World History Course Analysis

For my own world history course, I would begin by organizing it by geographical regions instead of chronological time periods to give even overviews of the region’s history throughout two semesters. The idea of themes in a geographical approach would help giving students a broader bracket to follow rather than focusing on more than just dates. Then I would have created a calendar with a general outline of the regions and topics I would like to hit within the specific regions (Roupp, 85 and 94). This calendar would line up with the school’s calendar to make sure that I am not overlapping a work or activity day with a partial day of class. These organizational aspects would be the key points to helping me with any sudden changes that need to

I would focus on Africa, Central Asia, and Europe for one semester and transition into Russia’s portion of world history followed by the remaining two. These broad regions provide me with flexibility to delve into pre-contact era, colonization era, leading into some modern day events, and connecting current issues with historical events leading up to it. Current events build a relationship between past and present, which makes the past more relevant to our modern students today. In addition to the idea of an overarching regional theme, I would also highlight interconnected themes of economics, social structures, geography, culture, and civics (politics and government). There are themes that connect history to the region, because all these factors influence how a region might have developed far more than another. Meanwhile incorporating the actions of humans, because the outcomes from our actions as humans are based on a decision that is made. This would be the focus and layout of the theme overarching several areas. (Roupp,

This can break racial barriers and stereotypes from various countries, because the student can see how similar they are with their pen pal, while simultaneously noticing the cultural differences. They could also use their pen pals to perhaps collaborate on a project in which both students would share with their class about each other. This can create bonds and humanize the current events discussed in the begging of the class. They can learn to see the person first, rather than the stereotypical assumptions. I would try to incorporate this into my classroom in every region, perhaps three times excluding the pen pals that would be continuous. The best teachers are the students themselves through guidance, which is the method ultimately behind my style of