporary discipline. Iggers studies the way postmodernism was changed by new social sciences which allowed more detail into cultural influences and the problems surrounding globalization theories. He also explains the birth of microhistory which replaced macrohistory.
1. The importance of the study of world history to me personally as an American is very significant because I hope to find a career where I will work with many diverse people and I not only want to know them, but I want to have an understanding of where they came from in order to associate with them better. Another reason is that an American can be from any culture from around the world. Americans aren’t any certain race or religion, so we have to understand our fellow citizens just as they need to understand us.
When most people think about history they remember a boring class they took in school a long time ago, they recall memorizing important dates, taking map tests, and falling asleep while listening to a lecture. The truth is that history really is an important subject to be teaching students. History is more than just some lecture you receive in class, history lets us look back, see the good things and the bad things, it allows us to learn from our mistakes and prevent such mistakes from happening in the future. Things that happened in the past are still changing things that are happening today. History is needed for everyone, from government leaders down to individuals; everyone has learned one thing or another from history at some point in their life.