[The PRINT OUT VERSION runs seven pages and includes the SYLLABUS in addition to a full COURSE SCHEDULE (including DUE DATES and READING ASSIGNMENTS).  PLEASE NOTE: This version of the course syllabus and class schedule has not been updated since being uploaded to the course web site on JULY 6, 2005. Please check the web site version for more up-to-date information.]

 

HIS 370 / 570, SUMMER WORKSHOP  --
WORLD HISTORY FOR TEACHERS
SUMMER 2005


INSTRUCTOR:

LEE A. MAKELA

OFFICE: RT 1908
OFFICE PHONE: 216.687.3927
HOME PHONE: 216.561.2940
EMAIL: l.makela@csuohio.edu
   
INTRODUCTION: HIS 370 / 570, SUMMER WORKSHOP - WORLD HISTORY FOR TEACHERS, consists of a thematically-arranged series of presentations dealing with issues involved in the teaching of "world history" incorporating examples principally drawn from a nonwestern perspective. 

The course has been designed to provide a background against which the teaching of world civilizations may be better understood and appreciated using East Asia (particularly Japan) as an example. The workshop is also meant to provide classroom practitioners the opportunity to acquire skills useful in the development and utilization of appropriate web-based teaching materials for classroom use.

COURSE OBJECTIVES: The following represents the major objectives to be accomplished by the conclusion of the course of study: following three weeks of workshop sessions and the post-workshop preparation of a teaching unit, students enrolled in HIS 370 / 570, SUMMER WORKSHOP - WORLD HISTORY FOR TEACHERS, should -- 

The formal workshop will meet four times per week between 10:00 a.m. and 2:00 p.m. between July 5th and July 20th for lecture / discussion and computer lab sessions following the list of topics included in the Course Schedule. 

In addition to mandated attendance at these lecture / discussion and lab sessions, all students will be expected to participate actively in the instructional approach used in the workshop setting, to be involved in group instructional activities and to complete a useable web-based teaching unit involving concepts, methodologies and standards discussed in the workshop sessions. 

There will be no formal examinations in the course but completion of workshop assignments is expected and a journal / portfolio-based instructional sequence (incorporating a series of journal entries) must be followed by students in the development of the required teaching unit / project. 

TEXTS AND READING MATERIALS: Most assigned readings (as noted in the Course Schedule) have been placed on electronic reserve in the Cleveland State University Library and are directly available from the course Internet web site. Other materials may be suggested in class, distributed during workshop sessions or made available on the course web site as the course proceeds.

FINAL GRADE DETERMINATION:

    WORKSHOP PARTICIPATION
    (including instructor evaluation of journal / portfolio)    		 25%
    JOURNAL ASSIGNMENT 15%
    INDIVIDUAL TEACHING UNIT / PROJECT (10% x 3 for meeting each of three specified deadlines and 30% for the final project)
    		 60%
      100%
COURSE SCHEDULE:

TUESDAY, JULY 5, 2005:
THE PAST AS A FOREIGN COUNTRY I

We begin with an discussion of participant, instructor and instructional expectations as each relates to the workshop experience, then move on to a guided conversation examining answers to the question "How is history tied to fact, truth, memory and the past?" Our first Computer Lab session will ensure that all workshop participants occupy common ground in necessary computer basic skills and common Internet search techniques.

Instructor Introduction
An Introduction to the Course
Student Self Introductions

THE FIRST CONVERSATION: What is the nature of history and its relationship to fact, truth, memory and the past?

IN-CLASS READING: "The 'Pianist' DVD and the Case of the Missing Nocturne" / Michael Beckerman

COMPUTER LAB SESSION ONE: AN INTRODUCTION TO KEY COMPUTER BASICS AND SURFING THE INTERNET

WEDNESDAY, JULY 6, 2005:
NARRATING THE PAST I

First we examine a pair of basic organizing concepts and ways in which they impact how history is constructed, organized and understood within a particular cultural setting; then,, in the Computer Lab session, we take up some practical tips for locating instructional resources on the Internet.

Gemeinschaft and Gesellschaft: Values and Perspectives in the Preservation of the Past

THE SECOND CONVERSATION: What impact / influences do localized cultural perspectives have on the definition and presentation of history?

COMPUTER LAB SESSION TWO: SEARCH TECHNIQUES FOR LOCATING RESOURCES ON THE INTERNET

READING ASSIGNMENT:
(TO BE COMPLETED BEFORE COMING TO CLASS)
[all articles listed without URLs are available on the course web site or Electronic Reserve at the CSU Library]

THURSDAY, JULY 7, 2005:
THE PAST AS A FOREIGN COUNTRY II

In today's session, we look at the historiography of "world history" -- where it came from as a field of study and instruction, how it developed over time and the characteristics it acquired along the way -- and (in the Computer Lab) learn some evaluation standards by which to judge the validity and utility of Internet web sites.

The Evolution of "World History"

THE THIRD CONVERSATION: What is "World History"?

COMPUTER LAB SESSION THREE: WEB SITE EVALUATION TECHNIQUES

WEB SITE RESOURCE: "EVALUATING WEB SITES" available at the following URL: < http:// www.publichistory.org/evaluation/index2.html >, a publication of the PUBLIC HISTORY RESOURCE CENTER

READING ASSIGNMENT:

MONDAY, JULY 11, 2005:
NARRATING THE PAST II

History is usually organized according to some sort of chronology; events are tied to a specific date and discussed in order of their occurrence. However, grouping these events into larger time periods usually involves imposing an interpretation of the past that may differ substantially from one culture to the next (or even within a particular cultural setting). Today we examine some of the complications these organizing principles impose on the teaching of world history. In the computer lab we'll begin looking at the design and construction of Internet web pages.

The Question of Periodization

THE FOURTH CONVERSATION: How does the problem of periodization shape our understanding of world history?

COMPUTER LAB SESSION FOUR: AN INTRODUCTION TO WEB PAGE DESIGN AND CONSTRUCTION

READING ASSIGNMENT:

"Cross-Cultural Interaction and Periodization in World History" / Jerry H. Bentley
"The Problem of Interactions in World History" / Patrick Manning
"Periodization in World History" / Donald Ramos

INTERESTING WEB SITES:

A book chapter on "Calendars" at < http://charon.nmsu.edu/~lhuber/leaphist.html > by L. E. Doggett (from a web site prepared by Lyle Huber of New Mexico State University) contains a lot of useful information about calendrical calculations and history.

A web site from TransImage on calendars (< http://www.transimage.com/Cal/CalMain.html >) (which students might also enjoy) explores both various calendar systems and the celebration of the New Year in cultures around the world.

TUESDAY, JULY 12, 2005:
 NARRATING THE PAST III

Another influencing factor impacting how we view the past emerges from the conflict between "historical memory" on the one hand (the firsthand experience of a specific event or time period) and an historian's assessment of the same event or series of events. We'll examine this tension and ways in which it needs to be considered by those attempting to teach world history. Later in the Computer Lab we'll begin developing individual personal home pages as an initial exercise in web page construction and design.

Historical Memory and World History

THE FIFTH CONVERSATION: How do personal perspectives and cultural values impact  the definition and preservation of historical memory (and the presentation of "world history")?

READING ASSIGNMENT:

"Building on the Rubble of History" / Alan Riding (plus related articles)
"The Ice Age Cometh" / Felipe Fernandez-Armesto

COMPUTER LAB SESSION FIVE: DEVELOPING A PERSONAL INTERNET HOMEPAGE I

WEDNESDAY, JULY 13, 2005:
CLIMATE AND GEOGRAPHY IN THE SHAPING OF HUMAN ENVIRONMENTS AND VALUE SYSTEMS - AN EXAMPLE OF "WORLD HISTORY" INSTRUCTION

Today we explore an example of instruction illustrating the interplay between geography and religion as an example of the kind of comparative conceptual interactions at the heart of the world history curriculum. We'll then continue developing individual personal homepages in the Computer Lab.

The Interplay between Geography and Religion in Japan

THE SIXTH CONVERSATION: How have geography and environment (including local and global climates) impacted the course of world history? How might issues related to climate, geography and the environment be incorporated into the world history classroom -- to what effect and to what end?

COMPUTER LAB SESSION SIX: DEVELOPING A PERSONAL INTERNET HOMEPAGE II

READING ASSIGNMENT:

selections: "What is Geography", "The Importance of Geography to General Education" and "Geography and History" , pages 150 - 151 and 152 - 153, from the article "Geography and History" / Dennis and Judy Reinhartz.

WEB ASSIGNMENT:

THURSDAY, JULY 14, 2005:
DEFINING AND DESIGNING AN INSTRUCTIONAL UNIT IN "WORLD HISTORY"

Using our earlier consideration of the interplay between geography and religion in Japan as a base, we will engage in a group exercise developing additional instructional applications of the same conceptual interaction in other historical and cultural contexts. In the lab we'll evaluate and critique one another's personal homepages, examining these examples critically to learn what works and what doesn't in the actual design and construction of individual Internet web pages.

WORKSHOP GROUP EXERCISE: Selecting, defining and justifying a sample teaching unit in world history tied to issues of climate, geography and the environment

COMPUTER LAB SESSION SEVEN: DEVELOPING A PERSONAL INTERNET HOMEPAGE III: INDIVIDUAL PERSONAL HOMEPAGE PRESENTATIONS / CRITIQUES

READING ASSIGNMENT:

"World History: Not Why? but What? and How?" / Bob Andrian
"Building an Essential World History Tool: Teaching Comparative History" / Robert B. Bain

MONDAY, JULY 18, 2005:
THEMES IN WORLD HISTORY: AN INTRODUCTION

A number of different organizing principles and frameworks have emerged among scholars and instructors of world history. We'll explore several of them in relationship to the comparative thematic constructs we have already devised with respect to the interplay between geography and culture. In the Computer Lab we'll look at ways one might construct and organize an instructional Internet web site.

THE SEVENTH CONVERSATION: DEFINING EFFECTIVE THEMATIC INSTRUCTIONAL CONSTRUCTS IN WORLD HISTORY

COMPUTER LAB SESSION EIGHT: ISSUES IN INSTRUCTIONAL WEB SITE CONSTRUCTION

READING ASSIGNMENT:

"World History and Its Pitfalls" / Carol Gluck
"World System History" / Andre Gunder Frank [located on the World Historiography web site maintained by Hartford Web Publishing at < http://www.hartford-hwp.com/archives/10/034.html >]
"What to Teach: Conceptual Frameworks" / Michael G. Maxwell [located on the studentsfriend.com web site at < http://www.studentsfriend.com/onhist/frame.html#anchor933750 >

TUESDAY, JULY 19, 2005:
DESIGNING AND TEACHING A WORLD HISTORY CURRICULUM

Any world history curriculum needs to take into account much more than overall content organization and long-range unifying principles. Instruction plans must meet local, state and national standards and expectations; students need to be prepared to pass competency examinations; issues that might stir controversy need to be avoided or explained adequately to parents of students prior to their appearance in the classroom. Today we'll look at these and other considerations impacting curriculum design as they relate to the teaching of world history. In the Computer Lab we'll design templates for use in instructional web site creation; using a template eases web site organization, provides a unifying "look" to the entire site and makes the overall construction process easier to manage.

THE EIGHTH CONVERSATION: CURRICULUM DESIGN ISSUES TO CONSIDER

COMPUTER LAB SESSION NINE: USING TEMPLATES TO BUILD AN INSTRUCTIONAL INTERNET WEB SITE

READING ASSIGNMENT:

"From Blinded by the Present to Hot-Wired to the Past and the Future" / Mark Satin (editor of Radical Middle Newsletter) [located at < http://radicalmiddle.com/x_past_n_future.htm >]
"A Criticism of the Advanced Placement Curriculum in World History" / William McGaughey [located at < http://www.worldhistorysite.com/report3.html >]

Also take a look at the larger McGaughey web site [ < http://worldhistorysite.com >] to find out what his particular curriculum organizational pattern fixes on and how it differs from / complements the approaches taken by other members of the world history instructional and research communities.

"Part I: Approaches" [an introduction to the three articles that follow]
"World History" / William H. McNeill
"A Global Perspective in the Organization of World History" / Leften S. Stavrianos
"World History as a Course of Study: Rationale, Goals, and Formulations" / Marilynn Hitchens
"Interior Dimensions of World History: A Process Approach" / Dwight Gibb

WEDNESDAY, JULY 20, 2005:
THEMES IN WORLD HISTORY

In our final workshop session, as a group working together, we will pull together everything we have discussed so far to design an effective instructional unit that might fit appropriately within a larger world history curriculum as an example of the process to be followed in the subsequent design of such units by individual workshop participants. In the Computer Lab, you will have the chance to put finishing touches on your instructional web site template design.

A WORKSHOP GROUP EXERCISE:  WORKING TO SELECT, DEFINE, DEVELOP, ORGANIZE AND JUSTIFY A THEMATIC INSTRUCTIONAL CONSTRUCT IN THE CONTEXT OF A "WORLD HISTORY" CURRICULUM

COMPUTER LAB SESSION TEN: INDIVIDUAL WEB PAGE CONSTRUCTION WORK

READING ASSIGNMENT: Loud, Proud, Unabridged: It Is Too Reading! / Amy Harmon

THURSDAY, JULY 21, 2005:
INDIVIDUAL STUDENT MEETINGS WITH INSTRUCTOR

Workshop participants will meet individually with the instructor to gain approval for the teaching unit subject matter, approach and resources to be incorporated into the assignment (due in its complete and final form and uploaded to the workshop web site NO LATER THAN 4:00 p.m. on Wednesday, August 10, 2005); the instructor will also review with individual students entries written to fulfill the workshop journal assignments completed prior to this point in the course -- a minimum of five entries (ten pages or so of text) written on an every-other-workshop-day schedule. (Note that the entire completed set of journal entires -- including evaluation of a select subset of other participants' instructional units posted to the workshop web site -- is due NO LATER THAN 4:00 p.m. on Friday, August 12, 2005.)