Incorporating Non-Western History into your World History Class

1. Incorporating Non-Western History into your World History Class Ms. Shannon M. Pugh & Mr. Michael J. Yuscavage

2. 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

3. 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

4. Rankings

5. 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

6. 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/default.htm) – lessons, PowerPoints, etc. that truly teaches “world history” (FREE)

7. 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

8. 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

9. 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 • French Revolution vs. Latin American Revolutions • World Wars • Great Depression • Use documents to work through alternative point of views that will lead to background information on non-western areas • 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

10. Group 1 Continued • Incorporate current event articles that have some background information on different areas of the world • Middle East news = short lesson on aspects of Middle Eastern history • Civil Wars in Africa = short lesson on African history • Use themes to compare western to non-western • 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.

11. Activities to Help • World Snapshot Maps • PERSIA Jigsaws • Women Gallery Walk • Point of View Readings • Student Project – Tour T-Shirts

13. 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

14. 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.

16. Share • Activities on the disc • Other activities and materials • YOUR ideas

17. 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 – spugh@aacps.org • Mike Yuscavage – myuscavage@aacps.org

18. THANK YOU!