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)

Explains an Internet project, used in a college history survey course, with which students posted group position papers to a discussion board. States that the project stimulated debate, discussion, critical analysis, and peer review. Provides student responses to the project and excerpts from student papers. (CMK)

Case study of how a 10th-grade New York State global-history teacher attempts to understand one of several messages broadcast by the new state curriculum and assessment policies, namely that state policies promote ambitious teaching and learning. Finds that while the teacher altered her teaching, she did so in ways that did not comport with the…

Over the past four years, the author has attempted to compare students' participation patterns during electronic threaded discussions and face-to-face classroom discussions. Most recently, he considered the interactions of 40 students in two world history classes at a public high school. These students regularly engaged in classroom discussions…

The author began using student assistants when she arrived at the University of Wisconsin (UW)-Eau Claire in the fall of 1996. As a new faculty member, she found herself with a heavy teaching load and no graduate assistant. She observed that some of her colleagues employed undergraduate history majors as tutors for their introductory classes, and…

What needs to be done to ensure that instruction reflects world historiography and that educators move beyond old curricula? As a world history educator at the undergraduate and graduate level and a methods instructor for history/social science teacher candidates at a university with a long tradition of teacher training in California, this author…

This article describes a story of two fourth-grade teachers' journey to create lessons that would be developmentally appropriate, culturally sensitive, and historically accurate in teaching children about Columbus's encounter with Native Americans. The aim of this four-week unit of study was to have fourth-grade students look at multiple…

For many people committed to strong academic standards, the "advanced" high school courses offered through the College Board's Advanced Placement program and, increasingly, the Diploma Programme of the International Baccalaureate Organisation (IBO) represent the curricular gold standard for secondary education. Admissions directors and…

This resource book is designed to assist teachers in implementing California's history-social science framework at the 10th grade level. The models support implementation at the local level and may be used to plan topics and select resources for professional development and preservice education. This document provides a link between the…

This paper examines the controversy generated by the 1994 release of the "National Standards for United States History: Exploring the American Experience (5-12)" and "National Standards for World History: Exploring Paths to the Present (5-12)." The standards engendered protests as conservatives and others charged that it was a "politically…

This unit is one of a series that represents specific moments in history from which students focus on the meanings of landmark events. By studying a crucial turning point in history, students become aware that choices had to be made by real human beings, that those decisions were the result of specific factors, and that they set in motion a series…

This booklet describes the theme for National History Day 1997-1998, "Migration in History." The supplement provides teachers with classroom materials to help students begin thinking about the theme, analyze and think critically about the topic's significance in history in relation to the theme, and to help students conduct research on…

This history course has been designed by the Schools History Project for the national curriculum in England. It covers three study units for the revised curriculum, including: (1) the Roman Empire as a study of an era or turning point in European history before 1914; (2) Medieval Realms as a statutory unit; and (3) Islamic Civilizations as a study…