AHA Session 46
Thursday, January 4, 2024: 3:30 PM-5:00 PM
Plaza B (Hilton Union Square, Lobby)
Chair:
Robert B. Marks, Whittier College
Panel:
Melanie Arias, Windward School
Trevor Getz, San Francisco State University
J. Laurence Hare, University of Arkansas at Fayetteville
Tamara Shreiner, Grand Valley State University
Trevor Getz, San Francisco State University
J. Laurence Hare, University of Arkansas at Fayetteville
Tamara Shreiner, Grand Valley State University
Session Abstract
The teaching and learning of world history has become standard in secondary schools around the United States. And it remains a fixture in higher education curricula, both for students majoring in history and social science education and as a core offering for all undergraduates. Within this trend are hidden opportunities to enhance the delivery and outcomes of world history courses at all levels, and to employ world history to confront pressing global issues that confront us at both the national and local level and that inform our international perspectives. At the same time, the research field of global history, along with evolving trends in transnational scholarship, create new challenges for the conception and design of world history courses. In this roundtable session, scholars and teachers in history and social science education will come together to identify the salient conceptual problems that confront world history in the classroom and to discuss the potential for structural change to align new research and curricular approaches. To what extent does the world history survey today reflect new directions in global and transnational scholarship? How are colleges and universities responding to these trends, and what are the implications of their approaches for preparing secondary educators? At the same time, this panel will discuss new innovations that suggest emerging trends in the future of world history in both the secondary and post-secondary environment. They will ask about the ways in which the next generation of world history educators can invigorate interest and competency in the humanities and social sciences, how they can best bring diverse perspectives to the classroom and teach a more inclusive world history section, and how they can draw upon the lessons of world history to help prepare students to advance their future academic and career goals and be ready to meet contemporary global challenges.
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