Teaching World History Research Articles

Supporting Knowledge and Language Acquisition of Secondary Emergent Bilinguals through Social Studies Instruction

AbstractThis study examined the initial efficacy of World Generation (WorldGen), a Tier I social studies instructional approach for emergent bilingual (EB) students and their native English‐speaking (non‐EB) peers in Grades 6 and 7. WorldGen builds on prior research on instructional practices that have been associated with improved content knowledge and literacy outcomes for EBs in classes of students with varying English proficiency. Using a within‐teacher design, middle grades world history teachers' classes were randomly assigned to WorldGen treatment (17) or comparison conditions (16) for three to four approximately two‐week units. The student sample included 42% EBs. Students in the treatment condition (n = 373) scored higher, on average, on world history content (Hedges' g = 0.47) and vocabulary knowledge (Hedges' g = 0.41) than students in the comparison condition (n = 343) but no statistically significant findings were yielded regarding disciplinary literacy skills at the end of WorldGen instruction. Of primary interest, the statistically significant main effects indicated that world history content knowledge and vocabulary learning was similar for both current EB and non‐EB students in the treatment condition. The findings provide initial support for the use of the WorldGen instructional practices for improving content acquisition and vocabulary in general education social studies classes with students with a range of English proficiency. Furthermore, teachers perceived the WorldGen instructional practices and materials as providing the information and learning experiences necessary to support students in meeting grade‐level expectations.

Design and Practice of Mixed Teaching of World History in Universities in Southern Xinjiang from the Perspective of Multiple Culture

Design and Practice of Mixed Teaching of World History in Universities in Southern Xinjiang from the Perspective of Multiple Culture

Rosalie Metro, Teaching World History Thematically: Essential Questions and Document-Based Lessons to Connect Past and Present

Rosalie Metro, Teaching World History Thematically: Essential Questions and Document-Based Lessons to Connect Past and Present

World History, Global History, Big History

AbstractThe international situation of history didactics as an academic discipline is characterized by the fact that many basic disciplinary concepts often differ considerably: The same or similar terms denote different concepts or vice versa comparable concepts not only have various names but also hold different positions in the respective disciplinary framework. The best example of this is history didactics, which is understood as the practical methodology of history teaching in the Anglophone community and an academic subdiscipline of historical science in Germany. This is a considerable obstacle to international research. Since the school subject of World History is taught in many countries, an international comparison of curricula and textbooks deserves great scholarly interest. Therefore, this article tries to deal with the terminological clarification of the concepts of World History, Global History and Big History for the discipline of history didactics. The four most important reasons behind the need for world history teaching are connected to transnational, anti-Eurocentric, decolonisation- and anthropogenic-focused history teaching. The paper discusses different approaches and relationships between world history and national historical viewpoints with the method of curricula comparison. The study programs assigned to national history are usually not explicitly referred to as ‘national history’, but simply as ‘History’. Tacitly equating the respective national history with ‘history’ as such indirectly makes ‘world history’ appear as the history of the ‘others’ rather than as a comprehensive or integrative concept.

Effectiveness of Interactive Learning Strategies in Teaching World History

The study aimed to identify the effectiveness of interactive learning strategies in teaching world history of Grade 8 students. This quasi-experimental phase of the study involved 30 match-paired number of Grade 8 students of Southville I Integrated National High School, academic year 2019 – 2020. Statistical formula like mean, standard deviation, and paired t-test analysis were utilized in determining the significance of the differences between the formative, pre-test and post-test mean scores of the students in the experimental group and comparison group. Based on the findings of the study, it was concluded that there is no significant difference between the post-test mean score of the experimental and comparison group. Likewise, it was concluded that the two groups partly upheld the null hypothesis such that there is no significant difference between the mean scores of the students in the formative test. In the result, there is only one rejected hypothesis wherein the entire group had shown high scores because of the given learning strategies to the learners. The null hypothesis stating that there is no significant difference between the post-test mean score of the comparison and experimental group is hereby rejected. There is a large effect on the given exercises to the learners due to its own given problem that some of the students who had been experiencing the new way of teaching really give an evaluation of high scores rather than in the traditional way of teaching.

Retracted: The Collection and Utilization of Web Resources for Teaching World History Based on Data Mining Technology.

[This retracts the article DOI: 10.1155/2022/9124952.].

Toward an Inclusive World History: Pre-Service Teachers and the Curricular Gate

World history curriculum in the United States is Eurocentric. By downplaying contributions from non-Western societies, state standards of world history in the modern era create a narrative of the West as a driver of progress and Europe as the primary protagonist of global events. Research further shows social studies teachers rely on such state standards in developing their curriculum. Utilizing the concept of curricular instructional gatekeeping as a framework, I argue it is important for world history teachers to consider what global content and narratives they allow students access to and think of ways they can make their curriculum more inclusive. I present a lesson I conducted with pre-service teachers as an example that preparation programs and/or in-service providers may utilize to assist teachers in developing a more global world history curriculum.

Teachers’ Experiences in Using the A-P-E (Alam-Pagsasabuhay-Epekto) Diagram as a Reflection Tool in World History Classes

This research examined the development and experiences of World History teachers in using the Alam-Pagsasabuhay-Epekto diagram as a reflective tool in their classes. The development of the tool is drawn from Kolb’s Reflective Model (1984), the C3 Framework (2013), Piaget’s (1968) constructivist theory, and Watson’s (1930) behaviorist theory. The project was action research conducted among Social Studies teachers handling World History classes at Pabago High School. Data collection on the teacher’s experiences and perceptions on the reflective tool entailed using a Likert-scaled survey and focus group discussion using semi-structured questions. The project uncovered the teachers’ experiences of using reflection to increase reflective practices, leading to learning application using the Alam-Pagsasabuhay-Epekto diagram. The project concluded with recommendations for enhancing learning applications and further studies on the students’ use of reflective writing activities in the Social Studies classroom. Future studies could potentially influence teachers’ practices inside the classroom and the curriculum planners in designing a more interactive Social Studies program. The outcomes of this project can be utilized to inform teacher training programs of the Department of Education in the area of reflection tools and activities to promote a more active application of World History lessons.

Islamicate Cosmopolitan Spirit (By Bruce B. Lawrence)

Reviewed by: Islamicate Cosmopolitan Spirit by Bruce B. Lawrence Gordon D. Newby (bio) Islamicate Cosmopolitan Spirit Bruce B. Lawrence New Jersey: Wiley-Blackwell Manifestos, 2021. 192 Pages. Professor Bruce B. Lawrence, The Nancy and Jeffrey Marcus Humanities Distinguished Professor Emeritus of Religion at Duke University, has published his latest work, Islamicate Cosmopolitan Spirit, in the Wiley-Blackwell Manifesto series. In an introductory overview, Lawrence declares his work to be a Manifesto in three words and six chapters. His choice of the genre of manifesto gives this work a personal, confessional voice and a hortative message that encourages the reader to adopt a different historical worldview and a new analytic vocabulary. His starting point is to return to and invite into the intellectual and moral worldview of Marshall G. S. Hodgson, the author of the posthumously published three-volume work, The Venture of Islam. Each of the three words of the title of this manifesto point to three interconnected aspects found in Hodgson’s major work that has the subtitle of “Conscience and History in a World Civilization,” placing Hodgson’s project in a moral as well as a historical dimension.1 In Lawrence’s view, the Hodgsonian mission failed to bring about the shift in thinking that he hoped. Lawrence writes, “At the most basic level each [term in the title, Islamicate Cosmopolitan Spirit] connotes a surplus: Islamicate is more than Islamic or Muslim, Cosmopolitan is more than congenial or civil, and Spirit is more than subject or agent. Together Islamicate Cosmopolitan Spirit projects the presence of a tidal wave in world history that remains hidden for most, [End Page 92] opaque for many, and misunderstood even by experts” (p. xvi). In this manifesto, Lawrence exhorts us to take strong action to revise our thinking and those of our students to a pan-world perspective. Because Lawrence’s Manifesto is so closely linked to Hodgson’s Venture, it must be viewed with Venture in mind. Marshall Hodgson, a professor at the University of Chicago and chairman of the interdisciplinary Committee on Social Thought, died in 1968, and his Venture of Islam was completed from his notes and published by the University of Chicago Press in 1974. Its broad vision of the role of Islamicate civilization was quickly embroiled in controversy over his use of the term “Islamicate.” This neologism was meant to distinguish between the religion of Islam, that is things and ideas Islamic, and the wider civilization that was Islamicate. This distinction was meant to open a discussion of Islamicate civilization to include groups usually identified as Jews, Christians, Muslims, Hindus, Zoroastrians, Buddhists and others who were part of the culture and history of the Islamicate world and decenter the discussion of world civilization away from the teleological imperative of Western Christian culture and the subject of religion. In Lawrence’s “Preamble,” he asks, “Why Islamicate, why now, why me?” His answers inform the reader who he is and why he is so strongly engaged with this subject in the manifesto. It is a reference to Hodgson’s urging that we reveal who we are and the pre-commitments that we bring to any discussion. For Hodgson, this is the beginning of realizing the force of Conscience in the projects of writing and teaching world history. In Lawrence’s work, we learn that he started using The Venture of Islam for an undergraduate class at Duke University in 1976, only a year after its publication.2 As Lawrence recalls Venture’s reception among his students and colleagues, his experience reflects a broader reception among students and colleagues who struggled with Hodgson’s neologisms and his challenges to re-think and re-center our values when we make our modern Euro-American world the standard against which we measure the rest of the world and its past. Even before 1979, the year that the Iranian Revolution brought Islam to Western headlines and consciousness, the term Islam had acquired fraught and pejorative connotations and distorted interpretations that entailed prejudices and misinterpretations. The word had become too loaded and charged to be analytically useful for talking about the fourteen centuries of Islam’s existence and its world-wide spread. Prophet Muhammad’s...

Effectiveness of E-Learning Portal in Teaching World History for Grade 8 Learners

Effectiveness of E-Learning Portal in Teaching World History for Grade 8 Learners

Critical political consciousness within nepantla as transformative: The experiences and pedagogy of a Palestinian world history teacher

This case study of a Palestinian American social studies teacher in a predominantly affluent public school in New York City utilizes the Chicana/Latina feminist theoretical concept of nepantla and the literature on teachers of Color in social studies education. This article addresses how her critical political consciousness, identities, and experiences as a teacher of Color influenced the ways she navigated through the Orientalist and Eurocentric social studies curriculum in the United States. Findings show three tensions in her life contributed to the development of her political consciousness and further influenced her teaching through pedagogies of nepantla. This study provides a perspective on how teachers with politicized identities navigate through systems of oppression, including geopolitical realities and school curriculum and infrastructure, by teaching world history from critical perspectives and centering people and civilizations of Color.

Design thinking for virtual teaching of world history towards 21st century skills development

The study explored the effectiveness of Design Thinking as a virtual method of teaching World History in developing the 21st century skills of critical thinking, communication, collaboration, and creativity. The study employed a quasi-experimental pretest-posttest two-group design among 40 students from San Jose National High School, Division of Bohol, which compares the changes that occur within the experimental and control group by measuring the variable at two time periods. The experimental group had undergone the Design Thinking process of empathizing, defining, ideating, prototyping, testing, and implementing; while the control group was taught using Lecture Discussion. Results confirmed that the implementation of Design Thinking in teaching yielded a significant effect to critical thinking, collaboration, communication and creativity among the respondents. Notwithstanding the fact that the experiment affected by the COVID-19 pandemic, the slow internet connection in the municipality, and the absence of a face-to-face interaction, it showed a significant difference in the test scores of the experimental group before and after the intervention was utilized in the 4Cs for the 21st century. A contextualized DT was crafted to serve as a guide to educators as regards to its proper use that fits the actual virtual teaching scenarios of a regular classroom in the Philippines.

The Collection and Utilization of Web Resources for Teaching World History Based on Data Mining Technology.

The foundation of research for academics involved in world history education and research is timely access to pertinent foreign information, comprehension of domestic and international academic developments, and access to fundamental historical materials and research outputs from our ancestors. As a result, it is essential to investigate the necessity and viability of using network resources on the basis of analysis in order to respond to the educational philosophy of the new curriculum reform and adapt to the development of modern teaching methods based on network technology. The creation and use of curriculum resources is an essential component of curriculum development and a crucial assurance for curriculum implementation. The growth and acceptance of online learning will undoubtedly influence how history education is practised around the world. The scarcity of online learning resources is currently a bottleneck impeding the growth of online education. On the other hand, data mining (DM) takes the massive amount of incomplete data and extracts the useful knowledge and information hidden within it. This paper explores the “DM” process of utilizing online resources and suggests a method for gathering and utilizing world history education online resources based on DM technology. The experimental results show that the test interval between MapReduce and DM gradually increases with the increase of data volume. The advantage of DM is more obvious, as the average test time of DM is 27.66 seconds shorter than that of MapReduce. Therefore, DM has high application value in the field of search engines and social network analysis.

Justice-oriented global education within three world history teachers' worldviews and practice

PurposeThe purpose of this study is to present the development of justice-oriented worldviews among three New York City public school global history teachers and its manifestations in their curriculum and practice.Design/methodology/approachThis qualitative study, part of a larger study, relied on interviews centering around participants' backgrounds, international experiences and global perspectives, along with observations of their teaching.FindingsThe findings show that participants' experiences, particularly with global issues such as climate change, capitalism, and global inequality influenced their worldviews to focus on justice. As a result, there were direct connections of their justice-oriented worldviews in their teaching of global history.Originality/valueThis study highlights the ways in which global history teachers' worldviews influence their teaching practice. Presenting justice-oriented teaching allows for veteran and future teachers to consider this type of instruction in their world history and global studies classroom. Additionally, this study provides insight into the intersections of world history and global education taking place within secondary classrooms that focus on justice rather than traditional world history content teaching.

The teaching of Asian history as a section of the world history curriculum: the case of American high school teachers

ABSTRACT Many world history teachers in the US have tried to pluralize world history teaching from a more global perspective. This research focuses on how American teachers with an intention to change their current history teaching select Asian history topics and challenge traditional Western knowledge on Asia. I review world history scholarship to see how Asia is located within the curriculum, and literature to investigate the relations between knowledge and power dynamics. I individually interviewed eight teachers who teach a world history curriculum at public high schools in the Midwestern region of the US. Research findings showed that teachers felt comfortable in integrating ancient Asian history more into the history curriculum. For medieval history, teachers needed to obtain new knowledge for Asian history and they faced a dilemma in fundamentally challenging the Eurocentric framework. For recent history, teachers listed several pedagogical reasons for limited coverage of Asian history. These findings show that history teachers keep integrating Asian agency in their struggle towards globalizing history teaching.

Teaching History to Petersburg Gymnasium Students in the First Half of the 19th Century

This article explores the practices of teaching history in men’s gymnasiums of the first half of the 19th century in Petersburg, analyzing the curricula, the content of textbooks, and examinations as well as theoretical developments and methodological techniques in the design of textbooks on world and Russian history. At the infancy stage of gymnasium education development, the focus was on teaching world history. Meanwhile, even schools in Petersburg had great difficulty in selecting the textbooks. Handbooks written by foreign authors and, later, Petersburg instructors, represented bulky volumes with no illustrative material or teaching methodology.

Content Analysis of K to 12 World History Teaching Guides in terms of Teaching Approaches

This study is a content analysis of the Philippines Department of Education K to 12 World History teaching guides, focusing on teaching approaches geared towards the development of historical thinking skills among Grade 8 students. Learning activities purposively chosen by the researcher were categorized and coded using ATLAS.ti, a qualitative data analysis software. Then, themes that emerged were validated by three historians. Results showed more emphasis on the inquiry approach while there is lesser emphasis on the multidisciplinary approach. This means that students could easily identify continuity and change as teaching guides are heavily oriented on the inquiry approach, but they could hardly take historical perspectives due to limited activities based on multidisciplinary approach. It is recommended that instructional material writers should give equal emphasis on teaching approaches indicated in the curriculum. This is to provide equity and equality for the development of various historical thinking skills.

Anti-Blackness and Orientalism in Quebec and Manitoba Ancient History Curricula

Although Canada is often portrayed as a multicultural, benevolent, liberal society, the experiences of Black peoples, Indigenous peoples and Peoples of Colour living in Canada point to the problematic of ongoing anti-Black racism, Indigenous erasures and anti-immigrant sentiments, while perpetuating White Eurocentric dominance. Research demonstrates that schools and school curricula play an important role in perpetuating these problems (e.g., Abdou, 2017; Calderon, 2014; Poole, 2012). But how might curricula and available teaching resources specifically be contributing to Canada’s underlying narratives of White Eurocentric dominance? There is a growing body of literature that demonstrates problematic discourses in the curriculum for Indigenous peoples (e.g., Battiste, 2013; Calderon, 2014; Tuck & Gaztambide-Fernández, 2013). In this paper, we specifically interrogate anti-Blackness and Orientalism. We outline the various findings of critical discourse analyses that we conducted on secondary school textbooks used in Quebec and Manitoba to teach world history and ancient civilizations. By comparing these two contexts, we offer new perspectives on the ways that Canadian curricula are constructed as dominant White-centric narratives by depending on the logics of Orientalism and anti-Blackness. Building on previous textbook analyses, we attempt to bring critical perspectives to problematize dominant norms that contribute to the oppressions of Black peoples and Peoples of Colour in the Canadian context and to provide insights on a potential way forward for more inclusive and balanced representations. While our textual analyses do not directly address representations of Indigenous peoples in curricula, we hope this contribution will help draw attention to some common exclusionary approaches and representations that need to be questioned and challenged.

에드워드 사이드(Edward Said) 이후의 오리탈리즘 연구 동향과 그 세계사 교육적 함의

에드워드 사이드(Edward Said) 이후의 오리탈리즘 연구 동향과 그 세계사 교육적 함의

World History on a Par with Chinese History? China's Search for World Power in Three Stages

ABSTRACT In 2011, the Department of Education in China made a policy change by elevating the study and teaching of world history to a first-class academic field. This article argues that this elevation reflects an unprecedented move by both the Chinese government and historical community to put world history on a par with Chinese history with regard to their importance as subjects of knowledge. It discusses the three periods where world history developed as a field of study in modern China, focusing on the latest one from the turn of the twenty-first century to today. During this period, world historians in China launched their search for a new, Chinese grand narrative for understanding and interpreting worldwide historical development. While inspired by the theory of modernization and advances in global history, the historians have also endeavoured to draw wisdom from China's rich cultural tradition and its recent successful experience in economic expansion. The elevation of world history to a first class field of academic study suggests a landmark development in the direction.