Teaching Global History

Alan J. Singer is Professor of Secondary Education and Director of Social Studies Education in the Department of Teaching, Literacy, and Leadership at Hofstra University in Long Island, New York and the former editor of Social Science Docket (a joint publication of the New York and New Jersey Councils for Social Studies).

• Dedication Preface Acknowledgements PART I Designing a Global History Curriculum 1. What is a social studies approach to global history? 2. Debating curriculum: What is important to know and why? 3. How should global history teachers address controversial or sensitive issues? 4. Why is global history usually European chronology with tangents? 5. What does a theme-based global history curriculum look like? Part 1 – BC: Before Columbus 6. What does a theme-based global history curriculum look like? Part 2 – AD: After the Deluge PART II Debating Global History 7. Why does the grand narrative of Western Civilization play such a central role in most global history curricula? 8. If Chinese historians wrote the global history curriculum 9. Who and what gets included in history? 10. Religion in human history 11. Revolutionary movements in the 20th century 12. Teaching about the European Holocaust and genocide 13. Teaching about the Great Irish Famine PART III Waves of Global Integration 14. Three Waves of Global Integration 15. Columbian Exchange and the Age of Colonialism (1420-1763) 16. Imperialism: The Eagle’s Talons 17. Globalization: The Fifth Horseman of the Apocalypse 18. Climate Change and the Anthropocene 19. Is Democracy at Risk in the 21st Century? 20. Global History Standards References Index

Select Guide Rating