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Approaches
to World History
These guidelines call =
for a
minimum of three years of World History instruction between grades 5 and =
12.
They also advocate courses that are genuinely global in scope. The Standa=
rds
set forth in this chapter are intended as a guide and resource for school=
s in
developing or improving World History courses. They are not meant to serv=
e as
a prescribed syllabus or day-to-day course outline. Teachers may wish to
explore a number of different conceptual and organizational approaches to
curriculum design. How much time should be devoted to particular periods,
regions, or historical issues? What subject matter should be emphasized a=
nd
what topics excluded? What is the proper balance between generalization a=
nd
detail? Different teachers and schools will arrive at different answers to
these questions. The Standards presented here are compatible with and will
support a variety of curricular frameworks. Among possible approaches, fo=
ur
are perhaps most widely used:
Comparative
civilizations.
This approach invites students to investigate the histories of major
civilizations one after another. A single civilization may be studied ove=
r a
relatively long period of time, and ideas and institutions of different
civilizations may be compared. This framework emphasizes continuities wit=
hin
cultural traditions rather than historical connections between civilizati=
ons
or wider global developments.
Civilizations in gl=
obal
context. Th=
is
conceptualization strikes a balance between the study of particular
civilizations and attention to developments resulting from interactions a=
mong
societies. This approach may also emphasize contacts between urban
civilizations and non-urban peoples such as pastoral nomads. Students are
likely to investigate the major civilized traditions in less detail than =
in
the comparative civilizations model but will devote relatively more time =
to
studying the varieties of historical experience world-wide. <=
span
style=3D'font-family:Arial'>
Interregiona=
l history. Teachers have been experim=
enting
with this model in recent years. Here students focus their study on broad
patterns of change that may transcend the boundaries of nations or
civilizations. Students investigate in comparative perspective events
occurring in different parts of the world at the same time, as well as
developments that involve peoples of different languages and cultural
traditions in shared experience. This approach includes study of particul=
ar
societies and civilizations but gives special attention to larger fields =
of human
interaction, such as the Indian Ocean basin, the “Pacific
rim,” or even the world as a whole. In comparison with=
the
other two models, this one puts less emphasis on long-term development of
ideas and institutions within civilizations and more on large-scale force=
s of
social, cultural, and economic change.
Thematic his=
tory. Here students identify and
explore particular historical issues or problems over determined periods =
of
time. For example, one unit of study might be concerned with urbanization=
in
different societies from ancient to modern times, a second with slavery
through the ages, and a third with nationalism in modern times. This appr=
oach
allows students to explore a single issue in great depth, often one that =
has
contemporary relevance. Teachers may want to consider, however, the hazar=
ds
of separating or isolating particular phenomena from the wider historical
context of the times. A useful compromise may be to choose a range of the=
mes
for emphasis but then weave them into chronological study based on one of=
the
other three models.
A Note
on Terminology
These standards
employ certain terms that may be unfamiliar to some readers. Southwest As=
ia
is used to designate the area commonly referred to as the Middle East, th=
at
is, the region extending from the eastern coast of the Mediterranean Sea =
to Afghanistan, including Turkey and the Ar=
abian
Peninsula. Middle East is=
used
only in certain standards pertaining to the 20th century. The term
Afro-Eurasia appears occasionally to express the geographical context of
historical developments that embrace both Africa and Eurasia.
The secular designations BCE (before the Common Era) and CE (in the Common
Era) are used throughout the Standards in place of BC and AD. This change=
in
no way alters the conventional Gregorian calendar.
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