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Teaching World History: Through The Forest By Eve Fisher

429 Words2 Pages

Emily Boland
Professor Pearcy
HED 390
7, February 2023
“Reading Response Six” World History is an essential part of secondary education within the United States. However, the task of teaching world history within the confines of a year or semester seems daunting. Teaching World History: One Path through the Forest by Eve Fisher provides a veteran understanding of the challenges of teaching world history. This can be seen in Fisher's first paragraph which summarizes the multitude of questions an educator of world history may have, as questions such as“ how do we do it? What approach should we use to hack our way through this vast forest of information? What textbook should we use? What emphasis should we give? Should we approach it thematically, …show more content…

This provides the reader with a guide to navigating world history. Similarly, The Challenge of World History Cristóbal T. Saldaña explains their own experience teaching world history as a first year teacher and how the challenges of world history can be broken down. Saldaña explains the vast amount of content provides a roadblock and a feeling of not getting to every topic. However, with emphasis on historical skills students can leave a world history class not necessarily knowing the totality of world history, but rather the skills such as “understanding of perspective and historiography” which give students the tools to synthesize what is not covered on their own. (Saldaña, 15)Moreover, the emphasis on skills takes the pressure off the teacher to cream content knowledge over quality lessons. One example of a quality lesson that provides a global operative of education is educator Chris Bond’s project, “Enlightenment Salon.” This project is the culmination of the previous two articles' themes, as Bond understands the challenges of world history and uses them as an opportunity for students to gain a global understanding of philosophical issues. The Salon project images sunsets through active involvement and makes students interact with primary and

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