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Teaching World History: Why We Should Start ! By Krippner-Martinez

1166 Words5 Pages

Krippner-Martinez: In this article, “Teaching World History: Why We Should Start!” the author talks about his experience as a graduate student and how that prepared or didn’t prepare him for teaching world history. The article discusses the authors work with the development of a world history curriculum at Haverford College as part of the Philadelphia World History Project and how teaching world history has benefited him This curriculum made by Krippner-Martinez and the others who developed strongly emphasizes reading, analytical skills, writing, and discussion. In reading this article I can see some parallels from that teachers’ approach to this course here at Washburn. I think that this approach to presenting information and student work …show more content…

I found the section about Arnold. J. Toynbee really interesting. While reading about Toynbee the concept came to mind “highly developed low literacy” as presented on page 507 of “Establishing World History as a Teaching Field: Comments from the Field” by Patricia Lopes Don. Toynbee clearly wrote a lot of information about what events had taken place and the cycles a society or culture would probably follow. But, his not liking “cross- cultural encounters” (pg 7, Bently) shows his prejudices, takes away from the value of his work, and also illustrate the ways attitudes of a given time period shape the body of knowledge from that …show more content…

The structure of the paper made the point easy to see. Thinking more on this concept while also thinking about the future of world history as talked about at the end of the paper, makes it easy to see how important studying and successfully teaching world history is.

Arno: This is a personal account by author Joan Arno of her experience in participating in The Philadelphia World History Project. First she recounts her involvement in the redeveloping world history curriculum for the region she works. Then she shows examples of that curriculum with citation. Honestly, I read the most challenging and inaccessible. While I appreciate the background about the Philadelphia World History Project interesting, I found the voice of this article seemed almost sarcastic at times. It was very casual, like a conversation you would have with friends when you want to vent frustrations and I got confused with the flow of the writing several times. I did also find seeing the examples of the course syllabus for the college course and the unit outline for the high school course about the same topic interesting. It helped me see the varying ways the same topics can be approached and detailed for the age range of the students. I will admit though, that the college course syllabus made more sense to

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At the very beginning he said that the homework hadn’t been decided on yet but depending on how the class went he would determine it towards the end. I really liked that because the material he was covering was difficult and since it is still the beginning of the semester it would be way too overwhelming if the foundational lessons weren’t clear. There was a handout that was given on noun clauses and some common practice examples, the textbook was also utilized and students were encourages to underline, circle, and mark the necessary sentences. Which I thought was a good way of breaking things up from the typical lecture format and provided various ways that the students could learn. If students could not grasp the concept from the question written on the board they could do their own example, and after trying both those ways they would then discuss in their partners to give a more real world feel since noun clauses are not as common as textbooks make them seem.

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