Teaching Global History challenges prospective and beginning social studies teachers to formulate their own views about what is important to know in global history and why. It explains how to organize the curriculum around broad social studies concepts and themes and student questions about humanity, history, and the contemporary world. All chapters include lesson ideas, a sample lesson plan with activity sheets, primary source documents, and helpful charts, graphs, photographs, and maps. High school students’ responses are woven in throughout. Additional material corresponding to each chapter is posted online at http://people.hofstra.edu/alan_j_singer.

The traditional curriculum tends to highlight the Western heritage, and to race through epochs and regions, leaving little time for an in-depth exploration of concepts and historical themes, for the evaluation of primary and secondary sources, and for students to draw their own historical conclusions. Offering an alternative to such pre-packaged textbook outlines and materials, this text is a powerful resource for promoting thoughtful reflection and debate about what the global history curriculum should be and how to teach it.

Contents

Preface

Part I – Designing a Global History Curriculum

1. What is a social studies approach to global history?

2. Debating Curriculum: What is important to know and why?

3. How should global history teachers address controversial or sensitive issues?

4. Why is Global History usually European chronology with tangents?

5. What does a theme-based Global history curriculum look like? Part 1 – BC: Before Columbus

6. What does a theme-based Global history curriculum look like? Part 2 – AD: After the Deluge

Part II – Debating Global History

7. The Grand Narrative of Western Civilization

8. If Chinese Historians Wrote the Global History Curriculum

9. Who and what gets included in history?