Describes nine ERIC documents, selected specifically for secondary and college-level history teachers, and provides ordering information. The documents cover such topics as teaching about the U.S. Constitution, Asian studies, writing strategies in advanced placement history courses, the Northwest Ordinance, and critical thinking. (GEA)

Traces the evolution of perspectives on Latin American underdevelopment to reveal the changing realities in Latin America as well as evolving world views. Covering the five centuries since Columbus discovered the West Indies, Topik concludes that the idea of underdevelopment is a European construct resulting from greater European progress and a…

Suggestions for successfully incorporating art masterpieces into a World History course are provided, plus references and descriptions of some famous art pieces and their relation to history. (JR)

Examines the function of maps in forming images of the world. States that maps are subjective, inaccurate portrayals of the earth in that they exhibit the biases of their makers and hence their cultures. Recommends viewing several maps or different projections to become aware of strengths and limitations of map types. Includes suggested teaching…

Using Gettysburg as an example, the author addresses the major components of a successful field trip, such as pre-teaching, memorizing, and the study of primary sources. Includes information on student participation and other factors of a successful field trip. (GEA)

Discusses how periodization (the categorizing of history into identifiable periods) can be used effectively in world history courses to make the subject matter manageable and to avoid overwhelming the students with details. Presents a schema which interweaves technology, economic contacts, and cultural systems to help students handle the idea of…

This article offers a teaching model for global history based on the evolution and use of technology. Discusses a method for dividing history based on major technological changes. Provides an in-depth outline of the historical periods. (GEA)

Discusses the development of a twentieth century world history course, its possibilities, pitfalls, and rationale. Includes a course outline, readings, audio-visual materials, and discussion topics. (GEA)

States that traditions in U.S. education inhibit construction of a genuine world history; that it uses Western norms as the basis for judging all civilizations. Recommends the comparative approach to education with the humanistic traditions outside the West included in order to teach critical thinking about specific civilizations. (GEA)