Over the last week or so, I’ve started to think more seriously about how I’m going to introduce my World History I class and since our syllabi are due in a few weeks, now seems to be a good time to get things down on paper.
The challenge that I’m facing when it comes to teaching World History is getting students to think globally without becoming too dependent on certain longstanding metaphors, approaches, and structures that shape how we understand the past. The goal of this class and of World History is not just to stretch the history of Europe or “The West” onto the rest of world and extend its fixation on causality, progress, universal time and space to Africa or Asia. Instead, the goal of this course is to challenge us to understand what the complexities of a World History actually means for how we view our own past and present. Hopefully, the class will produce students who are more attentive and critical to the prevailing views of history as a discipline and as a way to make sense of the present.
As I’ve discussed in another blog post, this class will use an open access textbook and primary source reader, but will require students to read against the grain of these books and to identify and fill in gaps through drawing on other open access resources available on the web.
Each class will be about an hour interactive lecture followed by an hour or so of independent group work. This rhythm will introduce students to both the structure of the class moving forward (although he amount of time that I spend lecturing will decrease) and allow them to become familiar with their groups and start to find ways to work together while social distancing and the like.
The first week, we’ll consider the ways in which historians have divided the world. We’ll consider concepts like “The West” and the “Orient”; the “Global North” and the “Global South”; Europe, Asia, Africa, and North and South America; the nation state; and even longitude and latitude and UTM coordinates. Without delving too deeply into the history of these designations, we’ll consider how these work today in shaping our expectations of the past cultures and societies and the role that history plays in studying and understanding these cultures and societies.
The first assignment of the semester will be to use the textbook to identify 5 places from around the world. Describe the location of these sites in at least 5 ways each (e.g. by continent, modern nation, region, map coordinates, et c.) and in a brief <100 word essay define their significance.
The second week of class will focus on time, chronology, and periodization. As with week 1, we’ll start with a discussion of various dating schemes from the naming of rulers and dynasties to the use of solar and lunar calendars. We’ll also start to discuss various periodization schemes from the use of terms like “Ancient” and “Medieval” to broader categories of “pre-industrial” and “pre-modern.” The goal of this is to consider how the way in which we measure time and periodize the past shapes the way in which we understand it.
The project associated with this class will be to assign at least four different periods to each of the places established in the first week and to write at least a sentence on the significance of these various periodization schemes.
The third week of class will consider causality in history. We’ll start with a general discussion of what causes events to happen and then we’ll explore how this intersects with notions of time and space. The plan is to start with very broad notions of causality – like environmental determinism – and then slowly narrow our view to more specific understandings of causes for events.
The assignment here will be to identify 5 events distributed around the work and to describe their location (in at least 4 ways), their date (in 4 ways), and their cause.
The goal of these assignments is to complicate the notions of space, time, and causality and to prepare students for understanding how the complexities of defining these aspects of the past create the basis of a non-linear history.
In fact, I’m tempted to start all this on week 2 and to introduce more broadly he concept of non-linear history on week 1 with a series of exercises designed to challenge students’ ideas of progress. This would leave me with roughly 12 weeks (or four, 3 week modules) for the students to pursue their own efforts that non-linear approaches to the past.