The study of global history flows through three major dimensions in the field of global education. The study of culture and cultures addresses how human action over time affects the world's social and economic environment. An exploration of the historical roots of today's global issues provides students with an in-depth look at causes and consequences. And the discovery of global connections illustrates how individual and group decisions in the past connect with global systems and help to identify the emergence of interdependent actions. Together the three dimensions interact with global history and encourage students to think in terms of a holistic systems approach rather than to consider historical events in isolation. Thinking in terms of the evolution of global systems is useful in studying the connection between humans and their changing environment.
The study of global history involves more than adding new information to students' knowledge base. It should help them learn how to interpret human interactions in a larger context and provide a vision of what future citizens should seek to achieve and an avenue for action to help them achieve it. Education for democratic citizenship in a global age requires both a new look at our past and a greater concern for the future. It requires students to critically interpret and unify past deeds and new information, and should introduce them to a range of analytical and evaluative sides that enhance their abilities to understand, react and interact with complex international issues.
1. The development of a comparative historical perspective.
2. The discovery of multiple historical perspectives.
3. An understanding of the evolution of global systems.
Pre-K - 4: COMPARATIVE HISTORICAL PERSPECTIVE
The development of a comparative historical perspective should begin in kindergarten and the early grades. Children should begin to develop an understanding of not only themselves in historical time and space, but also other individuals in other parts of the world. Structured learning experiences should help sensitive children to a world of many and diverse people and cultures. Variations of living and working together in families and communities now and long ago also need to bc introduced. Similarities and differences in the way families and societies address such basic human needs as food and housing need to be explored. Examples of how family experiences differ over time and across cultures can be described through stories, folktales, music and artistic creations. Children should begin to realize how they, their families and contemporary societies are inheritors of the past and shapers of the future just as other people in other parts of the world.
Student learning should focus on:
Grades 5 - 8: DISCOVERING MULTIPLE HISTORICAL PERSPECTIVES
The focus on multiple historical perspectives should begin in the middle grades. It should highlight the commonalties, continuities and contrasts in human experience and We historical development of cultures and nations. Important periods of history should include the study of events and movements of global significance. The common heritage of humankind can be explored throw h the concept of cultural diffusion and the origins of cross-cultural contact and borrows. ~ted can be the historical development of interrelationships and shared cultural development. Unique contributions of men and women who helped build a common heritage should be emphasized.
The discovery of multiple historical perspectives also requires the identification of contrasting points of view on impost historical events. Opportunities should be provided for students to explore the core anions and values that define their worldview and compare it with worldviews held b individuals in communities across the globe. Students need to be exposed to historical perspectives from a variety of cultural, ideological and gender related specifics. They should begin to understand how some people's history might be missing from traditional accounts and the reasons why.
Student learning should focus on:
EXAMPLES OF STUDENT LEARNING
Grades 9 - 10: EVOLUTION OF GLOBAL SYSTEMS
The study of the historical development of global systems should begin in earnest in high schooL Their origin and evolution should be viewed through the eyes of people from different parts of the world. The conditions and motivations for the development of global connections should be explored An historical analysis of conflict, cooperation and interdependence among groups and nations should be undertaken. Students should be able to identify and explain an international as wed as a national perspective on a developing global system, ie.., telecommunications, transportation. They also need opportunities to analyze problems related to global systems and to evaluate contending policy positions as seen Trough their eyes and others. The evolving role of international organizations and multinational businesses also needs to be explored.
Student learning should focus on:
EXAMPLES OF STUDENT LEARNING
Grades 1 l - 12 OPPORTUNITIES FOR SPECIALIZATION
Students also must begin to understand the relationship between global issues and local concerns. Opportunities should be provided for in-depth research studies of people and events that helped shape the evolution of global issues. Students should be encouraged specialize in particular issues and to test assumptions and propositions through data gathering and analysis. They also should be helped to develop skills necessary to take effective action to change conditions that threaten life in their communities and beyond, i.e.., environmental pollution. Students must be introduced to strategies for their participation and involvement in local, national and international affairs. The often stated concept of thinking globally and acting locally needs to be reemphasized for those students involved in global history who have discovered precedents for action.
Student learning should focus on:
Last updated, November 5, 1997