"In the Shadow of Authoritarianism" explores how American educators, in the wake of World War I, created a student-centered curriculum in response to authoritarian threats abroad. For most of the 20th century, American educators lived in the shadow of ideological, political, cultural, and existential threats (including Prussianism,…

To survive, we need to eat. And yet eating is much more than just ingesting fuel to keep our bodies going. Besides being a source of sustenance, food is a cause for celebration, an inducement to temptation, a weapon for wielding power, an indicator of well-being, a catalyst for change, and a vehicle for learning. In the age of globalization, these…

Discusses the views of Paul Gagnon and his book "Democracy's Untold Story." Examines the drawbacks of teaching the type of Western civilization course advocated by Gagnon and argues that schools should continue the quest for a teachable approach to world history. Includes suggestions for improving the typical world history course. (GEA)

Discusses the goals of high school world history instruction. States that the instructional challenge for world history teachers is to create a curriculum that builds the attitudes, knowledge, and skills needed to develop a world perspective that rejects stereotypes and opens the doors to tolerance and respect for differences. (JDH)

Presents a history of world history instruction as it has evolved since the 1890s in the United States focusing on New York state. Concludes that the latest revisions have restored chronology; eliminated any attempt at universal history; decreased the presence of the social sciences; and retained the option for a topical treatment within a…

Describes a year-long study exploring how student characteristics shaped their teachers' instructional decision making in world-history/global-education classes. Teachers were sensitive to racial, ethnic, religious, or gender differences; linked content to students' local environment; were concerned about gaps in student understanding and…

Discusses reasons for declining interest in world history courses and suggests guidelines for reversing the decline. World history must concentrate on main themes and problems, be real to students, and be organized from a global perspective. Students should be encouraged to empathize with the history of their fellow human beings. (Author/KC)

Seeks to define world history through an analysis of its historical antecedents. Concentrates on the efforts of three historians--Louis Moreau, William H. McNeill, and Leften S. Stavrianos--to establish world history's place in education. Analyzes the relationship between world history, peace, and global education and the state of world history in…

Compares treatment of global education in three curriculum guidelines: California's History-Social Science Framework (1987); the New York Social Studies Program; and the National Commission on Social Studies in the Schools' report, "Charting a Course." Finds the New York program more broadly conceptualized emphasizing all the social…

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)

Discusses world history as an academic field at the University of Manitoba (Canada). Advocates developing programs with a specifically global approach. Argues research and publishing are necessary to win academic recognition and funding. Suggests faculty recruitment remain politically sensitive and proceed gradually. (CH)

Discusses the need for a global approach to world history to help students at all levels understand social, economic, and ecological change. The author evaluates one example of a secondary global world history textbook--"People and Civilization: A World History" (Lexington, MA: Ginn and Company, 1977). (AM)

Describes a national, world-studies, curriculum project in the United Kingdom, with the main goal of promoting world studies in secondary schools. Defines intended outcomes and describes the pilot schools. Traces the project development from 1980-89, through publications, expansion, evaluations, and international links. Lists projects main…

Contends that regional studies, such as Asian studies, can engage students more actively than a traditional global approach to world history. Delineates the author's objectives in teaching a course in Asian studies. Outlines the subjects covered in the course's units on China, Japan, and Korea. (DSK)

Proposes a new role for middle school teachers in the aftermath of the September 11, 2001 terrorist attacks. This role involves reexamination of curriculum content in world cultures, geography, history, and comparative religions to give students a fuller idea of their place in the world and the concepts of justice and fairness as practiced in the…