Global Interconnections: Modern World History 1300-present

Appendix 1: Thinking the World

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Excerpted from “World History For Us All: History, Geography, and Time - Getting Started,” accessed July 15, 2019, https://whfua.history.ucla.edu/getting_started.php. Learning to "think the world" One of the wonders of our era is that for the first time in history, people everywhere in the world can experience the same event almost simultaneously. A spectacular example of this is the world-wide celebrations that greeted the New Year in 2000. The planet revolved through the time zones, midnight struck again and again, and the festivities broke out in rapid, rolling sequence around the planet. Among the first to celebrate were the people of the Kiribati and Marshall Islands, which lie in the South Pacific just west of the International Date Line. From there, the New Year swept on to Sydney, Beijing, New Delhi, Jerusalem, Lagos, London, Caracas, Seattle, and, at last, Honolulu. Those who had the stamina to watch TV long enough could see the entire relay of parties, prayers, and fireworks displays, for twenty-four straight hours. This spectacle was a compelling reminder of the unity of humankind as inhabitants of a single tiny "marble" suspended in the universe. Also remarkable is that millions of people could consciously witness the world-wide commemoration and reflect upon it in real time. Electronic marvels invented in the twentieth century enabled men and women to "think the world" in a way that no one could have done in 1000 CE or even in 1900.4 We live now in what scholars have called a "condition of globality." Careers, family life, community activities, and even mental health all depend to some degree on our understanding of the astonishing complexities that intertwine all human beings. The ability to "think the world"—its economy, science, technology, politics, and culture—must be a primary aim of all education today. This challenges us to rethink humanity’s history in a more holistic, interconnected way. Millions of young people around the world spend their typical days—when not looking at a computer screen or talking into a cell phone—congregating with family members, fellow students, friends, or coworkers. But those bonds are only our most special. We are also connected, often unconsciously, to numerous other networks of human relationships that affect the course of daily life. Some of these "communities" may be fleeting (passengers sharing an airplane flying at 30,000 feet), and some may be very large (all members of the Roman Catholic Church). Some of them cut across many generations, such as family trees, or the communities formed by particular religions or nations. No individual anywhere in the world is truly isolated from such complex global relationships, not hunters in the Amazon rain forest, nor peasant girls in high Himalayan valleys. In fact, most people are continuously affected by events and trends initiated in distant parts of the globe. Supermarkets in Wisconsin raise the price of coffee because of weather conditions in Brazil. An office conference call gets cut off, causing minor panic over a deal closure in Beijing. Or, on a very big scale, house prices in the United States drastically drop, triggering a chain of events that ends in a world recession! Our continuous encounters with the wide, wide world are an aspect of the dizzying pace of change, the single most conspicuous feature of contemporary life. Whether in the United States, Italy, Burma, or Swaziland, society is perpetually transforming itself because of the growing complexity of world communication, the flow of goods and financial transactions, and the apparently never-ending birth of new ideas, techniques, and products. Our culture, that is, our language, institutions, laws, moral codes, and regular social routines, buffers us to some extent against the gales of change. Shared culture enables people to have some expectation of how others will think and behave. It helps us predict with at least some accuracy the shape of our affairs from one day to the next. In so far as we have a place in a familiar system of cultural values and organizations, we can usually cope quite well with new things or sudden change. When a social group—a family, religious denomination, business community, or nation—confronts something new or foreign, its members try to fit the strange thing into the existing cultural system with a minimum amount of fuss. Or the group may reject it altogether as useless or distasteful. So far, for example, American children have stoutly resisted Marmite, the yeast paste that British children love to spread on bread. And not everyone in the world likes peanut butter. On the whole, social groups do well at using their cultural yardsticks to sift through the new and strange, accepting one item, rejecting another, so that life does not appear to change all that much from one month to the next. Yet in today’s globally interconnected world, the forces of change, ricocheting around the world, are much more encompassing than we generally realize or wish to believe. Global change is not simply a matter of one event there (war in the Middle East) affecting some condition of life here (a rise in the price of gas). Nor is it just that products or ideas spread quickly from one place to another. The most striking feature of global interaction is that a significant development occurring in one place is likely to set off a complex chain reaction, disrupting and rearranging numerous relationships over an extensive area, maybe even around the world. When did the world get like this? For how long have peoples of the globe been interconnected? Since the Industrial Revolution? Since World War II? Since the invention of the Internet? A better question might be: How far back in time would we have to go to find a world divided into a collection of entirely separate, self-contained societies, each moving through time along its own track, unresponsive to developments anywhere else? The answer is that we could cast back two hundred, five thousand, twenty thousand years and still not find such a world of completely atomized societies. Indeed, even the early history of humankind hundreds of thousands of years ago is a story of long-distance migrations of hunting and foraging bands across Africa and Eurasia, a process that involved interaction between one group and another wherever such contact took place. Some important geographical terms To "think world history" in a way that makes room for all peoples requires that we see the spherical surface of the planet as the primary place where history happened. Students need, therefore, to have a basic knowledge of what the World History for Us All model curriculum has called Big Geography, that is, the largest-scale features of the earth’s physical and natural environment. These are the patterns of topography, vegetation, climate, and weather that cut across particular nations or cultural groups and that give the world as a whole its distinctive "face."

Lisbon 2014

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Lisbon 2014 ws

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Cover Image

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Historical Thinking Chart (1)

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sccpre.cat-mirror-png-532306

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https://www.sccpre.cat/maxp/bRThib/

Historical Thinking Chart

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Appendix 2: Historical Thinking Worksheet

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Historical Thinking Worksheet

Sourcing

Is this a primary or secondary source?
What is your source or document? (format- letter, painting, object, etc.)
What is the title?
Who is the author/creator?
Where and when was it created?
Give the Chicago Style Citation for this source
Is it reliable?

Contextualization

8. How would you contextualize the source?

Corroboration

9. What other documents would you need to understand this source better or confirm its accuracy? 10. What do these other documents say?

Close Reading

11. What claims does the author make?

12. What evidence do they use to support these claims?

Appendix 3: Rubrics

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Sway Assignment Rubric

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HIS 104 Sway Rubric

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Appendix 4: Atlantic Slave Trade

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Typical Journey of an African Slave

Capture
Journey from Interior to Coast
Storage on the Coast
Middle Passage (crossing the Atlantic)
Arrival in the Americas

Characteristics of a Plantation Complex (Economy of Scale)

Relied on forced labor
Population was not self-sustaining
Large scale production
Almost feudal authority system
Export one main crop, import most other items
Answered to a distant authority- colonial power

Further Reading: Curtin, Philip D.. The Rise and Fall of the Plantation Complex. Cambridge: Cambridge University Press, 1998.

Speech Rubric

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Appendix 5: DBQ Rubric

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Appendix 6: PBL Resources

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Ohio State Department of Education

Social Studies Content Standards

Social Studies (w links to Model Curricula)

Historical Thinking Links

Historical Thinking Worksheet

SHEG Historical Thinking Chart

Migration Resources (from discussion board)

Migration in Global Context

US Committee for Refugees and Immigrants

People Movin

World War I- American Mobilization

Human Odessey Map

The European Refugee Crisis (video)

Pew Research Center- Migration

Migration Policy Institute

Great Migration Visualization

Migration: Our World in Data

Article: Migration Leading to World Power

Great Human Migration

Striking Women- Migration

International Migration Statistics

Appendix 7: Audience Guide

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Consider the following about your audience when you write a history writing assignment:

Q: What is your role as an author?

A: See yourself as a peer or expert in this particular subject.

Q: Who is your primary audience?

A: a friendly non-specialist interested in the topic.

Q: What tone should I use?

A: Use accessible, clear language appropriate for both specialized and general audiences.

Q: What is the purpose of the essay?

A: Analysis of historical topic with primary and secondary evidence

Q: What does your audience expect from this writing?

A: a focused argument, a proper introduction, correct citations, and proper formatting

Appendix: World History Resources

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Content Resources

"Avalon Project: Documents in Law, History and Diplomacy." Yale Law Library. Accessed February 2, 2021. URL: https://avalon.law.yale.edu/

BBC History of the World in 100 Objects. Accessed January 27, 2021. URL: https://www.bbc.co.uk/programmes/b00nrtf5

Pelagios Network. Accessed January 27, 2021. URL: https://pelagios.org/

Teaching Resources

"Cleveland Teaching Collaborative Resource Referatory," Cleveland Teaching Collaborative, Accessed January 27. 2021. URL: https://referatory.cleteaching.org/

CSU Library Resources

Mandi Goodsett, "HIS 370/570 Research Guide," Michael Schwartz Library. Accessed January 27, 2021. URL: https://researchguides.csuohio.edu/HIS370 (view the library instruction video in the guide)

EReserve, HIS 370/570, Michael Schwartz Library. Accessed January 27, 2021. URL: https://researchguides.csuohio.edu/er.php?course_id=72836

Appendix 8: Press Release Assignment Materials

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Press Release: Textbook Edition

Outline

[pdf-embedder url="https://pressbooks.ulib.csuohio.edu/modern-world-history/wp-content/uploads/sites/48/2023/02/Press-Release-Outline-Worksheet.pdf" title="Press Release Outline Worksheet"]

Rubric

[pdf-embedder url="https://pressbooks.ulib.csuohio.edu/modern-world-history/wp-content/uploads/sites/48/2023/02/Press-Release-Textbook-Ed-Rubric.pdf" title="Press Release Textbook Ed Rubric"]

Press Release Outline Worksheet

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PDF of Press Release Outline worksheet

Press Release Textbook Ed Rubric

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Narratives and Evidence

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Overview This Modern World History course is a platform where digital learning and historical content meet. To this end, Chapter 1 introduces you to the basic digital and critical thinking skills needed to navigate this course, focusing on the concepts of narrative and sources. Objectives: After completing Chapter 1, you will be able to:

Identify and apply the key steps of historical thinking
Create and participate in online discussions and assignments using Sway.
Analyze the conceptual framework of world history narratives.
Identify and analyze primary and secondary sources

Section 1: Narrative Narratives are the stories that make up world history. These stories can be personal or general, but they are always the author’s interpretation of past events. Professional historians create narratives by interpreting groups of sources (primary and secondary), which they use as evidence to support their arguments. Think about history textbooks like the one used in your high school, for example. The authors, or team of authors, use primary and secondary sources to create a broad narrative of world history for use in introductory history courses. In other words they have interpreted the past for students using a specific framework and set of evidence. Also consider that each textbook presents just ONE interpretation of world history. In order to get a clear picture of various interpretations of world history, we must compare and contrast these narratives against on another (known as corroboration in the steps of historical thinking in section 2).

Create a visual narrative in the app of your (or your instructor's) choice such as Flipgrid, PowerPoint, or Sway. Tutorials such as this one are available for Sway.
Introduce yourself to the class-essentially a personal narrative. *Include only details you are willing to share with your classmates.* Post your presentation to the class discussion board.
Read this excerpt from World History For All on "Learning to Think the World."
1. Think about the narrative you created. Why did you choose certain moments to highlight and exclude others? How is your narrative connected to national or global events?
2. Read through your classmates’ narratives. What are the similarities between narratives? What are some differences? How can we apply this exercise to understanding the relationship between narratives in the study of world history?

Information Literacy & Historical Thinking

Evaluating sources is a key skill for historical research. Historians typically use two types of sources: primary and secondary (note: encyclopedias and other reference works are generally considered tertiary sources by historians). Check out the excellent research guide created by CSU Arts and Humanities Librarian Mandi Goodsett outlining the differences between types of sources. Your ability to identify primary versus secondary sources is a critical information literacy skill for this course.

Watch the Teachinghistory.org “What is Historical Thinking?” Video and review the Stanford History Education Group Historical Thinking Chart. We will concentrate on the four steps of historical thinking outlined in the chart as we move through the course materials.
Using the CSU HIS 104 Research Guide (https://researchguides.csuohio.edu/HIS104) Locate and choose a primary source related to world history after 1500. Complete the historical thinking worksheet using this primary source.
Search the internet or library catalog with an historical term from your primary source. Choose one secondary source to analyze. Complete the second historical thinking worksheet on Blackboard using your secondary source.

Periodization

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Overview Fact. 1500 is a somewhat random year to begin a course. Indeed, the starting date for any history course is chosen by the instructor after careful consideration of historical context and the goals of the particular course. When historians offer a specific time frame for a narrative, in this case a world history narrative, they must choose a beginning and end point in time to help their audience contextualize the narrative. This is known as “periodization.” Even the personal narrative you created in Chapter 1 has a periodization. You chose a starting and end point for your own story, often your birth date or a childhood event, but that does not mean that the world did not exist before that day. For example, your parents’ personal narratives extend before and after the beginning point of your own periodization. The same process occurs in world history. While historians may study global events from a particular national context, the narratives they create often overlap in time and space. Fact. Modern World History courses often begin in 1500. A simple reason for this is the fact that many narratives of world history we encounter in the United States are written from a “western” or “Anglo-American” perspective. These narratives center world history on the economic, political, and cultural exchanges across the Atlantic Ocean after Columbus’ voyages in 1492, contributing to a “rise of the West” thesis (a.k.a argument) for the narrative. As is the case with all historical narratives, this is one interpretation. The pre-1500 world was not centered on the Atlantic Ocean, but on the trade routes of the Silk Road in Asia, the Sahara Desert in Africa, and the Indian Ocean. Here we will focus on what the world looked like just before 1500 and how that global system differed in many ways from the post-1500 interactions between historical actors. Objectives: After completing Chapter 2, you will be able to:

Identify the key economic and political powers in the pre-1500 world
Understand the importance of the Indian Ocean in pre-1500 networks
Explain the cause of the Black Death, its relationship to the Mongol Empire, and its long term consequences for world history

Global Connections & Sites of Exchange

Read "The Mongols in World History" on the Asia for Educators site.
Listen to the 15-Minute History podcast “Indian Ocean Trade from its Origins to the Eve of Imperialism” with Susan Douglass. You may also want to explore her website: http://www.indianoceanhistory.org/ As you listen to the podcast, think about how geography affected the development of trading routes in the Indian Ocean region.

Information Literacy & Historical Thinking

Maps are important primary sources for historians, especially those interested in interaction and geography like Susan Douglass. In this section you will analyze a map as a primary source.

Visit http://www.oldmapsonline.org/. Locate the Indian Ocean and choose an historical map of the region created no later than the 1800s.
Analyze your map using the historical thinking worksheet. Post your worksheet to your learning platform.

World Trade, Expansion, & Europeans in the Americas

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Overview As you complete this chapter think about how commerce, colonization, and conquest shaped global interaction in the 15th and 16th centuries. Pay specific attention to the goods, or products, involved in these encounters. Objects are historical sources and excellent “lenses” into world history. For example see the BBC History of the World in 100 Objects Podcast “Pieces of Eight” Objectives After completing Chapter 3, you will be able to

Explain the impact of Europeans on the Indian Ocean trade routes.
Evaluate the significance of silver as a global commodity and its effects on local, regional, and global economies
Utilize historical thinking skills to evaluate encounters between Native Americans and Europeans in Central and South America.
Construct a world historical narrative using an object as a lens.

The Indian Ocean and Atlantic World

Listen to the 15-Minute History podcast “Indian Ocean Trade and European Dominance“
Read the transcript or watch historian Dani Anthony's "Bartolomé de las Casas and 500 Years of Racial Injustice"

Historian Alfred Crosby and Ecological Imperialism

Read historian Christopher Miller, "The Americas to 1620" and this Smithsonian interview with historian Alfred Crosby on the Columbian Exchange. Also see this map from the Gilder Lehrman Institute. OPTIONAL: Listen to historian Brian DeLay, "What is the Columbian Exchange?"
Choose one item or object exchanged after Columbus’ 1492 voyage to the Americas. Examples include: specific animals, diseases, commerce items, crops etc.
Create a visual narrative in the app of your (or your instructor's) choice that illustrates the global consequences of this object’s journey. Be sure to answer the following questions: Where did the item or object originate? What is it? Where did it end up? Why is it significant to world history and, in particular, the narrative of the Columbian Exchange?
- Be sure to cite all information in your narrative.
- NOTE: Evaluate all sources for your narrative according to the “T is for Thinking ICYouSee Guide” criteria for evaluating internet materials. Be sure to consider Authority, Accuracy, Objectivity, Currency, Coverage, and Value when you choose sources to include in the narrative. You will be graded based on your ability to discern useful internet sources from unreliable materials.
- Post a your narrative to the course discussion board.

Atlantic Slave Trade

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Overview The world between 1600 and 1750 became increasingly entangled after European expansion into the Americas and economic contact in the Indian Ocean and Africa. One of the driving forces behind European expansion was the understanding that the world’s wealth was fixed. This theory-known as mercantilism- is one of the key concepts during this period. In addition, historians study the largest forced human migration in world history: the Atlantic Slave Trade. In a world dominated by the pursuit and transfer of wealth, it is all too easy to get lost in the statistics and lose track of the human element involved in this tremendous case of mass migration. In this chapter, we will focus on multiple perspectives on the Atlantic Slave Trade and consider the widespread impact of this global process. Objectives After completing Chapter 4, you will be able to:

Identify and explain the typical journey of an African slave.
Identify and explain the characteristics of a plantation complex in the Americas.
Consider African and European perspectives on this forced migration.
Define mercantilism and understand its role in the 18th century global economy.

Reading & Historical Thinking

Read political theorist Christopher Berry, "Trading and Spending" in Adam Smith: A Very Short Introduction. (CSU students will be prompted for their library credentials). Concentrate on the sections "The critique of mercantilist politics" and "Free trade."
Look over this guide on typical slave journey and the plantation complex.

Encounters

African leaders and societies who encountered European traders adapted in different ways to this contact. Read these essays on Queen Nzinga and Dona Beatriz, to deepen your understanding of these complex relationships.
In the app of your (or your instructor's) choice, create a first-person account (as if you were Nzinga or Beatriz) of how ONE of these women reacted to European contact and how she cultivated European ideas or political relationships in ways that were distinct to her local context.
Post the link to the Sway on our course discussion board.

Power, Politics & Culture

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Overview This module focuses on the relationships between space and power, and the development of various cultures within those spaces. The Ottoman and Safavid civilizations, for example, put different emphasis on political spaces under their control. We should also consider geographic space and the influence of European and western narratives on our overall understanding of world history from the 16th-18th centuries. Sebastian Conrad challenges predominantly Western narrative of the Enlightenment and calls for historians to think more critically about how those narratives were received and manipulated by historical actors. Objectives: After completing Chapter 5, you will be able to

Contextualize major Islamic cultures and empires (Ottoman, Safavid)
Understand the Enlightenment as a global phenomenon.
Describe the relationship between space and political power between 1500-1780
Analyze maps from various global perspectives as primary sources.

Islamic World

Listen to 15- Minute History podcast Episodes 26 "History of the Ottoman Empire Part I" & 27 "History of the Ottoman Empire Part II," & (OPTIONAL) Ottoman History Podcast, “Mapping the Ottomans"
Read this article "Mercator Misconceptions."

Enlightenment in World History

Read the Stanford Encyclopedia of Philosophy "Enlightenment" entry & Sebastian Conrad’s article “Enlightenment in Global History: A Historiographical Critique” (this article is available through the CSU library. Use your CSU credentials to log in and use the library resources).
Think about Conrad’s context as a scholar in the field of world history. Use these questions to brainstorm: What is happening in the world when he wrote this article? What do you need to know to evaluate his work further? How does his argument contradict mainstream knowledge about the Enlightenment? On the course discussion board, discuss with your classmates whether or not you agree with Conrad’s arguments.

Revolutions & Industrialization

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Overview

Between 1750-1850 people negotiated new relationships with their governments all over the world. This module focuses on these political “reorderings,” as Tignor et. al. term them in Worlds Together, Worlds Apart (4th Edition, Chapter 15), highlighting the rise of the concept of nation-state and citizenship. In the context of the French Revolution, historians see renegotiated agreements between individuals and the state, as well as challenges to Enlightenment ideals that often neglected women and minorities as part of these political conversations. The effects of ideas and industrialization traveled across national and imperial borders; changing global power relationships- such as those between China and Britain in the Opium Wars- and encouraging "alternative visions," another useful term from the Worlds Together, Worlds Apart team, in which people reimagined the ideal relationship between subjects, citizens, and the state. Objectives: After completing Chapter 6, you will be able to

Identify and examine the effects of Enlightenment ideas on revolutions in the Americas, Europe, and Africa.
Define nation-state and how the rise of this concept challenged relationships between people and their governments.
Analyze the effects of the industrious revolution and industrialization on various world regions.
Understand the changes in power dynamics between industrialized empires and agricultural, or pre-industrial, empires.

Political Reordering & Revolutions

Read/Browse the "Liberte, Equalite, Fraternite: Exploring the French Revolution" exhibit.
Listen to the following 15-Minute History podcasts: “The Haitian Revolution,” “Simon Bolivar,” or “The American Revolution in Global Context Part I"
Primary Sources: "The Tennis Court Oath," "Declaration of the Rights of Man and Citizen"
OPTIONAL: Visit Mike Duncan's Revolutions podcast French Revolution index. The Ottoman History Podcast, "The Ottoman Empire in the Age of Revolutions."

Empire, Conflict, & Industrialization- The Opium Wars

Read Peter Purdue’s essay “The First Opium War” on MIT Visualizing Cultures website. (See “The American Revolution in Global Context Part II” for optional listening on the American Revolution seen as a conflict between subjects and the British Empire)

Information Literacy & Historical Thinking

Go to the “War Stories” tab in Purdue’s essay. Choose a primary source from the list and evaluate it using the Historical Thinking Worksheet.
Think critically about the "War Stories" group of sources. Do you notice similarities and differences between the documents? What might have caused them? Be prepared to explain your answer in a 2-3 sentences.

Nationalism & Imperialism

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Overview Nationalism in the nineteenth century often calls to mind scenes from German and Italian unification. Yet 1850 -1914 marks an era where nationalism, imperialism, and industrialization are particularly entwined. This module focuses on the relationship between nationalism and imperialism, including the moments when these forces collide, revealing that just as industrialization brought world regions “closer” together, it also revealed the differences in development between various nations and empires. For example, take the influence of American feelings of “manifest destiny” on Commodore Matthew Perry’s mission to “open” Japan in the 1850s and the subsequent Japanese efforts to modernize, really westernize, after 1868. Objectives: After completing Chapter 8, you will be able to:

Define nationalism and imperialism.
Discuss the role of nationalism in 19th century unification movements and territorial expansion.
Explain the relationship between nationalism and imperialism, particularly in Asia.

Manifest Destiny

Read The American Yawp, Manifest Destiny Reader.
Information Literacy & Historical Thinking
1. Read John O'Sullivan's Declaration of Manifest Destiny
2. Complete the Historical Thinking Worksheet using O'Sullivan's document.

Nationalism and Imperialism in Asia

Read the essays “Black Ships and Samurai” and “Throwing off Asia II” (the Sino-Japanese War) on Visualizing Cultures by John Dower.
Think about how Japan changed in the period after the Meiji Restoration in 1868.

Identity & Conflict

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Overview This module considers human mobility and identity in the context of nations and empire. people from various contexts continued to explore and assert their own perceptions of identity. They called for improved relationships between the governed and their governors in both nation and empire. In the brutal Maji-Maji Revolt in German East Africa (modern-day Tanzania), popular dissent with oppressive German colonial authorities led to open conflict. The Anglo-Boer War and Boxer Rebellion provide two additional examples of violent encounters between groups brought into contact through global migration. Objectives After completing Chapter 9, you will be able to

Define human migration.
Identify main catalysts for migration between 1890-1914.
Understand the impact of empire and imperialism on human mobility.
Connect historical migration trends with current human mobility data.
Describe the impact of migration as a global process on migrants themselves.

Global Migration

Read Manning & Trimmer, Migration in World History, Chapters 8 & 9.
Make a list of catalysts for migration.

Connecting World History to Current Events

Read visit and review the Peoplemovin project page and the Global Cleveland Immigrant Heritage Month page or Twitter Feed
Answer the following questions in the app of your (or your instructor's) choice (be sure to cite all information)
1. What are the catalysts for human migration?
2. How have they changed since 1850? How are they similar?
3. Choose an immigrant's profile from the Global Cleveland site or draw on information from someone you know who migrated to Cleveland (be clear who they are, where they migrated from, and the year/decade they migrated). Demonstrate how this story relates to the general questions above.
4. What did you learn from this exercise? (in 1 sentence)
5. Post your answers on your learning platform.

War, Consumption, & Radical Politics

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Overview: World War I shook the foundations of the nineteenth-century European-centered world. The Great War, from August 1914 to November 1918, was a truly global war. While most of the battles were fought on European soil, countless countries and soldiers across the world participated. The war accelerated the momentum toward mass participation, mass consumption, and mass production—or modernism—that had begun to emerge at the start of the twentieth century. New media, especially radio and film, helped spread war propaganda to the masses. One of the principal effects of World War I was the influence that the ideas of freedom, self-determination, and sovereignty had on colonies around the world. During the 1920s and 1930s, long after the fighting ended, leaders and peoples around the globe struggled with the issues that the war had raised. How should societies be organized in order to reflect these new values and assumptions? The Great Depression of the 1930s heightened this dilemma as it became clear that mass production and consumption had failed to meet the material needs of many members of society. In the wake of these developments, three competing visions emerged for how to be “modern:” liberal democracy, authoritarianism, and anticolonialism. They competed for preeminence in the inter-war period. Not only was this an intellectual competition, but also it interacted with older geopolitical rivalries and imperial networks, making the world a tinderbox by the end of the 1930s. Objectives: After completing Module 9 you will be able to:

Identify the causes for World War I and analyze the effects of the war on regions both within and outside of Europe.
Explain how the development of modern mass societies both caused and were effected by the Great Depression.
Compare the ideologies of liberal democracy, authoritarianism, and anticolonialism, and evaluate the success of each in this period.
Describe how access to consumer goods and other aspects of mass society influenced political conflict.

Activities: Section 1: The Great War

Read 1914-1918 Online,"Introduction." Read at least one article on a single theme that interests you. Think about how the narratives in this online resource are similar or different to your previous knowledge about World War I.

Section 2: Radical Movements on the Left & Right

Read Morgan Philips Price, Capitalist Europe and Socialist Russia
Read Mussolini, What is Fascism?

Three World Order

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Overview

World War II destroyed the European-centered world that had emerged in the nineteenth century. In place of European world leadership and European empires, a three-world order emerged. The United States and the Soviet Union headed, respectively, the First and Second Worlds. Both of the super powers whole-heartedly believed in the universal applicability of their respective ideologies. The United States espoused liberal capitalism while the USSR did the same for communism. Soon after World War II, these two camps became engaged in a “cold war” to expand and counter each other’s global influence. The Third World consisted of formerly colonized and semicolonized nations, caught between the two superpowers’ rival ideological blocs. While most countries were able to free themselves of colonial rule, they were unable to overcome deep-rooted problems of poverty and underdevelopment. Moreover, Third World nations often became the staging ground for cold war conflicts. By the 1960s and 1970s, stresses appeared in this three-world order. Unrest and discontent boiled to the surface in all three worlds in different forms. New sources of power, multinational corporations, nongovernmental organizations, and oil-rich states shifted the balance of economic wealth and posed new problems.

Objectives:

After completing Module 11 you will be able to:

Explain the relationship between World War II and the three-world order.
Analyze the extent to which World War II was a global war.
Assess the roles that the United States and the Soviet Union played in the Cold War.
Identify the goals of Third World states in this period, and evaluate the degree to which these goals were achieved.
Compare the civil rights issues in the first, second, and third worlds, and assess the ways each “world” addressed these and other basic rights.

Section 1: Cold War and Revolutions of 1989

Read Making the History of 1989
Create a narrative in the app of your (or your instructor's) choice from the perspective of one of the historical figures in these documents. Present their arguments in the first-person .
Post the link to your on the course discussion board.

Citizenship & Rights

srose — Mon, 10 Jun 2019 17:57:37 +0000

Overview:

Twenty-first century events, such as the terror attacks of September 11, 2001 and the Arab Spring, demonstrate that as the world becomes more economically, politically, and socially connected, both the similarities and differences between groups and individuals come into sharp relief. Social media has not only changed the way we communicate, but provides a new venue for local, national, and global conversations about rights, citizenship and government policies. As you complete this module, consider what it means to be a citizen in a global world.

Objectives:

After completing Module 12, you will be able to

discuss the main characteristics of citizenship in a global world.
create a cogent historical argument based on primary and secondary sources.
present a complex historical argument in a written essay, including Chicago Style references and bibliography.

Activities: (NOTE: all materials due by the last day of class)

Section 1: Citizenship & Rights in a Global World

In the app of your (or your instructor's) choice, outline the top 5 characteristics of being a citizen in the global context of the twenty-first century (these may be 1 or 2 sentence bullet points). Think about how this list might be different in one of the past centuries we discussed in this course.
Post the link to your outline to the course discussion board.

The Global Human Rights System

srose — Mon, 19 Aug 2019 17:21:52 +0000

Overview

This module considers the emergence of the international system of human rights after World War II. Historian Jean Quataert contextualizes this moment in Advocating Dignity: "Armed with the full weight of what history had just revealed about the human capacity for evil, this system commanded great moral authority, which its authors were able to translate in a few years into three components: (1) A permanent U.N. committee structure of oversight and norm-setting, (2) authority to codify new international human rights and criminal law and make it binding on the ratifying states, and (3) a willingness to respond to - if not mobilize - international public opinion that was becoming invested in halting grave injustices and abuses abroad." (2009) We will discuss it here between the end of World War II and the advent of the Cold War world in order to see how the concept of human rights both shaped, and was influenced by the historical context.

Objectives

After completing Chapter 10, you will be able to

Define human rights.
Provide and explain the use of human rights language at an individual and institutional level.
Understand the history of human rights as a dynamic and non-linear narrative.
Evaluate the influence of human rights language in the international order after 1945.

Section 1:

Read historian Jussi M. Hanhimäki, "The best hope of mankind? A brief history of the UN," in The United Nations: A Very Short Introduction.
Primary Source: Avalon Project, "Universal Declaration of Human Rights"

RTTP Rubrics

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Rubrics for the Reacting to the Past Defining a Nation role-playing game: Speech Rubric Paper Rubric Paper Guidelines: All prompts are included in your role sheet. Essay 1 will be no more than 2000 words and Essay 2 will be 500-1000 words. Essay 2 for most roles is a response to the plan proposed by the Governor's General.

Document-Based Question (DBQ) Project

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Project Schedule

Week 2: Groups assigned, Launch Website
Week 3: DBQ Topic Due, Add to the Project Directory
Week 4: Question/Site Draft Due
Week 5: DBQ Due
Week 6: Peer Review Activity, Final DBQ due

It is important to connect content and skills when creating assessments. What are the learning objectives for our world history courses? For example, one key learning objective is "Students will understand the steps of historical thinking."[footnote]Sam Wineburg, Historical Thinking and Other Unnatural Acts (Philadelphia: Temple University Press, 2001[/footnote] Document-based questions effectively assess the critical thinking skills that comprise historical thinking.

For an overview watch “What is Historical Thinking?”

[embed]https://player.vimeo.com/video/117514090[/embed] Teachinghistory.org: What is Historical Thinking? from RRCHNM Teaching and Learning on Vimeo.

Creating a DBQ

Each learning group will construct an original document-based question (DBQ) which will assess students' ability to think historically using documentary evidence. DBQs are a common component of the Advanced Placement Modern World History Exam. You can find examples of DBQ questions on the College Board website. They are categorized as Free Response questions. Keep the AP course themes and periodization outlined in the AP World History curriculum in mind as you write.

Elements of Historical Thinking according to the College Board AP Curriculum

1. Crafting Historical Arguments from Historical Evidence

2. Chronological Reasoning

3. Comparison and Contextualization

4. Historical Interpretation and Synthesis

Question: how does this language compare to the SHEG steps of historical thinking?

Peer Review

Once the DBQ is published, all learning groups will participate in peer review of the questions and content.

Steps for Peer Review

Collaboratively answer the DBQ in a shared document as if you were taking the assessment yourselves. Be sure to share this document with the authors of the DBQ.
Each Learning Group member will post constructive criticism on the DBQ as part of the peer review. Do this in the course discussion forum category "DBQ."
Access the document with the answer to the DBQ your learning group created. Grade the answer using the AP Rubric. Post your grade for the answer to the class discussion forum as well. Be critical, but fair in your grading; just as you would if this was an answer submitted by high school students.

Grading and Expectations

Groups will be graded on their understanding of the primary sources necessary to construct a DBQ, presentation of the question, peer-review and their use of peer-review feedback to improve the final draft of the question.

DBQ Assignment Rubric for HIS 370/570

Creating DBQ Sites

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Each group will create a standalone website to host the DBQ. This way educators can utilized multimedia primary sources as part of the documents for the question.

Instructions

Go to sites.google.com. Sign in with your Google Account, if you have not done so already. If you don't have an existing account, you can register for a free one.
Create a new site by clicking the "create" button on in the upper left corner.
Name your page with your topic. Be sure to include an about page with the names of all group members.
Go to the "add editors" icon and share the site with your instructors:
When you are ready, click the "Publish" button and give your site an easily identifiable URL.
Go to the "DBQ Directory" for your course. Add your site information.
Return to your site and begin adding content. Populate your page with text, maps and images for your DBQ.

Resources for Site Construction

Template DBQ Site created by Jasmine Prezenkowski, https://sites.google.com/view/hist370csuex

DBQ Peer Review

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Peer review is an important part of developing effective teaching materials and assessments. Peer review can range from a formal process (academic journal or press) to informal (working with colleagues at your school or in professional development activities).

Peer Review Activity

You will be assigned a DBQ created by your classmates. Follow these instructions to complete the peer review process.

Read the question and sources. Go to your class Project Lab space. Find the folder that corresponds to the DBQ group you have been assigned to review. Create a document in the folder and answer the question in that document as if you were a student. Be sure to include your name(s) in the document. If you complete the peer review in your group, be sure to include all of your names.
Go to the Project Lab discussion channel. Post your reflection and constructive comments about the DBQ you answered and reviewed. Each student is expected to post feedback individually.
Locate the feedback on your DBQ in the discussion. Respond to the peer review feedback and think about how you have or will fix the issues in your final DBQ draft.
After you complete your revisions on the DBQ, post a short video reflection (you may also choose audio or written response) on how you used the peer review feedback to improve your site. You should also respond to one of these prompts:
- What did you learn about historical thinking?
- What did you learn about writing assessments?
- What did you learn about world history?

Project-Based Learning

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Educators increasingly work together to develop engaged learning experiences that center on projects rather than more traditional delivery formats. Students learn and engage with the materials instructors provide for content in diverse ways. In this project, future world history educators explore the potential of encouraging students to craft their own product for assessment which will both suit their strengths and interests as well as be a public facing product they can share in a professional portfolio.

One example of the project-based learning model in action is the "Cleveland Latin American Mission Team in Context" project from the Introduction to Historical Methods course at Cleveland State University. In this course, students engaged with world history from the local, national, and transnational level creating their own products (artwork, podcasts, visual essays, exhibits) around a common topic. See the range of projects at: https://csuhisppg.shelleyrose.org/exhibits/show/clam/context.

Historians often call this type of assignment an "UnEssay;" in my own digital humanities courses I describe this as an open product. Each learning group will design their own project-based learning lesson around the topic of migration in world history. Project-based learning guides students through the stages of creating a personally meaningful project to present to an audience beyond the classroom. This audience might be parents and family members, fellow students, or public audiences.

Review the resources in this unit on project based learning (PBL) and brainstorm ideas for your own PBL assignment. Go to the next chapter for detailed assignment instructions.

PBL Reading & Resources

PBLWorks, "What is PBL?" Buck Institute for Education URL: https://www.pblworks.org/what-is-pbl
Jenny Pieratt, "How to Create a Project Based Learning Lesson." Cult of Pedagogy, February 16, 2020. URL: https://www.cultofpedagogy.com/project-based-learning-lesson/
Heather Wolpert-Gawron, "What the Heck is Project-Based Learning?" Edutopia. January 26, 2015. URL: https://www.edutopia.org/blog/what-heck-project-based-learning-heather-wolpert-gawron
Taylor Zepp, "Hidden Learning Loss: Project Based Learning as a Social Emotional Learning Solution," Cleveland Teaching Collaborative, August 10, 2022. https://cleteaching.org/t_zepp/
Shannon Conley-Kurjian, Erin Dargan and Stephani Itibrout, "Creating A PBL Unit." Migration in Global Context, 2015.
John Larmer and John R. Mergendoller, “Seven Essentials for PBL” Educational Leadership 68, no. 1 (September 2010): 34-37. URL: http://www.ascd.org/publications/educational_leadership/sept10/vol68/num01/Seven_Essentials_for_Project-Based_Learning.aspx
Project-Based Learning Resources in Cleveland Teaching Collaborative Resource Referatory
Podcasting in Class guide by Abby Mullen with examples, methods, and resources for student podcasts

PBL Instructions

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Migration is a key theme in world history. Migration processes and patterns provide an entering point, or lens, into broader world history narratives. This can be a powerful tool in the classroom, starting with local examples and drawing connections between familiar narratives, such as migrant communities in Cleveland, to world history themes. Historian Tiffany Trimmer does this exceptionally well. See Trimmer's 2018 article "Relatable World History: Local-Global Migration Histories of La Crosse, Wisconsin, the Malay Peninsula, and Barbados (ca 1620s–1930s)" in World History Connected. Trimmer's "bottom-up" approach to world history is a model that works well in Northeast Ohio and especially Cleveland. Think of all the local migration stories available as you develop your PBL assignment, from the Cleveland Cultural Gardens, to objects in the Cleveland Museum of Art and contemporary narratives of migration and the city (see this 2020 City Club of Cleveland event).

For students in CSU's Global Interconnections course, the background reading for this project is Patrick Manning & Tiffany Trimmer, Migration in World History. Manning and Trimmer provide an excellent overview of world history methods using migration as a framework. This ebook is available in Cleveland State University's Michael Schwartz Library at this link for CSU students: https://scholar.csuohio.edu/record=b3690137.

Project Schedule

Week 10: Start Project, Topic & Product ideas due
Week 11: Lesson Plan Outline Due
Week 12: Final Project Due
- includes all components of the assignment and lesson plan such as procedure, slides, assignments & rubric etc.

Instructions

Each PBL Lesson Plan on Migration in World History follow these guidelines:

Create a Project-Based Learning lesson for 15-20 students. You must choose the number and length of class sessions and make this clear in the procedure.
1. For tips on creating a PBL lesson see Jenny Pieratt's "How to Create A Project Based Learning Lesson at https://www.cultofpedagogy.com/project-based-learning-lesson/.
2. For videos about PBL projects in action see these "Gold Standard PBL Videos" from PBL Works https://www.pblworks.org/gold-standard-pbl-videos
Each activity should contain
- alignment with at least 1 Ohio State Content Statement from the ODE Model Curriculum for Social Studies
  - this can be any content statement, but it must have connections to migration in world history
- assessment of at least 1 historical thinking skill (see SHEG site for resources)
- at least 1 formative assessment and 1 summative assessment (see this overview from the Eberly Center: https://www.cmu.edu/teaching/assessment/basics/formative-summative.html
- final product and plan to share that product
Review the PBL assignment rubric: http://bit.ly/3c3wC8x. This rubric is how your project based lesson will be assessed. It also models how you can have formative and summative assessments on the same rubric.
Your outline should be the procedure of your lesson plan with all the required elements in #2 above. Use a template that is useful to you, like the ones provided by CSU's College of Education and Human Services Office of Field Services, the MUST program, or use a model like this lesson plan from Naomi Randt on Social Studies@CSU (https://socialstudies.clevelandhistory.org/anti-war-lesson-plan/)
Students will have the option of revising their lesson plan for publication on EngagedScholarship @ CSU or this ebook. Contact the instructor if you are interested.

PBL Product Ideas

Podcasts
- Podcasting in Class guide by Abby Mullen
Storytelling
- Knight Labs tools like Storymaps JS, Timeline JS etc. https://knightlab.northwestern.edu/projects/
- ArcGIS StoryMaps https://storymaps.arcgis.com/
Exhibits
- Google Sites (sites.google.com)
- PowerPoint or Google Slides

Starting Point Worksheet

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World History Resources

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Content Resources

BBC History of the World in 100 Objects. Accessed January 27, 2021. URL: https://www.bbc.co.uk/programmes/b00nrtf5

Teaching Resources

"Cleveland Teaching Collaborative Resource Referatory," Cleveland Teaching Collaborative, Accessed January 27. 2021. URL: https://referatory.cleteaching.org/

CSU Library Resources

Mandi Goodsett, "HIS 370/570 Research Guide," Michael Schwartz Library. Accessed January 27, 2021. URL: https://researchguides.csuohio.edu/HIS370 (view the library instruction video in the guide)

EReserve, HIS 370/570, Michael Schwartz Library. Accessed January 27, 2021. URL: https://researchguides.csuohio.edu/er.php?course_id=72836

Intro to Modern World History

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Part 1 is the Ebook for the HIS 104 Modern World History course at Cleveland State University.

Introduction

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Overview

This Modern World History book is designed for undergraduate students and instructors interested in the intersections of historical thinking and diverse learning strategies. It is an open educational resource (OER) that relies on digitized world history content and primary sources.

Historiography of World History

The resource was originally created for the HIS 104 Modern World History survey course at Cleveland State University. In 2020, the editor added Part II which focuses on the pedagogy of world history for the HIS 370: "Global Interconnections" course. "Global Interconnections" is a historiography of world history course required for social studies majors at Cleveland State University.

Reacting to the Past

This OER also includes materials that complement the Defining a Nation "Reacting to the Past" live-action role playing game. The game is written for approximately 30 student roles. In Part III of this book, the game is scaled up for up to 50 players.

Authors

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Cover

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About

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Buy

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Access Denied

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Book Information

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Information and Resources

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Content Resources

HIS 104 Research Guide by Amanda Goodsett: http://researchguides.csuohio.edu/HIS104

Technology Resources

Cleveland State University Blackboard

Cleveland State University Center for ELearning Cleveland State University Engage365 (Microsoft Office) Tools Andre Da Costa, "Creating your First Microsoft Sway," September 21, 2016. Accessed August 27, 2019. Tricia Goss, "How to Create a Microsoft Sway Presentation," Lifewire June 13, 2019. Accessed August 27, 2019.

Critical Thinking Resources

ICYouSee Guide SHEG Historical Thinking Chart

Writing & Assignment Resources

Primary/Secondary/Tertiary Source Chart Chicago Manual of Style Quick Guide History Resource Center (RT 1331)

Syllabi

Fall 2019 (Reacting to the Past) Fall 2017 (Reacting to the Past) Summer 2016 Syllabus PDF Fall 2016 Syllabus PDF

Images

Cover Photo: Google Streetview, Lisbon, Portugal.

Reacting to the Past

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This part explores the Reacting to the Past curriculum.

Historiography of World History

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This part is the open textbook for HIS 370: "Global Interconnections: Historiography of World History" for Social Studies pre- and in-service teachers.

Course Description

This course explores the discipline of world history by highlighting the interconnections between societies and peoples. A primary focus of this course is the way in which historians and social studies teachers define world history for scholarly discussions and in their own classrooms. The course is not chronological- it is framed by various themes and categories associated with studying world history. Students will be encouraged to think beyond their experiences with American history or western civilization courses to recognize the linkages between historical events and trends around the world. Students will evaluate broader processes of globalization, such as the effects of increasing communication speed and mobility in diverse national contexts, as well as the contribution of these trends to developing transnational communities. This course does not attempt to cover the entire world. It focuses instead on key sites of integration and change such as the emergence of the modern nation/state, labor migrations, trade routes, colonial expansion, revolutions, gender relationships, social movements, religion and the languages of rights. Students will learn to develop their own analytical arguments and interpret written, oral, and material sources over the course of the semester. In addition students preparing for careers in teaching will learn to transfer this knowledge successfully into a secondary school classroom.

Textbook Review Essay

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Essay Schedule

Step 1: Starting Point Worksheet

Step 2: Essay Due

Step 3: Optional Revised Essay Due

Directions

In this 1500-3000 word essay, you will review two world history textbooks or open educational resources. Each book or resource must have different authors-for example you should not use two volumes of the same textbook series). In your conclusion, be sure to consider whether or not you would use the book to teach your own course. You should focus on one or two historical examples from each book to organize your essay.

Criteria for evaluation (any combination of these may be used in your review)

Periodization
Regional coverage
Illustrations/Maps
Treatment of minority populations, gender, and/or class
Supplemental resources – ie. online tools, source readers
Organization/References

Expectations

Essays will be 1500-3000 words. All sources must be cited using the Chicago Manual of Style notes/bibliography format.
Starting Point Worksheet must be completed to earn full points on the essay.
Schedule an individual meeting with your instructor as you prepare your essay or to review comments.
Turn in a full draft of your essay by week 9 for review
Essay revisions due week 15.

Essay Resources: Finding Textbooks

Use the following resources to locate and review textbooks and open educational resources.

Michael Schwartz Library HIS 370 Research Guide
For CSU Students: HIS 370/570 Course Reserves have links to physical textbooks in the library's curriculum collection.
World History Commons
H-World: a network for practitioners of world history. The list gives emphasis to research, to teaching, and to the connections between research and teaching
History for the 21st Century
OER Commons
Cleveland Teaching Collaborative Resource Referatory

Analytical Narrative (Un)Essay

srose — Mon, 04 Jan 2021 03:19:03 +0000

Essay Schedule

Week 13: Thesis Statement due
Week 14: Outline or Concept Map due
Finals Week: Final Narrative due

Directions

In this visual essay (at least 2000 words total, not including references), choose one of the broad themes from our course listed below to demonstrate your understanding of world history.

Use the theme to create an analytical narrative (between c. 3500 BCE and 2020 CE)
Demonstrate exchanges between societies, global interconnections and historical change over time.
Use at least 4 secondary sources and at least 3 primary sources to support your argument. Any secondary internet sources from outside of class (except peer-reviewed scholarly journal articles) must be included in your outline or annotated bibliography.

Employ your knowledge of the historiography of world history to support your argument and narrative framework (i.e. periodization, coverage, content)

Potential Themes

Migration
Social Movements
Trade
Gender/Sexuality
Science/Technology
Material Culture/Objects
Imperialism
Ideas

Format

Visual essays should be created as a StoryMap that includes at least 2500-3000 words. All sources must be cited using the Chicago Manual of Style (footnote/bibliography).Alternative Format: You may choose to write a traditional essay. Here are the expectations: Essays should be 2500-3000 words. Bibliography & page numbers are required. All sources must be cited using the Chicago Manual of Style

Grading

Refer to the rubric. Essays will be graded on your ability to follow the directions above as well as formatting and organization. This includes using the proper formatting for Chicago Style Footnotes. Be sure that you construct a clear, concise argument that demonstrates the importance of your chosen theme for world history.

Intro to Historiography

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"Global Interconnections" is more than a world history survey course. This section of the open textbook introduces the field of historiography with a focus on world history.

Historiography is the study of how historians analyze and write history.

Overviews of Historiography

Check your reading schedule to see if your instructor has a preferred video for this section. If not, watch or listen to one or all of the following overviews of historiography.

Emily Blanck, "Historiography, What is it?" Rowan University (2017). (6:11 minutes)

Includes the video "What is Historiography" by Kyle D. Stedham, Florida State University. [embed]https://www.youtube.com/embed/GSoc5MX0s8A[/embed]

Emily Blanck, "Historiography, the History of Writing History," Rowan University, 2017. (12:31 minutes)

[embed]https://www.youtube.com/embed/HT_Hmi51k8s[/embed]

Grant Hurst, "What is Historiography?," The Casual Historian. (3:18 minutes)

[embed]https://www.youtube.com/embed/an638BPO4oE[/embed]

Jason M. Kelly "Introducing Historiography," Practicing History Podcast (2019) URL: https://jasonmkelly.com/practicinghistory/2019/6/17/practicing-history-podcast-episode-2-introducing-historiography

What does this mean for educators?

This course and open textbook are also more than a typical historiography course. "Global Interconnections: Historiography of World History" is tailored for educators who will teach world history at the secondary or higher education level. To this end, the exercises and assignments in this part guide the reader through the following inquiries:

How do historians and educators create narratives?
How do historians and educators analyze existing world history narratives?
How do educators construct the narratives for use in their own courses?

Every history course is a narrative constructed by the educator.

Activity

Start by thinking about your own personal narrative. Read the following chapters. Create your own narrative according to the instructions in Chapter 1. Share your narrative in the course discussion.

Resources on Historiography of World History

Amanda Goodsett, "HIS 370 World History DBQ Research Guide," Michael Schwartz Library, Cleveland State University.
"Historiography," Writing on History, Queens College, CUNY
Dunn, Ross E., Laura J. Mitchell, and Kerry Ward, eds.. The New World History: A Field Guide for Teachers and Researchers. University of California Press, 2016. ISBN 9780520289895. (CSU Students access it via this link New World History)
World History Association (in particular see the WHA blog, Pandem-Mondus)
Library Guide: Historiography, University of Rhode Island
Doing History Podcast, Omohundro Institute. URL: https://doinghistorypodcast.com/

Creating a StoryMap

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Go to StoryMaps JS https://storymap.knightlab.com/ or use ArcGIS StoryMaps https://storymaps.arcgis.com/stories. (ArcGIS offers more opportunities for customization) You can sign in to either site with a Google Account ID.
Create a title page for the StoryMap that describes your narrative. Also include an introductory paragraph and be sure to cite all sources throughout.
Add additional locations and pins as appropriate to visualize your world history narrative. Cite sources whenever you use them using Chicago Style.
Click on “share.” Publish your StoryMap and share it with the class.

StoryMaps & Visual Narratives

Useful links

ArcGIS StoryMaps

Allen Carroll, "Getting Started with ArcGIS Storymaps," ESRI StoryMaps Team. December 17, 2020. URL: https://arcg.is/aDqTP

Knight Lab- StoryMap JS

Lindsay Passenger Wieck, "Tutorial - Creating Narrative Maps - Using StoryMap JS," lindsaywieck.org. URL: https://lindseywieck.org/fall_2016_sf/storymapjstutorial.html

Constructing Narratives through Objects

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In this activity, you will create a visual narrative of an historical object and its journey in world history. This narrative method is characteristic of historian Timothy Brook's analysis in his 2008 book Vermeer’s Hat. See this interview http://www.essentialvermeer.com/interviews_newsletter/brook_interview.html

This activity is an exercise in historical thinking about a specific material primary source. You have two choices: 1. You can follow the historical context of the object and trace its journey through to the present; or 2. You can construct a world historical narrative that centers on the object but does not necessarily follow its “biography.” You can refer to the BBC “History of the World in Objects” link for inspiration and don't forget the Cleveland Museum of Art https://www.clevelandart.org/. Be sure to cite your sources.

Instructions

Choose an object to serve as your “lens” or a “door.” See the Essential Vermeer for examples of how this works using the "Officer and Laughing Girl" (1658). Be sure to scroll over the image of the painting to see the embedded narratives.
You can create a visual narrative using StoryMaps or the app of your choice.
For StoryMaps, go to StoryMaps JS (https://storymap.knightlab.com/). Click on “Make a StoryMap.” Sign in with a Google Account ID.
Create a title page for the StoryMap that describes your narrative. Also include an introductory paragraph to introduce the narrative inspired by your object.
(Optional) create a concept map to plan your narrative.
Add additional locations and pins as appropriate. Cite sources whenever you use them using Chicago Style
Click on “share” Publish your StoryMap and share the link with the class on the Teams discussion board.

CSU Students: For a video overview of the assignment follow this link: http://bit.ly/HIS370object. Log in to Panopto using your CSU credentials.

Apps for Creating Visual Narratives

StoryMaps JS is a very useful platform for creating visual narratives, yet there are many apps that can be used depending on learning management systems, platform, or preference.

Google Slides
Google Sites
ArcGIS StoryMaps
Timeline JS
Microsoft Sway
Microsoft PowerPoint

Press Release: Textbook Edition

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[caption id="" align="aligncenter" width="526"] "Press Release" by Nick Youngson CC BY-SA 3.0 Alpha Stock Images[/caption]

ssay Schedule

Press Release At a Glance

Week 3: Choose a topic and submit your outline
Week 4: Draft your Press Release
Week 5: Editing & Peer Feedback
Week 6: Press Release due

This press release assignment is an exploration of world history narratives in common textbooks used in PK-12 classrooms. It is intended as a brief, intense writing exercise for a general audience where students practice career readiness skills such as communication and application of information technology. Textbook press releases that complete all stages of editing will be published on Social Studies @ CSU.

Instructions:

Choose a world history textbook or Open Educational Resource (OER) that could be used in a PK-12 classroom. For example, The Big History Project https://bhp-public.oerproject.com/. You may also use a textbook from your student teaching/apprenticeship site or for CSU students browse Scholar Michael Schwartz Library using the search term "curmats."
Write a press release around 1000 words (notes not included). You may use any formats supported by WordPress/Pressbooks and H5P.
Assignment Materials and Rubric available in Appendix 8.

Elements of a Press Release

Use the following criteria to evaluate the textbook in your press release:

Periodization
Regional coverage
Illustrations/Maps
Treatment of marginalized populations, gender, and/or class
Supplemental resources – i.e. online tools, source readers
Organization/References
Citation for First Edition/Printing (Chicago Style)
Press Release (the analytical text of the press release, or the video and transcript, 1000 words)

Sample formats for your press release

Written/Journalistic Style: https://pressbooks.ulib.csuohio.edu/historicalstudiesstudentresearch/chapter/rosepr/ (this example is from HIS 299: Intro to Historiogrpahy)
Video Clip: See this clip with Kenn Michael on Reading Rainbow giving an overview of Jumanji for inspiration: https://www.youtube.com/watch?v=MQG6AR5diPw
- Note: if you create a video you will need to be sure to have closed captioning and a transcript to post on your page with the video. Include any footnotes and bibliography.
Open Educational Resources/Digital Humanities Projects
- See this review of Islands in the North for a good example of tone and analysis for these types of projects. https://reviewsindh.pubpub.org/pub/islands-in-the-north/release/3

Finding Textbooks/Open Educational Resources

Use the following resources to locate and review textbooks and open educational resources.

Michael Schwartz Library HIS 370 Research Guide
For CSU Students: HIS 370/570 Course Reserves have links to physical textbooks in the library's curriculum collection.
World History Commons
H-World: a network for practitioners of world history. The list gives emphasis to research, to teaching, and to the connections between research and teaching
History for the 21st Century
OER Commons
Cleveland Teaching Collaborative Resource Referatory

Inspiration for this assignment came from concluding comments by historian David Perry in Drafting the Past Episode 10, "David M. Perry Writes Out Loud."

Cleveland & the World: Relatable World History

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Global Interconnections: Modern World History 1300-present

Appendix 1: Thinking the World

Lisbon 2014

Lisbon 2014 ws

Cover Image

Historical Thinking Chart (1)

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Historical Thinking Chart

Appendix 2: Historical Thinking Worksheet

Historical Thinking Worksheet

Sourcing

Contextualization

Corroboration

Close Reading

Appendix 3: Rubrics

Sway Assignment Rubric

HIS 104 Sway Rubric

Appendix 4: Atlantic Slave Trade

Typical Journey of an African Slave

Characteristics of a Plantation Complex (Economy of Scale)

Speech Rubric

Appendix 5: DBQ Rubric

Appendix 6: PBL Resources

Appendix 7: Audience Guide

Appendix: World History Resources

Content Resources

Teaching Resources

CSU Library Resources

Appendix 8: Press Release Assignment Materials

Press Release: Textbook Edition

Outline

Rubric

Press Release Outline Worksheet

Press Release Textbook Ed Rubric

Narratives and Evidence

Periodization

World Trade, Expansion, & Europeans in the Americas

Atlantic Slave Trade

Power, Politics & Culture

Revolutions & Industrialization

Overview

Political Reordering & Revolutions

Empire, Conflict, & Industrialization- The Opium Wars

Nationalism & Imperialism

Identity & Conflict

War, Consumption, & Radical Politics

Three World Order

Overview

Objectives:

Section 1: Cold War and Revolutions of 1989

Citizenship & Rights

Overview:

Objectives:

Activities: (NOTE: all materials due by the last day of class)

Section 1: Citizenship & Rights in a Global World

The Global Human Rights System

Overview

Objectives

Section 1:

RTTP Rubrics

Document-Based Question (DBQ) Project

For an overview watch “What is Historical Thinking?”

Creating a DBQ

Question: how does this language compare to the SHEG steps of historical thinking?

Directory

Peer Review

Steps for Peer Review

Creating DBQ Sites

Instructions

DBQ Peer Review

Peer review is an important part of developing effective teaching materials and assessments. Peer review can range from a formal process (academic journal or press) to informal (working with colleagues at your school or in professional development activities).

Peer Review Activity

Project-Based Learning

PBL Instructions

Instructions

Starting Point Worksheet

World History Resources

Content Resources

Teaching Resources

CSU Library Resources