world history geography
DESCRIPTION
World History Geography in short.good ppt for use.TRANSCRIPT
Models for Teaching about the World Past and Present
from a civilizations-based model to a human-centered, global model
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Why teach and learn about the world?
• People from all over the world are coming together in many arenas, and need knowledge about each other.
• Memory is an important part of what makes us human. Each person is a transmitter of knowledge about the past.
Three common models for teaching about the world
1. The geographic perspective
2. The civilizational perspective
3. The world history perspective
Option #1: the geographic perspective
• This is a “stand-alone” geography course• Geography studies often give students their
first view of the whole world• Students are taken on a tour of the world,
full of descriptive facts• It is organized around a sequence of
regions, based on modern divisions of the world.
• This division makes it hard to teach about earlier historical regions, which were often very different.
Russian FederationEurope
Geography/World Cultures ModelCanad
a
U.S.A.
Central America
South Americ
a
Far East
Middle East / North
AfricaCentral /
South Asia
Sub-saharan Africa
Western Hemisphere
Southeast Asia
Australo-Pacific
Eastern Hemisphere
Option #2: the civilizational perspective
• Most “world history” courses have been organized around coverage of civilizations
• Students are given chapter-by-chapter descriptions of world civilizations, including:
a description of its geographic setting an account of its origins descriptions of its political, social, and cultural history, and a list of its contributions
• Including new topics in these courses has been a problem, because “only civilizations need apply”
• Many regions without major civilizations were very important in world history, but they find no place in these courses.
Ancient Mesopotami
a
Ancient Egypt
Classical Greece
Classical Rome
Other RiverValley Civs.
Medieval Europe
Byzantium & Russia
Islam India
China
Renaissance Exploration
Scientific Rev Enlightenmen
t
IndustrialRevolution
Imperialism World Wars
Colonized Countries
Developing Countries
Postwar To Present
Traditional Western Civilizations Model
Sub-Saharan Africa
The Americas
Traditional world history covered only a small part of the world’s surface, only expanding its scope with the modern
expansion of Europeans after 1400 C.E.
It focused on Mediterranean civilizations, but added others gradually and incompletely in response to
multicultural demands to cover the non-west
Option #3: world history perspective
• This new model for teaching about the world is organized around global eras of human history
• Students take an era-by-era tour of world history, that includes
dynamic coverage of geography’s role in human history inclusion of regional societies, civilizations, and the spaces between them interactions among cultures and long-term historical processes
• The model is academically challenging and culturally flexible. It helps develop critical thinking and research skills.
• It effectively incorporates new and existing research.
Era 1
GEOGRAPHY
CHRONOLOGY
Era 2
Era 3
Era 4
Era 5
Era 6
Era 7
Era 8
Regional Societies
Regional Societies
Regional Societies
Regional Societies
Regional Societies
Cultural interactions
Regional Societies
Regional Societies
Cont inui ty
Era 1
GEOGRAPHY
CHRONOLOGY
Era 2
Era 3
Era 4
Era 5
Era 6
Era 7
Era 8
Technology
Agriculture TradeSpread of Religions
Geographically comprehensive and truly global in scope
Human-centered and inclusive Developed by international world
historians and geographers Academically sound rationale for inclusion
of the world’s societies and cultures Accepting of new scholarship and research
to encourage lifelong learning
THE NEW WORLD HISTORY MODEL
Why is World History education important?
1. World history helps make sense of globalization.
2. World history demonstrates our expanding knowledge about the past.
3. World history shows links from national history to the rest of the world.
4. World history sustains citizenship.*
*From Patrick Manning, “Presenting World History to Policymakers: Three Position Papers,” Perspectives, March 2006
UNESCO World Heritage http://whc.unesco.org/
Bridging world history http://www.learner.org/channel/courses/worldhistory/whatis.html
Center for History and New Media http://www.learner.org/channel/courses/worldhistory/
The Silk Road Project http://silkroadproject.org/index.html Europaischer Kongress fur Welt- und Globalgeschichte
http://www.uni-leipzig.de/zhs/ekwg/ European Network in Universal and Global History
http://www.lamprecht-gesellschaft.de/ENIUGH/eniugh-frame.htm Histoire du Monde
http://www.histoiredumonde.net/rubrique.php3?id_rubrique=47 World History Compass (links to world history information around the
world) http://www.worldhistorycompass.com/about.htm Shixue Lianxian(History On-line)
http://saturn.ihp.sinica.edu.tw/~liutk/shih/ World History For Us All online curriculum
http://worldhistoryforusall.sdsu.edu
SOME WORLD HISTORY EDUCATION LINKS