| This dissertation investigates the world history survey course at secondary and college levels, in an analysis that is at once historical interpretation and critical evaluation. The analysis shows that the world history survey, whether it is a high school, AP (advanced placement), or college course, needs to incorporate thematic, temporal and spatial conceptual frameworks in order to remain viable.;The two chapters of Part I lay out the building blocks of the dissertation by defining world history and providing historical context for the course, showing that conceptual frameworks are pedagogically sound tools that can be applied to world history. In three chapters, Part II develops three major frameworks and emphasizes the integration of new scholarship into each of them. The temporal framework centers on periodization, arguing that the handling of time must be made explicit in the survey. The spatial dimension of the course requires that students develop a mental map of the world and an acquaintance with various geographic units of analysis. Using a thematic framework in a survey enables carefully selected—active—themes, rather than textbook chapters, to drive the course. This analysis of scholarship, textbooks, and practice develops the criteria for the methodology with which to reconceptualize the world history course. The first chapter of Part III presents model syllabi for use in high school, AP, and college surveys, as well as teacher training, based on the criteria established in the earlier chapters. The concluding chapter details ways to implement curriculum reform and teacher training.;Resources for the dissertation included a wide range of scholarly works in world history, the pedagogical literature in history teaching, textbooks and textbook analysis. Interviews with over eighty practitioners, scholars, disseminators, and synthesizers of world history provided insight into the decision-making process used in conceptualizing, writing and teaching the survey course. Field research included classroom-teaching experience at the high school and college level, as well as the work with pre-service and experienced teachers in professional development settings. The dissertation includes substantial appendices. |
