Download World History Bulletin - Big Eras Review

Ilaorld Hi story Bulle{im
Fall2011
JaredPoley
Editor
[email protected]
In This Issue
Editor's Note
InsideFront Cover
From the ExecutiveDirector
I
Letter from the President
2
TwentiethAnnual WHA Conferencein Betjing
5
SpecialSection:TransnationalCrime and Vice in World History
Introduction:Elaine Carey (St. JohnsUniversity) & Andrae Marak (IndianaUniversity-PurdueUniversity Columbus)
8
When ReadingBecomesa Crime: Book Trafficking in Mao's China: RaymondPun (New York Public Library)
ll
Draft Dodging and Bootleggingon the Rio GrandeFrontera:JosephJ. Garcia (University of New Mexico)
l-l
NarcoculturalDialoguewiththe Literatureon Drugs in Mexico: Froylan Enciso (Stony Brook University)
14
Streamsand Banks: TeachingMexico's Drug War Using Film: Elaine Carey
18
21
.',
The Urbanizationof the TohonoO'odham:Andrae Marak & Laura Tuennerman(California University of Pennsylvania
^
Teachingthe Political Economy of Smugglingin a (Modem) World History Course:Alan L. Karas (UC-Berkeley)
OutgoingExecutiveCouncil Members
The World History Association'sMark Welter ChallengeAwards for lnnovative PedagogicalActivities for K- l2 Teachers
.)+
Understanding20th Century Genocides:FrancesBrock, Burlington High School(Burlington,VT)
31
20 | I WH A T eac hingP r iz e
EndlessCloth: Lessonsfrom India for a Cross-CulturalApproachto World History: Michael A. Marcus,Berlin High
School(Berlin,CT)
Minutes of the WHA ExecutiveCouncil Meeting
55
Minutesof the WHA BusinessMeeting
60
Book Reviews,Book Review Coordinator- PeterDykema,ArkansasTech University
61
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Era 6. Every region of the globe becomesconnected
with the discoveryof the Americasand is part of a
truly global economythat benefltsEuropeanpowers
and wipes out the empiresof the Americas'Big Era
7, 1750 to !9I4, is characterizedbywhat the authors
call "autocaralytic"change:changethat itself creates
the needfor other kinds of changes
, at the centerof
which is industrializatron.History is now driven by
new forms of energy,new technologies,new ways of
distributingwealth that lead to new economic,social
and political ideas.Big Era 8, a tiny sliver of time
between1900and 1945,dealswith huge crises- two
world wars, a major economicdownturn and increased
environmental degradation.In this minute era the
authorsturn back to "big" ideas such as humans
becomingthe singlemost importantforce in changing
not only their local environmentsbut the biosphere,
and their intellectualdevelopmentsallow them to see
not only their world but the universein new ways
through the theory of relativity and quantum physics.
All topics and themesexpandedin the previous
chaptersarebrought togetherin Big Era 9, 1945to
the present,discussingcontinuitiesand changesalong
with warningsagainstcertainpolitical, economicand
environmentaltrends.
As a high schoolteacherof AP World History
my first concernwhen picking up this book was how
it related to the AP curriculum. I was worried about
the fact that the CollegeBoard's six time periods
were here nine Eras and this would confuse students
who seekconsistencyand clear cut answers.These
concernsare unfounded.however,as this difference
can be an advantage.In teachingthat periodizationis
specificto historians'ideasand the criteriathey choose
to use,this book providesa secondexampleof how
and why historiansdivide time. Another benefit of this
book is its organizationofeach chapterand era around
the three central topics mentioned in the introduction.
This is invaluable to AP World History teachersin that
thesethemesprovide a conciseand clearway to show
continuity and changefrom one period to the next all
the way to the present.At any point a teachermay
deviseactivitiesand exercisesto teachthis valuable
analyticalskill testedon the CollegeBoard'sAP
Exam basedon a few paragraphsor pagesofreading
that would not overwhelm the students.Similarly, the
regionalinformation could be usedas the foundation
of comparisonsof developmentsin the threetopics in
different areasof the elobe.
62
Besidesthe teachingof individual concepts
and essayand analysisskills, the text as a whole could
benefit studentsas an introductionto or a review of
World History. Most teachersintroducestudentsto the
rigors of the coursewith a summerassignment.This
text presentsa wonderful overview of world history
that would provide studentswith previousknowledge
on which to build on throughout the year. Each chapter
is concludedwith a numberof clear essaystyle study
questionsthat can guide studentsto evaluateand
reflect on their reading.Alternatively,the book could
be useful at the end of the courseas a quick overview
of importantconceptsbeforethe AP Exam.
Espousingthe broadestview of history from
the creationof the universeand coming down to local
historicalcircumstances,WorldHistory: TheBig
Eras is, as the authorsdeclare,"a compacthistory of
humankind" that is accessibleto young high school
studentsand is a highly recommendedteachingtool
for their instructors.
Trevor R. Getz, Richard J. Hoffman, and Jarbel
Rodriguez, eds,Exchanges:A Global History
Resder.VolumeI, to 1500.365pp. $56.20.Volume
II, from 1450.344 pp. $54.40. Both volumes:
PearsonEducation. 2009.
C. Barden Keeler
Florida Gulf Coast University
Exchanges:A Global Histoty Reader is a recent entry
into the expandingmarket of readersavailable for
use in the world history survey,but Exchangesis set
apart from similar texts by its approachto document
selectionand its focus on teachingstudentsto do the
work of historians.The selecteddocumentsinclude
both primary and secondarysourcesorganrzed
in nine parts acrossthe two volumeswith each
part devotedto "a global inquiry investigatedand
debatedby historians."(Vol. ll2, xw) Eachpart is
fuither subdivided into chaptersthat addressissues
and approacheswithin the broader field of inquiry.
Organizedin this fashion,the authorssuccessfully
communicatethe major themesand controversies
of the still developingfield of world history while
making a significant contribution to the teaching
materials available for the world history survey
course.