Abstract
Increased influence of world historical models for periodization, state content standards for history, and assessment instruments such as the AP and SAT II all demonstrate that Greco-Roman historians must become more involved in the pedagogy of world history and in the production of scholarship to inform that teaching. This article investigates several leading world historical periodization models, as well as the problematic translation of those models into content standards and standardized tests, in order to explore the problems and possibilities of how to place Greco-Roman history into world historical context in both teaching and scholarly publication.
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