The National Assessment Governing Board (NAGB) is considering creating a National Assessment of Educational Progress (NAEP) for world history education. On the surface, a national assessment in world history appears to be a sensible and essentially unproblematic decision. However, problems lurk below the surface challenging the creation of a…

Describes the new Advanced Placement (AP) world history course, which has a global and thematic focus and emphasizes global interactions and comparative issues. Discusses the chronology used and its emphasis on global forces and developments within civilizations. Believes that world history courses should assist students in understanding how the…

Discusses why world history instruction is flourishing in higher education. Describes the new Advanced Placement (AP) world history course and states that the course is comparable to college-level world history courses. Considers to which college world history course the AP course is most comparable. (CMK)

Describes the six habits of mind fundamental to the study of history. Argues that a world history course must introduce students to the processes by which historians study the past. Provides suggestions for teaching the habits of mind through the proposed Advanced Placement (AP) world history course. (CMK)

States that high school teachers can handle rigorous advanced placement courses in world history or world civilizations if they (1) have access to good teaching materials and (2) have been provided with the proper training. Address both issues, listing reading materials and describing the aspects involved in training teachers. (CMK)

Discusses the limitations of the Bradley Commission on History in Schools report. Critiques the History Advanced Placement Examination, and outlines suggestions for its improvement. Presents the Aspen High School, Colorado, solution to the inadequacy of a one-year U.S. history curriculum and the lack of a global view. Examines the role of history…

Discusses the proposed Advanced Placement (AP) world history curriculum. Argues against beginning the course at 1000 CE, stating that it should begin at the Axial Age (approximately 800 to 200 BCE) or earlier. Offers suggestions for constructing the proposed "Foundations" course introduction around six one-week units. (CMK)