Download Incorporating Non-Western History into your World History

Incorporating Non-Western
History into your World History
Class
Ms. Shannon M. Pugh
&
Mr. Michael J. Yuscavage
Agenda
Welcome and Introductions
 Current State of World History
 Western vs. Non-Western
 Who’s Here?
 Approaches/Activities based upon needs
 Sharing
 Disc Distribution – www.mspugh.net

Current State of World History





Standards are improving to include non-western history but
are still dominated by western history (see Fordham Institute
Rankings)
Textbooks are improving in regards to incorporating some
aspects of “world history”
AP World History course has introduced teachers who were
normally trained in western history to new ways of looking at
world history
When time is of an essence and the curriculum is, “The West
and the Rest,” the “rest” is normally what is cut or reduced
Universities are producing more “world historians” rather than
regionalists and they are contributing to our growing
knowledge of the world
Rankings
Western vs. Non-Western



Western history is important for us as Americans to
understand the historical foundations of our
government and some of our cultural aspects and is
important
Non-Western history is important for us as
Americans and as citizens of the world as we seek to
find ways to appreciate the history of all Americans
and as we seek to understand the world in which we
live
Both is important, but we need to do a better job of
finding ways to include Non-Western History and
understanding into our classes so that our students
are better prepared to interact in a truly “universal”
fashion
Basic Support for All
www.collegeboard.com – download AP World
History Course Description
 National Center for History in the Schools
(http://nchs.ucla.edu) – UCLA – great website
for standards and some lessons that can be
purchased
 World History for Us all – San Diego State
University
(http://worldhistoryforusall.sdsu.edu/dev/defaul
t.htm) – lessons, PowerPoints, etc. that truly
teaches “world history” (FREE)

Approaches to Our Presentation

We recognize that teachers are not the
final authority as to what is taught in the
classroom, so we organized our
presentation and materials with thought
as to who might attend this session
Who Might Be Here

Have state/local standards and a required pacing guide or
scope and sequence that focuses on western history and
you want to find ways to incorporate some non-western
history into your course but need to make sure your cover
all the western history requirements (benchmark exams,
state assessments, etc.)

Have state/local standards that include non-western
history but really don’t have the background and need
some ideas and information

I was told to teach world history and they gave me a book
and I want some stuff that I might use
Group 1 – Have a Required Western
History Curriculum

Use snapshot maps to show what is happening in other parts of
the world at the same time




Use documents to work through alternative point of views that
will lead to background information on non-western areas



French Revolution vs. Latin American Revolutions
World Wars
Great Depression
Crusades through Arab Eyes
African and Asian Views of Imperialism
Explore non-western influences on “western” events as they
arise



Black Death arrived from Asia – use this time to incorporate a lesson on
the Silk Roads and other trade routes (could later make connections to the
Columbian Exchange)
Italian Renaissance – use this time to teach about the Turks and how the
fall of Constantinople leads to Greek scholars going to Italy
Reformation -- continue with lesson on Turks as Charles V was busy with
the Turks, Martin Luther was starting the Reformation
Group 1 Continued

Incorporate current event articles that have some background
information on different areas of the world



Use themes to compare western to non-western








Middle East news = short lesson on aspects of Middle Eastern history
Civil Wars in Africa = short lesson on African history
Political systems – absolutism vs. mandate of heaven
Economic and trade systems – Columbian Exchange vs. Silk Roads
Religious systems – Spread of Christianity vs. Spread of Buddhism
Social aspects – compare treatment of women in various classical and
ancient civilizations
Intellectual and Technological Movements – Communism in Russia vs.
Communism in China
Artistic Movements – interaction of Asian and European art in the 19th
century; Renaissance in Europe and the Golden Age of Islamic Art
When you come upon a non-western topic, do a quick overview of
the area
Student Projects – research projects, history fairs, etc.
Activities to Help
World Snapshot Maps
 PERSIA Jigsaws
 Women Gallery Walk
 Point of View Readings
 Student Project – Tour T-Shirts

Group #2 – Need Background
Information – Some help
We have provided numerous “cheat
sheets” on backgrounds of various
empires and civilizations.
 We have provided regional backgrounds
on Africa, Asia, and Latin America

Group #3 – We Just Want some
Stuff
Let’s Go for a Walk!
On the walls are copies of Era Sheets. Please go
around and look at what is included on your
disc. Also, please look at the suggestions for
Comparisons and Point of View Possibilities.
On the bottom of the sheets, please jot down
any ideas that YOU have that we could share.
Share
Activities on the disc
 Other activities and materials
 YOUR ideas

Distribute discs
Please go to www.mspugh.net to ensure
that all files made it to the disc.
 If you want to share something, email it
to me and I will add it so that we all can
share.

Shannon Pugh – [email protected]
 Mike Yuscavage – [email protected]

THANK YOU!