In 2005, Peter Stearns wrote, "The ongoing debate between partisans of Western civilization surveys and fans of world history continues with no signs of any abatement." No one can deny that the rise of world history has been a phenomenon in American higher education over the past 30 years. Most high school students now take some version…

Describes one professor's attempt to improve his college's introductory history course by offering an alternative which stresses a biographical approach to twentieth century individuals who have shaped the contemporary world. (JDH)

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)

Presents the Bradley Commission on History in Schools' recommendations that history become the core of the social studies curriculum. Identifies six themes of historical inquiry, and outlines topics for the study of U.S. history, Western civilization, and world history. Analyzes the place of history in all grades. Suggests changes in curriculum.…

Maintains that the National History Standards are a collaboration among classroom teachers, scholars, and curriculum specialists. Discusses the process used to develop the history standards. Asserts that the most contentious issue was the treatment of western civilization in the presentation of historical criteria. (CFR)

Analyzes revisions in Chinese historiographical treatment of world history since 1949, stressing the dominance of Marxist/Maoist ideology, political isolation, and Chinese nationalism. Shows evidence of these influences in high school textbooks. Examines the Cultural Revolution's impact on historiography. Sees current liberalization producing a…

Contends that social studies textbooks do not reflect recent archaeological research on pre-Columbian Americans. Summarizes recent research results and develops new concepts about Mayan civilization. Examines and rates 12 textbooks currently used in public schools regarding how well they incorporate the new research on Mayan civilization. (DB)

Evaluates an introductory world history course taught at the University of Alberta, Canada. Advocates including similar courses taught from a Canadian perspective in the core curricula of Canada's colleges. Stresses that Canada's role as peacekeeper, official commitment to multiculturalism, and unique relationship to both developed (especially the…

Contends that the commonly held notion that non-European peoples have had no experience with democratic practices is not supported by the evidence. Maintains that aspects of self-government have appeared in many non-European societies throughout history. Urges historians to recognize these examples and include them in their teaching. (CFR)

This guide complements the two other social studies documents at the Senior 4 level for the social studies curriculum sequence for schools in Manitoba, Canada. The primary focus of this document is to explore the impact made by significant historical developments, movements, and individuals that shaped and influenced Western Civilization…

Argues that for years the emphasis on historical specialization relegated world history to the academic dustbin. Maintains that the globalization of culture, economics, and societies has created a reimagining of world history. Discusses issues and presents recommendations on research and curriculum development in world history. (CFR)

Key aspects of the issue of religion in public schools are reviewed and several innovative programs in specific schools are described. In 1962 two U.S. Supreme Court cases (Abington School District vs. Schempp and Engle vs. Vitale) prohibited the practice of Bible reading in public schools. It was believed that activities such as Bible reading…

Asserts the need for new undergraduate culture studies textbooks that maintain broad historical scope and shed the Western humanistic model. Proposes a "postmodern textbook" less concerned with covering canonical facts than with issues to be discussed and situations to be analyzed. (21 citations) (VWC)