WORLD HISTORY ANNOTATED AND CLASSIFIED BIBLIOGRAPHY OF JOURNAL ARTICLES FOR NEW SCHOLARS- THOMAS MOUNKHALL The purpose of this bibliography is to facilitate and enhance the research of new scholars in the field of world history. At present it contains 411 journal articles in the discipline and each work contains an annotated description of its contents. Possibly the most efficient contribution this bibliography will make to new scholars is through its classified composition. Following the alphabetical list of the articles is the index, which breaks down all of the works in the list into thirty general categories, all of which are of great interest to world historians. All thirty of the categories have been grouped for research ease into the following list of topics: 1. Seminal Articles- #1 2. Chronology- #2, #4 3. Geography and World History- #3, #5, #12, #20, #21 4. Cross- Regional Connections-#7, #14, #16, #18, #26, #27, #30 5. Teaching World History- #8 6. Thinking Skills in World History-#6, #9, #10, #11, #24 7. Sub- Topics of World History- #23, #25, #28 8. Controversial Issues in World History- #13, #15 9. Historiography- #19, #22 10. Content Based- #17, #29 Usage of this bibliography is as follows. If scholars are interested in an article on chronology, they should consult the above list of topics that will direct then to categories 2 and 4 at the end of the bibliography. Upon consulting category 2, they will find 17 articles on periodization and in category 4, they will find 3 articles on macro-change. All of these articles are listed alphabetically for ease of access in the bibliography. A second example relates to researchers who are interested in teaching world history. Upon consulting teaching world history in the above topic list they will be guided to category 8 at the end of the bibliography. At category 8, they will find 97 articles on teaching world history, all in alphabetical order by authors’ last names. For example, if researchers go to category 8 and find Mounkhall- “Critical”, they will find in alphabetical order a very helpful article on developing critical thinking skills in the world history classroom.
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WORLD HISTORY ANNOTATED AND CLASSIFIED BIBLIOGRAPHY OF JOURNAL ARTICLES FOR NEW SCHOLARS- THOMAS MOUNKHALL The purpose of this bibliography is to facilitate and enhance the research of new scholars in the field of world history. At present it contains 411 journal articles in the discipline and each work contains an annotated description of its contents. Possibly the most efficient contribution this bibliography will make to new scholars is through its classified composition. Following the alphabetical list of the articles is the index, which breaks down all of the works in the list into thirty general categories, all of which are of great interest to world historians. All thirty of the categories have been grouped for research ease into the following list of topics:
1. Seminal Articles- #1 2. Chronology- #2, #4 3. Geography and World History- #3, #5, #12, #20, #21 4. Cross- Regional Connections-#7, #14, #16, #18, #26, #27, #30 5. Teaching World History- #8 6. Thinking Skills in World History-#6, #9, #10, #11, #24 7. Sub- Topics of World History- #23, #25, #28 8. Controversial Issues in World History- #13, #15 9. Historiography- #19, #22 10. Content Based- #17, #29
Usage of this bibliography is as follows. If scholars are interested in an article on chronology, they should consult the above list of topics that will direct then to categories 2 and 4 at the end of the bibliography. Upon consulting category 2, they will find 17 articles on periodization and in category 4, they will find 3 articles on macro-change. All of these articles are listed alphabetically for ease of access in the bibliography. A second example relates to researchers who are interested in teaching world history. Upon consulting teaching world history in the above topic list they will be guided to category 8 at the end of the bibliography. At category 8, they will find 97 articles on teaching world history, all in alphabetical order by authors’ last names. For example, if researchers go to category 8 and find Mounkhall-“Critical”, they will find in alphabetical order a very helpful article on developing critical thinking skills in the world history classroom.
WORLD HISTORY JOURNAL ARTICLES Adamczyk, Dariusz. “ Silver, Markets, and States: The Impact of Islamic Trade on Eastern Europe in the Ninth through Eleventh Centuries.” World History Bulletin 22, no. 2 Fall 2006: 47-49. Influence of Medieval Islamic Trade on Eastern European state development. Agoston, Gabor. “ Firearms and Military Adaptation: The Ottomans and the European Military Revolution, 1450-1800.” Journal of World History 25, 1 March 2014: 85- 124. Challenge to “Military Revolution” theory of the Rise of the West. Alkana, Linda Kelly. “ Teaching World History with Graphic Novels.” World History Bulletin 23, no. 2 Fall 2007:28-31. Graphic novels and multiple intelligences. ____________________. “ Using Michael Ondaatje’s The English Patient To Teach World History: From Herodotus to Hiroshima.” World History Bulletin 17, 1 Fall 2000: 4-7. Post colonial multiple views of World War Two. Allardyce, Gilbert. “Toward World History: American Historians and the Coming of the World History Course.” Journal of World History 1 Spring 1990: 23-26, 40-76. History of World History in the United States. Anderson, James A. “ China’s Southwestern Silk Road in World History.” World History Connected 6, no. 1 March 2009: http://worldhistoryconnected.press.uiuc.edu. Southern Silk road connecting Yunnan, China and Southeast Asia in Post Classic Period. Anderson, Thomas. “ Disease, Disaster and Degradation; a Global Environmental History Course” World History Bulletin 29, no. 2 Fall 2013: 27- 30. Thinking behind the organization of a college environmental World History course. Anderson, Thomas. “Spreading the Scientific Word: Missionaries as Global Naturalists on 19th Century Madagascar.” World History Bulletin 24, no. 2 Fall 2008: 25-30. Excellent examples of World History themes. Andrea, Alfred J. “ Some Observations on the Proposed Advanced Placement Curriculum in World History.” The History Teacher 32, no. 2 2/1999:297-303.
Very strong on the use of primary sources in the teaching of Ancient World History. Arias, Simone, Marilyn Hitchens and Heidi Roupp. “ Teaching World History: The Global Experience Through Time.” Eric Digest EDO-SO- 98-4 4/1998: 1-2. Very strong on definitions of World History, critical thinking in the field and bibliography. Armitage, David. “ The Declaration of Independence in World Context.” OAH Magazine of History April 2004:61-65. Influence of the Declaration on Modern independence movements. Bain, Robert. “ Embracing The Paradox: Research and Instructional Design In History.” A Jump Start Manual For World History Teachers- Heidi Roupp, ed.- Eighth Annual Conference of the World History Association- University of Victoria- July 1999. Seminal article on the development of sophisticated thinking skills in the World History classroom. _____________. “ Using Disciplinary Literacy to Develop Coherence in History Teacher Education: The Clinical Rounds Project.” The History Teacher 45, no. 4 August 2012: 513-532. History teachers as teachers of literacy regarding sophisticated history texts. _____________. “ Where Are The Kids? Students’ Pre-instructional Thinking In And About History.” A Jump Start Manual For World History Teachers- Heidi Roupp, ed.- Eighth Annual Conference of the World History Association- University of Victoria- July 1999. Very important article on the need to develop discipline specific thinking skills in History students. Balabanlilar, Lisa. “ Lords of the Auspicious Conjunction: Turco-Mongol Imperial Identity on the Subcontinent.” Journal of World History 18, no. 1 March 2007:1-39. Mongol-Timurid influence on the Mughal emperors. Barraclough, Geoffrey, “ The Prospects of World History.” In The New World History Ross E. Dunn ed. New York: Bedford/St. Martin’s, 2000 : 123-131. Discussion of integral aspects of World History in general.
Barton, Keith C. “ Research on Students’ Historical Thinking and Learning.” Perspectives 42, no. 7 10/2004: 19-21. Excellent bibliography on the topic. Baud, Michiel and Willem Van Schendel. “ Toward a Comparative History of Borderlands.” Journal of World History 8, no. 2 1997: 211-242. Borderlands as a unit of analysis in World History. Bednarz, Sarah. “ Using the Geographic Perspective to Enrich History.” Social Education 61, no. 3 1997: 139-145. Effectively challenges geographic determinism and presentism. Beidatsch, Cedric G. “ Gateway to the Seventeenth Century: Dutch Shipwrecks on the West Australian Coast.” World History Bulletin 23, no. 2 Fall 2007: 32-38. Lesson on VOC shipwrecks off West Australian coast with excellent websites. Beiler, Rosalind J. “ German- Speaking Immigrants in the British Atlantic World, 1680-1730.” OAH Magazine of History 18, no.3 April 2004:19-22. North American attractions for Palatinate Germans during the late 17th and early 18th Centuries. Benjamin, Craig. “ The Kushans in World History.” World History Bulletin 25, no. 1 Spring 2009: 30-32. Excellent example of the influence of archaeology on World History. Benjamin, Jesse. “ The Third World and Africa: World Systems Theories and the Erasure of East Africa from World History.” World History Bulletin 22, no. 1 Spring 2006: 20-27. Unconscious colonial attitudes toward Africa alive in the thought of Western historians attempting to work against Eurocentrism in World History. Bentley, Jerry H. “ Cross-Cultural Interaction and Periodization in World History.” American Historical Review, June 1996:749-770. Convincing case for the use of cross-regional dynamics as the basis of World History periodization.
________________. “ Hemispheric Integration, 500-1500 C.E.” Journal of World History 9, no. 2 1998: 237-254. Very strong on the integration of cross-regional processes. _______________. “ Myths, Wagers, and Some Moral Implications of World History.” Journal of World History 16, no. 1 March 2005: 51-82. World History influenced by the Culture Wars. _______________. “ Seas and Ocean Basins as Frameworks of historical Analysis.” Geographical Review 89, no. 2 April 1999: 215-224. Oceans and seas as units of analysis for World History. ________________. “ Why Study World History ?” World History Connected 5, no. 1 10/07 : http://worldhistoryconnected.press.uiuc.edu. Rationale for world history study. Benton, Lauren. “ No Longer Odd Region Out: Repositioning Latin America in World History” Hispanic American Historical Review 84, no. 3 August 2004:423-30. Very strong on metageographical perspectives on Latin America. ______________. “ The Specter of Sovereignty: Reflections on Teaching about Empires and Political Imagination.” World History Bulletin 29, no.1 Spring 2013: 44-46. Focus on continuity and presentism in teaching World History. Betterly, Jack. “ Teaching about Buddhism Before Moving on to Macedon.” World History Connected 4, no. 1 11/06: http://worldhistoryconnected.press.uiuc.edu. Fine contrast of Buddhism and monotheistic faiths. Bickford, J.H. and Maegan Wilton. “ Historicizing Christopher Columbus for Elementary and Secondary Students.” World History Connected 9, no.2 June 2012:http://www.worldhistoryconnected.press.uiuc.edu. Addressing controversial topics in the World History classroom Billington, David P., Jr. “ Engineering in the Modern World.” World History Bulletin 24, no. 2 Fall 2008: 22-24. Engineering and the Rise of the West.
Bin Wong, R. “ The Search for European Differences and Domination in the Early Modern World: A View from Asia.” American Historical Review 4/2002: 447-469. The Industrial Revolution as the main cause of the Rise of the West not internal Western European values. Blair, Sheila. “ The Back-Road Historic Mosques of China.” Saudi Aramco World November/December 2014: 14-25. Cultural synthesis in Western China. Blyden, Nemata Amelia. “ “Back to Africa:” The Migration of New World Blacks to Sierra Leone and Liberia.” OAH Magazine of History 18, no. 3 April 2004: 23-25. Modern Atlantic migration from the Americas to West Africa. Bolgatz, Jane and Michael Marino. “ Incorporating More of the World into World History Textbooks: A Review of High School World History Texts.” World History Connected 11, no. 2 June 2014: http://worldhistoryconnected.press.illinois.edu. Wary of Eurocentric frameworks of high school World History textbooks. Bradford, James.” Inter-disciplinary Approaches to World History: Using A Jirga to Teach the History of Afghanistan.” World History Connected 11, no. 2 June 2014: http://worldhistoryconnected.press.illinois.edu. Use of role playing to teach World History. Brinkley, Joel.” Cambodia’s Curse: Struggling to Shed the Khmer Rouge’s Legacy.” Foreign Affairs 88, no. 2April 2009: 111-122. Cambodian problems since 1979. Buell, Frederick. “World Studies At Queens College.” World History Bulletin 10, no. 1 Summer 1993: 7-14. 1993 perspectives on the discipline. Burack, Jonathan. “The Student, the World, and the Global Education Ideology.” In Where Did Social Studies Go Wrong? by James Leming, Lucien Ellington and Kathleen Porter-Magee Washington, D.C. Thomas B. Fordham Institute, 2003: 40-69. Criticism of World History from the political right.
Burke, Edmund. “ Islam and World History: The Contribution of Marshall Hodgson.” World History Bulletin 6, no. 1 Winter 1989: 6-10. Islamic History in World History context. ________________. “ Marshall G.S. Hodgson and the Hemispheric Interregional Approach to World History.” Journal of World History 6, no. 2 1995: 237-250. Seminal thinking in contemporary World History from the 1950’s focusing on polycentrism, and cross-regional dynamics as units of analysis. Burke, Roland. “From Individual Rights to National Development: The First UN International Conference on Human Rights, Tehran 1968.” Journal of World History 19, no. 3 September 2008: 275-296. Influence of Cold War and self determination on UDHR interpretation. Burstein, Stanley M. “The New AP World History Course: How Will It Compare with College World History Courses ?” The History Teacher 32, no. 2 2/1999: 284-288. History and nature of World History. Buschmann, Rainer F. Oceans of World History: Delineating Aquacentric Notions in the Global Past.” History Compass 2 (2004): 1-10. Oceans as connectors rather than as barriers. Cajani, Luigi. “A World History Curriculum for the Italian School.” World History Bulletin 18, no. 2 Fall 2002: 26-32. National vs. World History in Italian schools. Carpenter, Brian, Matt Earhart and Marianna Achugar. “Working With Documents to Develop Disciplinary Literacy in the Multilingual Classroom.” The History Teacher 48, no. 1 11/2014: 91-103. Focus on use of language in document interpretation. Carter, Karen E. Disease in the Atlantic World, 1492-1900.” OAH Magazine of History 18, no. 3 April 2004: 27-32. Lesson plan for the topic with interesting visuals. Casteneda, Angela. “Performing History: A Case Study From Mexico For World History Teachers.” World History Connected 5, no. 1 October 2007: http://worldhistoryconnected.press.uiuc.edu.
Dance as a vehicle for teaching World History. Chandler, Graham. “Walnuts and the First Forest Farms.” Aramco World 68, no. 2 March/April 2017: 28- 37. Walnut diffusion along Post-Classic Silk Roads. Christian, David. “History and Science after the Chronometric Revolution.” In Cosmos and Culture: Cultural Evolution in a Cosmic Context ed.by Steven Dirk and Mark L. Lupisella ( Washington, D.C.: National Aeronautics and Space Administration, 2009), 441-62. Big History periodization ideas. ________________. “ Modernity through the Eyes of a Paleontologist.” Asian Review of World Histories 1, no. 1 1/13: 151-155. A paleontologist looks back at the last 200 years from far in the future. ______________. “ Silk Roads or Steppe Roads ? The Silk Roads in World History.” Journal of World History 11, no. 1 2000: 1-26. Strong on Silk Roads in Ancient History. Ciotola, Mark. “ Navigating the Currents of History.” World History Connected vol. 15, no. 1 2/2018: http:worldhistoryconnected.press.uiuc.edu. Rise and fall charts for dynasties in world history. Clancy- Smith, Julia. “The Middle East in World History.” In The New World History by Ross E. Dunn, ed. Boston: Bedford/St. Martin’s, 2000: 293-300. Excellent on the Post Classic Muslim World in world history. Clossey, Luke. “From the Mission to the Classroom: The Global Perspective and the History of Teaching Religion.” World History Bulletin 23, no.1 Spring 2007: 18-21. Important questions about religion in World History courses. Cohen, Sharon. “ The Challenging Concept of Change Over Time.” World History Connected 6, no. 2 June 2009: http://worldhistoryconnected.press.illinois.edu. Helpful use of timelines as vehicles for sophisticated thought in the field. Colcanis, Peter A. “Distant Thunder: The Creation of a World Market in Rice and the Transformations It Wrought.” American Historical Review 10/1999:1050-1078.
Rice in the global market of Moderrn World History. Cole, Robert. “Power and Performance in Bombay’s Victoria Terminus.” World History Bulletin 23, no. 1 Spring 2007: 54-61. Excellent examples of cultural synthesis through architecture. Covington, Richard.” Yo-Yo Ma’s Other Passion.” Smithsonian June 2002: 82-88. Music as an insight into the integration of long distance trade and cultural diffusion. Crosby, Alfred W. “ The Potato Connection.” World History Bulletin 12, no. 1 Spring 1996: 1-5. American food crops in cross-regional connections after Columbus. Crozier, Ralph. “Tatlin’s Tower: The Monument to the Future that Never Was.” World History Connected 11, no.1 February 2014: http://worldhistoryconnected.press.illinois.edu. Unique history of a tower dedicated to early Soviet Communism through 2014 c.e. Curtin, Philip D. “Depth, Span and Relevance.” American Historical Review 89, no. 1 2/1984: 1-9. Challenge to overspecialization in History and very strong on metageography. Cushman, Gregory T. Cooking a Cuban Ajiaco: The Columbian Exchange in a Stewpot.” World History Bulletin 22, no. 2 Fall 2006:9-13. Cultural synthesis in a stewpot. Daly, Douglas C. “The Leaf That Launched a Thousand Ships.” Natural History, 1/1996: 24-32. Mexican potato blight leading to the “Great Hunger” in Ireland of the 1840’s. Darnton, Robert. “What Was Revolutionary about the French Revolution?” The New York Review of Books, 1/19/1989: 74-79. Strong on the influence of the French Revolution on modern nationalism and totalitarianism.
Denial, Catherine J. “Atoms, Honeycombs, and Fabric Scraps: Rethinking Timelines in the Undergraduate Classroom.” The History Teacher, 46, no.3 May 2013: 415-434. Timelines as thinking tools. DeVos, Paula. “The Science of Spices: Empiricism and Economic Botany in the Early Spanish Empire.” Journal of World History 17, no. 4 December 2006: 399-427. Economic botany and its influence on the Scientific Revolution in Early Spanish Empire. Diamond, Jared. What Makes Countries Rich or Poor?” The New York Review of Books 6/7/2012:1-13. Multiple causation for economic success or failure of countries. Diskant, James. “Engaging Students to Take Risks Linguistically and Culturally While Studying the Past from Multiple Perspectives.” World History Connected 6, no. 1 March 2009: http://worldhistoryconnected.press.uiuc.edu. Developing reading skills with World History documents. ____________. “ Makeover Column V: Engaging Students to Continue to Think About the Past Once Class Is Over.” World History Connected 5, no. 1 October 2007: http://worldhistoryconnected.press.uiuc.edu. Acting learning ideas. __________________. “ Makeover Column VI: Engaging Students to Think Comparatively by Placing United States History in “Real” World History Courses.” World History Connected 5, no. 2 February 2008: http://worldhistoryconnecxted.press.uiuc.edu. Good example of national history in a world history context. __________________. “ Makeover Column V11: Engaging Students to Retain Important Facts About the Past While Making Learning About the Past Meaningful.” World History Connected 5, no. 3 June 2008: http://worldhistoryconnected.press.uiuc.edu. World history data given meaning by connecting it to sophisticated thinking in the Field. Dorman, David.” The Essay Question.” World History Bulletin 10, no. 1:27-28. Constructing an effective World History essay question.
Douthit, Nathan. “The Dialectical Commons of Western Civilization and Global/World History.” The History Teacher 24, no. 3 5/1991: 293-305. Very strong on the nexus of cross- regional processes and local dynamics in world history. Doyle, Christopher L. “Caffeine Culture Before Starbucks: Shared Interests, Outlooks, and Addictions in Eighteenth-Century Atlantic World Coffeehouses.” OAH Magazine 18, no. 3 April 2004: 33-37. Integration of flora diffusion and long distance trade. Drake, Frederick D. and Sarah Drake Brown. “A Systematic Approach to improve Students’ Historical Thinking.” The History Teacher 36, no. 4 August 2003: 465-489. Use of documents to develop sophisticated thinking skills. Dreher, Nan H. and Arna M. Margolis, “Balancing Diversity And Depth : Using The Portfolio In World History.” World History Bulletin 16, no. 1: ii-vi. Very strong on addressing multiple learning styles through assessment. Dunn, Ross E. “Constructing World History in the Classroom.” In Knowing, Teaching and Learning History by Peter Stearns, Peter Seixas and Sam Wineburg, ed. New York: NYU Press, 2000: 121-140. Decent summary of world history consensus since the 1980’s. Eagan, Wendy.” Accessing Images for Teaching China during the Year of the Ox: Letting Our Students See the Past for Themselves.” World History Connected 6, no. 1 March 2009: http://worldhistoryconnected.press.uiuc.edu. Online images concerning China in world history context. Edwards, Lisa M. “Enterprise in Latin America: Teaching About Commodities in Latin America in a World History Context.” World History Bulletin 28, no.2 Fall 2012: 11-13. Contingency in world history. Elliott, J.H. “A Pan-American Flight.” The New York Review of Books 2/2004: 38-40. Western Hemisphere as a unit of analysis in World History.
____________. “Barbarians at the Gates.” The New York Review of Books 2/2006: 36-38. Book review that focuses on borderlands as unit of analysis in World History. ____________. “The Reigns in Spain.” The New York Review of Books 11/04: 47-50. Influence of Renaissance Humanism on the organization of Early Modern New Spain. Estakhr, Mehdi. “The Forgotten Empire: Teaching Ancient Persian History in a World History Class.” World History Bulletin 24, no. 1 Spring 2008: 41-45. Challenges conventional World History periodization. Fahey, David M. “Religion in the Teaching of Modern World History: Observations and Suggestions.” World History Connected 4, no. 1 11/06: http://worldhistoryconnected.press.uiuc.edu. Influence of modern secularism on the teaching of religion in a World History class. Favretti, Maggie. “Bound By A Silver Chain.” World History Bulletin 22, no. 2 Fall 2006: 37-42. Model of professionally crafted high school lesson on Early Modern global silver trade. ___________. “Happy Twenty-Fifth Birthday, WHA.” World History Bulletin 23, no. 2 Fall 2007:2-3. Fine summary of the history of world history. Fenyo, Mario. “Paprika.” World History Bulletin 24, no. 1 Spring 2008: 14-16. Flora diffusion into Early Modern Eastern Europe. Ferguson, Niall. “2011- Ten Years From Now.” The New York Times Magazine 12/2001:76-80. Addresses watersheds in world history and the Place of 9/11 attacks in that context. Ferraro, Christopher. “Teaching the ‘Big Picture’ of World History.” World History Bulletin 19, no. 1 Spring 2003: 10-11.
Addressing change over time through research projects. Findley, Carter Vaughn. “Globalism is the Natural State of Humankind.” World History Bulletin 23, no. 2 Fall 2007: 21-23. Thematic approach to world history. Finger, Thomas D. “Invisible Commodities in World History: The Case of Wheat and the Industrial Revolution.” World History Bulletin 28, no. 2 Fall 2012: 19-23. Argentinian ghost acreage of wheat and the British Industrial Revolution. Finney, Ben. “The Other One-Third of the Globe.” Journal of World History 5, no. 2 1994: 273-297. Seminal article on oceans as connectors and people without a history in World History. Fisher, Annika. “Selling Sanctity: The Pilgrimage Trade is Good Business.” World History Bulletin 23, no. 1 Spring 2007: 39-40. Pilgrimage as a cross-regional connection. Fisher, Michael H. “Early Asian Travelers to the West: Indians in Britain, c. 1600-c. 1850.” World History Connected 10, no.1 February 2013: worldhistoryconnected.press.uiuc.edu. Reverse travel narrative- Empire coming home. Fletcher, Yael Simpson. “Trans-imperial Passages: V.D. Savarkar and Aurobindo Ghose between the British and French Empires, 1907-1911.” World History Bulletin 32, no. 1 Spring 2016: 12-17. Transnational self-determination networks. Flynn, Dennis O.and Arturo Giraldez. “Born With a Silver Spoon” : The Origin of World Trade in 1571.” Journal of World History 6, no. 1 1995:201-221. China as the center of Early Modern global trade. Foltz, Richard C. “Does Nature Have Historical Agency? World History, Environmental History, and How Historians Can Help Save the Planet.” The History Teacher 37, no. 1 11/2003:9-28. Polemical but insightful with excellent bibliography.
Frost, Jennifer. “Using “Master Narratives” to Teach History: The Case of the Civil Rights Movement.” The History Teacher 45, no.3 5/2012: 437- 446. Understanding the essentials of any history couse for new teachers. Gadkar-Wilcox, Wynn W. “ Autonomous Histories and World History.” World History Connected 9, no.3 October 2012: http:worldhistoryconnected.press.illinois.edu. Emphasis on local agency in world history. Games, Alison, “Atlantic History: Definitions, Challenges, and Opportunities” American Historical Review 111, no. 3 June 2006: 741-757. Oceans as units of analysis for world history. ____________. “Introduction, Definitions, and Historiography: What is Atlantic History ?”OAH Magazine of History 18, no. 3 April 2004: 3-7. Atlantic History as a model of world history. Ganeshram, Ramin. “Cracking Coconut’s History.” Aramco World 68, no 1 January/February 2017: 24-33. Coconut diffusion as a polycentric narrative. Geddes, James. “Teaching World History in an Indian Classroom.” World History Bulletin 25, no. 1 Spring 2009: 27-30. Emphasis on developing critical thinking over recall. Getz, Trevor and Esperanza Brizuela-Garcia. “Going Global, Part 1: A Reconnaissance into the Role of Africanists in the Evolution of World History.” World History Bulletin 22, no. 1 Spring 2006: 4-9. Challenges to world history canon of civilization as a unit of analysis, emphasis on documents as evidence and periodization. Geyer, Michael and Charles Bright. “World History in a Global Age.” American Historical Review 100, October 1995: 1034-1060. Core world history understandings. Gilbert, Erik. “Coastal East Africa and the Western Indian Ocean: Long Distance Trade, Empire, Migration, and Regional Unity, 1750-1970.” The History Teacher 36, no.1 11/2002: 7-36. Swahili Coast internal and transnational focus in
Modern World History. ______________. “ The Spice of Life: The Trade in Spices, 1000-1500.” World History Bulletin 24, no. 1 Spring 2008” 27. Strong on the connection of long distance trade and cultural diffusion. Gilbert, Marc. “Eating Colonialism: Dining as Political Ritual.” World History Bulletin 32, no. 1 Spring 2016:31-39. British eating rituals in India as symbol of cultural imperialism. Gilbert, Marc. “From Tonkin to Tikrit: Communist Propoganda, the Wars in Vietnam and Modern World History.” World History Connected 5, no. 1 10/07: http://worldhistoryconnected.press.uiuc.edu. Vietnamese propoganda directed at colonial troops In French Army and Blacks in U.S. Army. ____________. “Paper Trails: Exploring World History through Documents and Images.” World History Connected 1, no. 1 12/03: http://worldhistoryconnected.press.uiuc.edu. Using documents to teach about the end of slavery in German East Africa in Early 20th Century. ______________. “Paper Trails: Port Cities in the Classical Era of World History.” World History Connected 3, no. 2 2/06: http://worldhistoryconnected.press.uiuc.edu. Cities as units of analysis in World History. ______________. “When Heroism Is not Enough: Three Women Warriors of Vietnam, their Historians and World History.” World History Connected 4, no. 3 June 2007: http:worldhistoryconnected.press.uiuc.edu. Gender and historical memory in Vietnamese and world history. Glaze, Bernadette Mulholland. “Writing To Learn and Learning To Write in a World History Class.” A Jump Start Manual For World History Teachers- Heidi Roupp, ed. - 8th Annual Conference of the World History Association- University of Victoria- July 1999. Use of informal writing to develop thinking skills in the world istory classroom.
Goldstone, Jack. “The New Population Bomb.” Foreign Affairs 89, no. 1 February 2010: 31-43. Twenty-first Century end of the Rise of the West. Goucher, Candice. “Equatorial Agriculture in Africa.” World History Bulletin 24, no. 1 Spring 2008: 28. Bananas and the Bantu Migrations. __________________. “Tasting the History of Globalization: Foods of the Caribbean.” World History Bulletin 24, no. 1Spring 2008: 10. Food in Early Modern Atlantic History. ___________________. “The African Family in World History: The Case of Colonial Asante.” World History Connected 4, no. 3 July 2007: http:worldhistoryconnected.press.uiuc.edu. Gender and People without a history in horld History. Grandi, Alberto. “From Global to Local: Technological Development and Evolution of the Ice Market.” World History Bulletin 24, no. 2 Fall 2008: 19-21. Long distance trade of ice in the late 19th Century. ____________. “Pizza, Rice and Kebabs: Migrations and Restaurants.” World History Bulletin 30, no.1Spring 2014: 27-29. Focus on use of migration and food data to develop world history themes. Green, William A. Periodization in European and World History.” Journal of World History 3, no. 1 1992:13-53. Seminal article concerning criteria for establishing periodization in both European and World History. Guarneri, Carl J. “American History As If The World Mattered.” in America in the World: United States History in Global Context by Carl Guarneri Boston: McGraw-Hill, 2007), 1-22. Core world history principles applied to U.S. History ________________. “Internationalizing the United States Survey Course: American History for a Global Age.” The History Teacher 36, no. 1 11/2002:37-64. h Reconceptualization of U.S. History in a global
context. Guerrieri, Pilar Maria.” World HistoryThrough European Colonial Architecture.” World History Connected 11, no. 1 February 2014: http://worldhistoryconnected.press.illinois.edu. Symbolic use of Ancient Greek and Roman Architecture by European colonialists. Harmon, Jay. “The Place of the Novel in World History Courses: A “Summer Reading” Assignment Based on Sophie’s World: a Novel About the History of Philosophy.” World History Connected 6, no. 2 June 2009: http://worldhistoryconnected.press.illinois.edu. A fine model of using a novel for summer reading in world history. Hare, J.Laurence and Jack Wells. “Promising the World: Surveys, Curricula, and the Challenge of Global History.” The History Teacher 48, no. 2 February 2015: 371-388. Issues of world.istory surveys. Harrigan, Peter. “ The Magnificent Migration.” Aramco World 69, no.6December 2018: 6-17. Diffusion of the camel in world history. Harris, Lauren McArthur and Tamara L. Shreiner. “ Why Can’t We Just Look It Up? Using Concept Formation to Teach Global Connections and Local Cases in World History.” World History Connected 11,no.2 6/2014: http://worldhistoryconnected.press.illinois.edu. Excellent use of a conceptual base for teaching world history. Headley, John M., Sanjay Subrahmanyam, Constantin Fasolt and John M. Hobson. “Recentering The West: A Forum,” Historically Speaking 9, no. 2 12/07: 9-19. Multiple perspectives on the Rise of the West. Hedrick, Charles W. “The Ethics of World History.” Journal of World History 16, no. 1 March 2005: 33-49. Discussion of universal and relativist values in a world history course. Henry, Michael. “Constructivism in the Community College Classroom.” The History Teacher 36, no. 1 11/2002: 65-74. Clear explanation of constructed learning theory and Its application in the History classroom.
Hexter, J.H. “Introductory College Course in Non-American History; an Ethnocentric View.” In The New World History by Ross E. Dunn, ed. Boston:Bedford/St. Martin’s, 2000:98-103. The case for a Eurocentric Western Civilization survey. Hitchens, Marilyn Jo. A Presidential Message.” World History Bulletin 23, no. 2 Fall 2007: 12-14. Fine definition of horld History. Hitchens, Marilyn Jo. Developing a Global Conceptual Base For Secondary World History.” A Jump Start Manual For World History Teachers 8th Annual Conference of the World History Association, University of Victoria July 1999. Very helpful in planning a horld History course. Hodgson, Marshall G.S. “Hemispheric Interregional History as an Approach to World History.” Cahiers d’Histoire Mondiale (UNESCO) 1, no. 3 1954: 715-723. Makes the case for cross-regional connections as the organizing principle for world history. Horst, Rene Harder. “Indigenous Peoples, the Chaco War, and State Formation in a World History Context.” World History Bulletin 22, no. 2 Fall 2006: 14-18. Addresses people without a history and the nexus of global and local dynamics. Hueber, Dale A. “The Guinea Pig: American Pet- Andean Culture and Food.” World History Bulletin 24, no. 1 Spring 2008: 21-22. Multiple perspectives on the guinea pig. Hurt, Tony and Andy Aiken. “European Imperialism in Africa: An Interdisciplinary Introduction.” World History Bulletin 17, no. 1 Spring 2001: 20-22. Teaching ideas about the topic. Husick, Lawrence A. “From Stone To Silicon: A Brief Survey of Innovation.” Newsletter of the Foreign Policy Research Institute 13, no. 25 October 2008: 1-11. Macro change in world istory. Ianetti, John E. “ Has the World History Course Arrived ?” World History Bulletin 12, no. 1 Spring 1996: 6-12. Strong on conceptualization and periodization of
horld History. ________________. “Integrating Environmental and World History: A Brief Overview of Some Challenges, Prospects, and Suggestions For Teaching World History.” World History Bulletin no. 17, 1 Spring 2001: 1-4. Influence of environmentalism on world history. Ingulstad, Mats and Lucas Lixinski. “Raw Materials, Race, and Legal Regimes: The Development of the Principle of Permanent Sovereignty.” World History Bulletin 29, no.1 Spring 2013: 34-39. Interesting perspective on the Monroe Doctrine in world history Perspective. Islam, Khademul. “Our Story of Dhaka Muslin.” Aramco World 36, no. 3 May/June 2016: 26-33. Muslin production in Bangladesh from the Mughals to the British. Jaenen, Cornelius J. “French Expansion in North America.” The History Teacher 34, no. 2 2/2001: 155-164. Early modern dynamics of New France. Lovorn, Michael G. “Historiography in the Methods Course: Training Pre-service History Teachers to Evaluate Local Historical Commemorations.” The History Teacher 45, no. 4 August 2012 569-579. Use of historiography in history teaching. Jakubowski, Casey T. “Teaching World History: Problems and Promises Faced by Young Teachers.” World History Bulletin 18, no. 2 Fall 2002: 7. Very strong on constructed learning theory. Jensen, Erik. “The Road to Peace: Horace’s Fifth Satire as Travel literature.” World History Connected 10, no. 1 February 2013: http:worldhistoryconnected.press.illinois.edu. Classical Roman literature to teach world history. Jentz, Paul. “Introduction to Indigenous Histories in a Global Context.” World History Bulletin30, no. 2 Fall 2014: 5. Multiple perspectives on the issue.
Jeutner, Valentin. “Of Islands and Sunny Beaches: Law and the Acquisition of Territory from the Fifteenth to the Nineteenth Centuries.” World History Bulletin 29, no. 1Spring 2013: 7-12. Law and Modern Western European imperialism. Johnson, David A. “Architecture and Visual Literacy: Reading the Indian Colonial Built Environment.” World History Bulletin 25, no. 1 Spring 2009: 21-23. Excellent method for interpreting visual sources of world history. Johnson, Donald.W” The American Educational Tradition: Hostile to a Humanistic World History?” in The New World History by Ross E. Dunn, ed. Boston: Bedford/St. Martin’s, 2000:329-350. Advocates of a world history that moves away from Western European ethnocentrism. Johnston, Deborah Smith. “World History Makeover: The French Revolution.” World History Connected 1, no. 1 December 2003: http://worldhistoryconnected.press.uiuc.edu. Teaching the French Revolution in world history perspective. Juarez-Dappe. “Exploring Diversity: Teaching the History of Sugar in Latin America.” World History Bulletin 28, no. 2 Fall 2012: 23-26. Compare/contrast sugar plantations in four areas in Latin America. Kampmark, Binoy. “History Wars and School Curricula: the New History Curriculum in Australia.” World History Bulletin 24, no. 5 Fall 2008: 53. Eurocentrism vs. polycentrism Down Under.
Kane, Daniel C. “Korean Buddhism, 400-1000 CE.” World History Bulletin 23, no. 1 Spring 2007: 41-42. Excellent example of cultural diffusion in world history. Kaplan, Robert D. “Center Stage for the Twenty-First Century: Power Plays in the Indian Ocean.” Foreign Affairs March/April 2009: 16-32. Rise of the Chinese and Indian Navies in the Indian Ocean littoral. Keirn, Tim and Eileen Luhr. “Subject Matter Counts: The Pre-Service Teaching and Learning of Historical Thinking.” The History Teacher 45, no. 4 August 2012: 493-511.
Importance of history content in the pre-service training of history teachers. __________ and Eileen Luhr, Miguel Escobar,Manoj Choudhary. Promoting Global Perspective and Raising the Visibility of Asia in World History: An Assignment for Pre-Service Teachers.” The History Teacher 45, no.4 August 2012: 613-630. Lesson plans on Meiji industrialization. __________ and Daisy Martin. “Historical Thinking and Pre-service Teacher Preparation.” The History Teacher 45, no.4 August 2012: 489-492. Focus on developing thinking skills. Keita, Maghan. Africans and Asians: Historiography and the Long View of Global Interaction.” Journal of World History 16, no. 1 March 2005: 1-30. Africans in Post Classic Asia. Keller- Lapp, Heidi. “Floating Cloisters and Heroic Women: French Ursuline Missionaries, 1639-1744.” World History Connected 3, no. 2 June 2007: http:worldhistoryconnected.press.uiuc.edu. Ursuline Missionaries in Early Modern Quebec, New Orleans, Martinique and India. Kennedy, Dane and Noralee Frankel. “Report Presented on Internationalizing Student Learning Outcomes in History.” Perspectives 44, no. 3 March 2006: 9-10. Fine examples of the need for a guiding conceptual approach to content in a world history survey. Kessler, Lawrence. “Islands Hitched to Everything Else.” World History Bulletin 29, no. 2 Fall 2013: 9-11. Excellent themes and examples relative to Biological World History. Kim, Sungshin. “ Korean Explorations between Civilization and Barbarism in the Eighteenth Century Including a Translated Excerpt of Hong Taeyong’s Dialogue at Mount Uimuryo” World History Connected 10, no.2 February 2013: http:worldhistoryconnected.press.uiuc.edu. Cultural diffusion into Early Modern Qing China. Kobrin, David et al. “Benchmarks for High School History: Why Even Good Textbooks and Good Standardized Tests Aren’t Enough.” Perspectives 41, no. 1 January 2003: 23-26.
History by doing rather than by memorizing data. Kobrowski, Amit.” Selecting History’s Lessons: Deciding and Justifying What We Teach.” World History Connected 10, no.3 October 2013: http://worldhistoryconnected.press.illinois.edu. Criteria for content selection in a high school world history course. Koppedrayer, Kay. “A Week in the Life of Mahatma Gandhi: a Lesson Plan.” World History Bulletin 23, no. 2 Fall 2007: 38-42. Use of biography to teach world history. Kramer, Paul A. “Power and Connection: Imperial Histories of the United States in the World.” American Historical Review 116, no. 5 12/2011:1-62. U.S. History through the lens of imperial connections. Krebs, Sylvia. “United States History with a China Connection.” World History Bulletin 6, no. 1 12/1989: 4-6. Excellent teaching ideas for placing U.S. History of the 19th and 20th centuries in the context of Chinese connections. Kubota, Ryuko. “Learning Diversity from World Englishes.” The Social Studies 92, no. 2 April 2001: 69-72. Diffusion and blending of English with other languages as teaching tools in world history. Laichas, Tom. “The Empire of Facts.” World History Connected 4, no. 2 February 2007: http://worldhistoryconnected.press.uiuc.edu. Overemphasis on factual data in world history. Landorf, Hillary and Martha Fernanda Pineda. “Learning History Through the Universal Declaration of Human Rights.” Social Education October 2007. Fine examples of applying the UDHR to 20th Century World History events. Laudan, Rachel. “Food in World History: Some Preliminary Proposals.” World History Bulletin 24, no. 1 Spring 2008: 4-8. Fine connection of food and world history themes.
Laver, Michael. “Skins in the Game: The Dutch East India Company, Deerskins, and the Japan Trade.” World History Bulletin 28, no.2 Fall 2012: 13- 16. VOC and 17th Century East Asian trade. Lawlor, Eric. “His Name Meant “Father Turk” and That He Was.” Smithsonian 3/1995:116-127. Westernization in post World War 1 Turkey. Lebling, Robert. “ America’s Zouaves.” Aramco World 68, no. 2 March/April 2017: 4-13. The polycentric narrative of the Zouave uniform. Lewis, Martin W.” Dividing The Ocean Sea.” The Geographical Review 89, no. 1 April 1999: 188-214. Excellent example of metageography. Lewis, Martin W. and Karen E. Wigen. “Geography in the Historical Imagination.” In The New World History by Ross E. Dunn, ed. Boston: Bedford/St. Martin’s, 2000: 350-356. Very strong on the influence of civilizations as a unit of analysis on one’s mental map of the world. Lewis, Martin W. and Karen E. Wigen.” A Maritime Response to The Crisis In Area Studies. The Geographical Review 89, no. 2 April 1999: 162-168. Limitations of an area studies approach to world history. Leeming, Ben. “Caral and the Re-Envisioning of the Ancient Americas in World History.” World History Bulletin 22, no.2 Fall 2006: 18-22. Argument to include an ancient site in Peru in the category of Ancient Civilizations in world history survey. Lentz, Mark. “The Mission That Wasn’t: Yucatan’s Jesuits. The Mayas, and El Peten- 1703-1767.” World History Connected 10, no. 3 Oct. 2013: http:worldhistoryconnected.press.illinois.edu. 18th Century c.e Jesuit focus on creole education rather than missionary work. Lilla, Mark. “The Politics of God.” New York Times Magazine August 19, 2007: 28-35, 50-55. Uniqueness of the secular state in 2007.
Lillich, Harriet. “Teaching Skills and Habits of Mind in World History.” The History Teacher 32, no. 2 2/1999: 293-296. The title of the article is self-explanatory. Lindenfeld, David. “Editor’s Introduction: a Working Typology of Cross-Cultural Religious Interaction.” World History Connected 12, no. 2 June 2015: http://worldhistoryconnected.press.uiuc.edu. Discussion of types of cross-regional religious conversion. _______________. “ The Concept of “World Religions” as Currently Used in Religious Studies Textbooks.” World History Bulletin 23, no. 1 Spring 2007: 6-7. Influence of Eurocentrism in the classification of “World Religions.” ___________________. “ Syncretism.” World History Connected 4, no. 1 11/06: http://worldhistoryconnected.press.uiuc.edu. Fine examples of syncretism in World History. Lintvedt, Ane. “Teaching Students to Interpret Documents.” Perspectives 42, no. 9 12/04: 23-25. Excellent, practical suggestions relative to the topic. Lippman, Judith Zinsser, “Nationality and History Education: A New Framework for World History.” The History Teacher 12, 12, no.111/78: 37-43. Helpful on relationships across time and place and influence of the past on the present. Litchfield. Larry. “Teaching About War in World History.” World History Bulletin 19, no. 2 Fall 2003: 24-27. Excellent examples of a thematic approach and a focus on relationships over time and place in world history. Liu, Xincheng, “The Global View of History in China.” Journal of World History 23, no.3 9/2012: 491-511. Chinese view of the field. Llosa, Mario Vargas. “The Paradoxes of Latin America.” The American Interest 3, no. 3 January-February 2008: 1-7.
Cultural synthesis in Latin American identity. Lockard, Craig A. “Asian Migrations and Diasporas since 1500.” World History Bulletin 28, no. 2 Fall 2012: 39-46. Overseas Chinese in world history context. ______________. “Global Historians and the Great Divergence.” World History Bulletin 17, no. 1 Fall 2000: 19-34. Fine summary of the debates concerning the causation of the Rise of the West. ________________. “Global History, Modernization, and the World-System Approach: A Critique.” In The New World History by Ross E. Dunn, ed. Boston: Bedford/St. Martin’s, 2000: 230-241. Ideological and non-ideological world history. ________________. “Integrating African History nto The World History Course: Some Transregional Patterns.” World History Bulletin 22, no. 1 Spring 2006: 10-17. Important aspects of the nexus of African and World History in many time periods. ______________. “Southeast Asia in World History.” World History Connected 5, no. 1 Oct. 2007: http://worldhistoryconnected.press.uiuc.edu. Excellent example of regional history placed in global context. _____________. “The Asian Resurgence in World History Perspective.” World History Connected 9,1 February 2012: http://worldhistoryconnected.press.uiuc.edu. Strong on Early Modern Chinese History. _____________. “The Contributions of Philip Curtin and the “Wisconsin School” to the Study and Promotion of Comparative World History.” Journal of Third World Studies 11, no. 1 1994: 180-82, 199-211, 219-223. Excellent focus on comparative World History. _____________> “The Rise of World History Scholarship.” In The New World History: A Field Guide for Teachers and Researchers by Ross E. Dunn, et al Oakland, California: University of California Press, 2016: 22- 39. The History of world history.
Longhurst, James. “World History on the World Wide Web: A Student Satisfaction Survey and a Blinding Flash of the Obvious.” The History Teacher 36, no. 3 May 2003: 343-356. Focus on readability issues of documents on a computer screen. Lopez, Maritere and Melissa Jordine. “A Practical Compromise to Teaching World History: Thematic Bridges, Standards, and Technology.” World History Connected 5, no. 3 June 2008: http://worldhistoryconnected.press.uiuc.edu. Designing a world history course with attention to state k-12 standards. Ludden, David. “Modern Inequality and Early Modernity:A Comment for the AHR on Articles by R. Bin Wong and Kenneth Pomeranz.” American Historical Review 4/2002: 470-480. Current globalization leading to new perspectives on the Rise of the West. Lyman, Richard. “Themes, Strings and Bundles.” NEH Institute Paper 5/2000: 1-30. Cross-regional themes as organizational tools in world history. Maclean, Kama. “Debates about the “Rise of the West”: An Exercise In Analysis.” Newsletter of the International Society for the Scholarship of Teaching and Learning in History 2, no. 1 Fall 2008: 1-7. Teaching ideas for creating classroom debates on the issue. Maika, Dennis J. “New York Was Always a Global City: The Impact of World Trade on Seventeenth-Century New Amsterdam.” OAH Magazine of History 18, no. 3 April 2004: 43-49. Local history in global context. Manning, Patrick. “Asia and Europe in the World Economy: Introduction.” American Historical Review 107 2002: 419-424. Sets the scene for a economic discussion of the Rise of the West as an internal or cross-regional phenomenon. ______________. “Mid-Holocene Migrations: Another View of the Rise of Civilization.” World History Connected 11, no.3 October 2014: http://worldhistoryconnected.press.illinois.edu. Revisionist view of Early Civilizations in world history.
___________________. “Migrations of Africans to the Americas: The Impact on Africans, Africa and the New World.” The History Teacher 26, May 1993: 279-96. Very strong on cultural diffusion from West Africa to the Americas. ___________________. “The Problem of Interactions in World History.” American Historical Review June 1996: 771-782. Necessity to expand the notion of interactions in world history beyond long distance trade. Manore, Jean L. “The Survey and the Map: Envisioning the Territorial Colonization of Aboriginal Lands in Canada.” World History Bulletin 30, no. 2 Fall 2014: 10-15. Maps as vehicles of imperialism. Marcus, Michael A. “Teaching Food in World History: The Chinese Example.” World History Bulletin 19,no. 2 Fall 2003: 28-31. Flora diffusion to and from Modern China with fine teaching ideas. _______________. “Worlds of Goods: Seeing the Globalized Past in Dutch Art of “The Golden Age”.” World History Connected 5, no. 3 June 2008: http://worldhistoryconnected.press.uiuc.edu. Non-European commodities in 17th Century Dutch paintings. Marak, Andrae, “The Attempted Eradication of Mexican Kickapoo Culture.” World History Bulletin 30, no. 2 Fall 2014: 26-29. Emphasizes cultural acculturation. Marriott, Brandon. “The Rebirth of Hope in a Time of Upheaval: An Analysis of Early-Modern Millennial Movements Across the Abrahamic Tradition.” World History Bulletin 23, no. 1 Spring 2007: Similarities in millennial movements in Early Modern World History. Martin, Dorothea A.L. “ East-West Stimulus and Response: The Cotton Fabric of the Modern World.” World History Bulletin 25, no. 1 Spring 2009: 6-8. Influence of Indian cotton on the Rise of the West.
Martin, Janet. “A Lesson on Yasukuni Shrine: Teaching Shintoism and History by Analogy.” World History Connected 4, no. 1 11/06: http://worldhistoryconnected.press.uiuc.edu. Japanese perspective on Yasukuni Shrine. May, Timothy. “The Chingis Exchange: The Mongol Empire and Global Impact on Warfare.” World History Connected 12, no. 1 2/15: http://worldhistoryconnected.press.uiuc.edu. Mongol influence on later military tactics ____________. “The Mongol Empire in World History.” World History Connected 5, no. 2 2/08: www.worldhistoryconnected.press.uiuc.edu. Strength is in details of cultural diffusion along Mongol Yam. Maxwell, Alexander. “Regionalism and the Critique of “Eurocentrism’: A Europeanist’s Perspective on Teaching Modern World History.” World History Connected 9, no.3 October 2012:http://www.worldhistoryconnected.press.uiuc.edu. Emphasis in a polycentric organization depends on the time period being taught. McGetchin, Doug. “From Ghadar (Revolt) to Home Rule: Arguments about Violence, Nonviolence, and Race in the Struggle to Liberate India during the First World War.” World History Bulletin 32, no. 1 Spring 2016: 18-23. Transnational political movements. McLeod, Marc. “From Chocolate to Coffee: A History of Tropical Commodities in the Americas.” World History Bulletin 28, no. 2 Fall 2012: 32-34. Fine bibliography. McDougall, Walter A. “Why Geography Matters.” American Education Spring 2001: 10-15. Excellent example of using geography to develop sophisticated thinking skills in world history. McInneshin, Michael. “Early Modern Empires and Arboreal Environments: A Comparative Micro-Reader on the Destruction, Consumption and Preservation of Forests.” World History Bulletin 29, no. 2 FLL 2013: 17-23. Integration of imperialism and deforestation.
McNeill. J.R. “Perils of Writing Global Environmental History.” World History Bulletin 29, no. 2 Fall 2013: 15- 17. Contrast between a generalist and specialist in terms of writing environmental world history. ____________. “The World According to Jared Diamond.” The History Teacher 34, no. 2 2/2001: 165-174. Legitimate pros and cons of Guns, Germs and Steel. _____________. “Yellow Jack and Geopolitics: Environment, Epidemics, and the Struggles for Empire in the American Tropics, 1650-1825.” OAH Magazine of History 18, no. 3 April 2004: 9-13. Integration of long distance trade, flora diffusion, imperialism and disease diffusion. McNeill, William H. “Beyond Western Civilization.” The History Teacher no. 10, 1977: 509-515. Makes the case for a general horld History survey course. _______________. “ Mythistory, or Truth, Myth, History, and Historians.” In Mythistory and Other Essays. Chicago: The University of Chicago Press, 1986. World history focuses on large scale patterns of human behavior. McVay, Pamela. “Family Law as Metaphor in Colonial Politics: a Helpful Tool in World Historical Analysis.” World History Bulletin 25, no. 1 Spring 2009: 18-21. Gender, modernization and westernization during the New Imperialism. Mears, John A. “Ethnicity, Empire, and the Rise of Nationalism in the Ottoman Controlled Balkans, 1804-1833.” World History Bulletin 23, no. 2 Fall 2007: 16-17. Serbian and Greek self determination vs. the Ottomans. Megill, Allan. “Grand Narrative and the Discipline of History.” In A New Philosophy of History by Frank Ankers and Hans Kellner Chicago: University of Chicago Press, 1995. Challenge to the notion of meta-narratives in History. Miller, Peter N. “The Big Picture.” The New Republic 7/30/08.
Emphasis on human agency in World History. Mirkovic, Alexander. “Imperial History in Pictures: Goetze Murals in the United Kingdom’s Foreign Office.” World History Connected 11, no. 1 February 2014: http://worldhistoryconnected.press.illinois.edu. Post World War 1 British world view through paintings. Moloughney, Brian. “S.A.M Adshead on China, World Institutions and World History.” Journal of World History 27, no. 4 12/2016: 595-617. World institutions as a synonym for cross-regional processes. Moore, Diane L. “ Overcoming Religious Illiteracy: A Cultural Studies Approach.” World History Connected 4, no. 1 November 2006: www.worldhistoryconnected.press.uiuc.edu Teaching religion through a focus on the Holocaust. Moreno, e. Mark. “ Currents of Transatlantic Warfare: The European Revolutions and Martial Culture in Mexico, 1848-1867.” World History Connected 12, no. 1 2/15: www.worldhistoryconnected.press.uiuc.edu 19 the Century European Revolutions’ influence in Mexico. Morillo, Stephen. “Organizing World History.” World History Connected vol. 15, no. 1 February 2018: http:worldhistoryconnected.press.uiuc.edu. Identify the metanarrative of your course as you teach the survey. Morrison, Dane A. “Teaching the Old China Trade: A “Glocal” Approach in Early American Travelogues.” World History Connected 10, no.2 February 2013: http:worldhistoryconnected.press.uiuc.edu. Effective use of primary documents to address topics. Mortensen, Joan E. “The Case for Commodore Perry in the Classroom.” World History Connected 4, no. 2 February 2007: www.worldhistoryconnected.press.uiuc.edu. Interesting data on Perry and ideas for teaching about his voyage in World History. Moulton, Janice K. “Workshop On Teaching World History Through World Music.” World History Bulletin 12, no. 1 Spring 1996: 1-4. Use of world music to develop world history themes.
Mounkhall. Thomas. “Architecture and World History Themes, Concepts and Pedagogy.” World History Connected 11, no. 1 February 2014: http://worldhistoryconnected.press.illinois.edu. Using architecture to teach World History. _________________. “ Critical Thinking in the World History Classroom.” World History Bulletin 17, no.2 2001: 1-iii. Identification of important cognitive skills in world history and methods for developing them in the world history classroom. ___________________. “ From Ancient Hindu Philosophy to the Human Genome Project: Professional Reading for the Busy World History Teacher.” World History Connected7, no.2 June 2010: http://worldhistoryconnected.press.uiuc.edu. Professional reading suggestions for world history teachers. __________________.” From Architecture to Yams: Professional Reading for the Busy World History Teacher.” World History Connected 7, no.1 February 2010: http://worldhistoryconnected.press.uiuc.edu. Professional reading suggestions for world history teachers. _________________.” Introduction to the Forum on Architecture and World History.” World History Connected 11, no.1 2014: http://worldhistoryconnected.press.illinois.edu. Editorial introduction to an entire forum on the topic. ________________. “Reading Vermeer’s Hat: A Professional Reading Model for Novice World Historians.” World History Connected 14, 3 2017: http://worldhistoryconnected.press.edu. A thematic approach to professional reading. _________________.” Santo Domingo Church and Convento, Oaxaca, Mexico: Architecture as a Window into Early Modern World History.” World History Connected 11, no.1 February 2014: http://worldhistoryconnected.press.illinois.edu. Dominican church and convent complex in Early Modern World History context. ____________________. “Teaching Global Studies Through Architecture.” Social Science Record Fall 1994: 37-40. Use of architecture to develop themes and skills in the world history classroom.
___________________. “Understanding World History: Some Frequently Asked Questions.” Teaching World History in the Twenty-First Century- Heidi Roupp,ed. Armonk, New York: M.E. Sharpe, 2010; p.44-48. Core conceptual understanding of the field for teachers ___________________. “Using Art to Develop Thinking Skills in the World History Classroom.” World History Connected 9, no. 2 June 2012: http://worldhistoryconnected.press.uiuc.edu. Title is the essence of the article. _____________________. “World History Terminology: a Key to Learning and Teaching in the Field.” World History Connected 8, no.3 October 2011: http://www.worldhistoryconnected.press.uiuc.edu. The importance of the thematic terminology of horld History to the learning of the discipline. Mundy, Barbara E. and Dana Leibsohn. “History from Things; Indigenous Objects and Colonial Latin America.” World History Connected 9,no.2 June 2012: http://www.worldhistoryconnected.press.uiuc.edu. Use of objects to teach Early Modern World History. Murnane, John. “From Straight Lines to Complex Networks: A 21st Century Paradigm for Teaching History.” World History Connected 9, no.3 October 2012: http://www.worldhistoryconnected.press.uiuc.edu. Challenge to conventional periodization. Murray, Sean. “Pianos, Ivory, and Empire.” American Music Review 38, no. 2 Spring 2009: 1-14. Pianos, ivory, slave trade and the New Imperialism. Musselman, Elizabeth Green.” Teaching Science and Technology in World History: Notes from the Field.” World History Bulletin 24, no. 5 Fall 2008: 16-18. Relationship of a polycentric Scientific Revolution and the Rise of the West. Nagel, Jurgen. “Formal or Informal? Private Trade in Maritime Asian Towns under the Dutch Rule of the Dutch East India Company, 17th and 18th Centuries.” World History Bulletin 19, no. 1 Spring 2003: 17-22.
Indigenous long distance trade in Dutch controlled East Indies. Neill, Deborah. “Commerce, Cookbooks and Colonialism: Cross-Cultural Cuisine in the Age of Empire.” World History Bulletin 24, no. 1 Spring 2008: 10-13. Cookbooks as teaching vehicles about the New Imperialism. Neumann, David.” Teachers as Mediators of Conceptual Complexity in World History.” World History Connected 9, no.3 October 2012:http://www.worldhistoryconnected.press.uiuc.edu. Use of visual organizers to teach complex concepts in world History. ______________. “Training Teachers to Think Historically: Applying Recent Research to Professional Development.” The History Teacher 45, no. 3 May 2012: 383-403. Helpful on addressing the development of sophisticated thinking skills in the world history classroom. Neusner, Jacob. “It is Time to Stop Apologizing for Western Civilization and to Start Analyzing Why It Defines World Culture.” Chronicle of Higher Education 15, February 1989: B1-B2. Western Civilization as the organizing principle for world history. Newmark, Mark. “Teaching What We do Not Know: Using The Internet To Create Truly Non-Western Learning Experiences.” World History Bulletin 17, no. 1 Fall 2000: xi-xii. Use of the internet to address lack of knowledge base and Eurocentric approach. Noddings, Nel. “Global Citizenship: Promises and Problems.” In Educating Citizens for Global Awareness by Nel Noddings New York: Teachers College Press, 2005: 1-21. Advocacy for the development of liberal values in our youth. Northrup, David. “Exploring Africa: Suggestions for Using Travel Literature.” World History Connected 10, no.1 February 2013: http:worldhistoryconnecteds.press.illinois.edu. Suggestions of African travel documents for teaching purposes. ______________. “How English Became the Global Language: Perspectives from South Asia and Africa.” World History Bulletin 23, no. 2 Fall 2007: 25-26.
Fine example of compare/contrast thinking in world history. _________________. “Imagining Africa in World History: Perspectives and Problems.” World History Bulletin 22, no. 1 Spring 2006: 17-19. Focus on African societies that do not fit category of “great civilizations”. ________________. “When Does History Begin? (And Why Should We Care?).” History Compass 1 ( 2003). Discussion of pre-writing human experience and world history periodization. Norton, Marcy. “Conquests of Chocolate.” OAH Magazine of History 18, no. 3 April 2004: 14-17. Flora diffusion from the Americas to Western Europe. O’Leary, Kelly E. “Culinary Interchange in 16th Century Peru: a Multi-Ethnic Exercise in Building a Cuisine.” World History Bulletin 24, no. 1 Spring 2008: 16-17. Peruvian food as cultural synthesis. Osborne, Thomas J. “Implementing the La Pietra Report: Internationalizing Three Topics in the United States History Survey Course.” The History Teacher 36, no. 2 2/2003: 163-175. American Revolution, Transcendentalism, 19th Century Imperialism and Annexation of Hawaii in world history context. Oyeranmi, Olusoji Samuel. “Teaching History and National Development in the Third World: The Nigerian Experience.” World History Connected 5, no. 1 October 2007: http://worldhistoryconnected.press.uiuc.edu. Use of history to develop national identity. Ozer, Serap and Gokce Ergun. “Social Representation of Events in World History: Conceptual Consensus or Western Discourse? How Turkish Students View Events in World History.” International Journal of Psychology iFirst 2012:1-9. Multiple perspectives on the importance of world history events. Palen, Marc-William. “Is Global History Suitable for Undergraduates?”http://networks.h-net.org/node/5293/blog/h-empire/26207- 5/12/14. Support for a thematic approach to the world history narrative.
Parker-Lawrence, Natalie. “The History of Sharing and Not Sharing Comfort Food.” World History Bulletin 24, no. 1 Spring 2008: 8-10. Relationship of food and Modern Atlantic History. Pasztor, Suzanne B. “Terra Incognita: Latin America in World History.” World History Bulletin 22, no. 2 Fall 2006: 27-2-9. Very strong on cultural synthesis in Latin American History. Patterson, Tiffany Ruby and Robin D.G. Kelley. “Unfinished Migrations: Reflections on the African Diaspora and the Making of the Modern World.” African Studies Review 43, no. 1 April 2000:11-45. African diaspora in transnational contexts. Patton, Craig D. “From Depp to Breadth: Teaching World History with Pirates of the Caribbean.” World History Connected 9,1 February 2012: http://worldhistoryconnected.press.uiuc.edu Very strong on the relationship of physical geography and Early Modern piracy. Pearson, Michael N. “Littoral Society: The Concept and the Problems.” Journal of World History 17, no. 4 December 2006: 353-373. The ocean littoral as a unit of study in world history. Pegler-Gordon, Anna. “Seeing Images in History.” Perspectives 44, no. 2 February 2006: 28-31. Excellent on placing visuals in historical context. Perdue, Peter c. “Eurasia in World History: Reflections on Time and Space.” World History Connected 5, no. 2 2/08: http://worldhistoryconnected.press.uiuc.edu. Very strong on moving world history periodization away from a Eurocentric focus. Peterson, Andrew. What Really Made the World Go Around? Indio Contributions to the Acapulco-Manila Galleon Trade.” World History Bulletin 28, no. 2 Fall 2012: 58-67. Focus on Filipino agency in the Manila Galleon trade. Pike, Ellen Leader.” Bring the World History Standards into the Classroom.” Social Science Record Fall 1998: 32-35. Addresses the issue of unprepared world history teachers.
Pinker, Steven. “A History of Violence.” The New Republic March 19, 2007: 18-21. Westernization leading to much decreased violence in the 20th Century. Pomeranz, Kenneth. “Political Economy and Ecology on the Eve of Industrialization: Europe, China and the Global Conjuncture.” American Historical Review 4/2002: 425-446. Rise of the West as a function of cross-regional factors. ________________. “Teleology, Discontinuty and World History: Periodization and Some Creation Myths of Modernity.” Asian Review of World Histories 1-2 July 2013: 189-226. Is Western periodization teleological? Presbey, Gail M. “ Gandhi, Dube and Abdurahman: Collaboration across Boundaries in Colonial South Africa.” World History Bulletin 32, no. 1 Spring 2016: 5-11. Booker T. Washington’s influence on Mohandas Gandhi. Purinton, Malcolm. “Structuring “The World Since 1945”: Chronology, Region or Theme?” World History Connected 11, no. 2 June 2014: http://worldhistoryconnected.press.illinois.edu. Excellent focus on organization of a world history survey course. Raat, W. “Innovative Ways to Look at New World Historical Geography.” The History Teacher 37, no. 3 5/2004: 281-306. Metageography applied to maps of the Americas. Racel, Masako. “Motivations for the “Westernization” of Meiji Japan: A sin of Omission in the World History Survey Textbooks.” World History Bulletin 25, no. 1 Spring 2009: 8-11. Meiji Restoration as an example of cultural synthesis. Ragsdale, Hugh. “The World Revolution of Westernization.” World History Bulletin 6, no. 1 12/1989:11-12. Focus on cultural imperialism in world history.
Rausch, Franklin D. “The Jesuits in Korea: Influence without Presence.” World History Connected 10, no. 3 Oct. 2013: http:worldhistoryconnected.press.illinois.edu. Jesuit influence in Early Modern Korea by way of texts from China. Reeves, Caroline. “How the Chili Pepper Got to China.” World History Bulletin 24, no. 1 Spring 2008: 18-19. Very strong on local agency in flora diffusion. Reich, Gabriel A. “Achievement in History: Some Issues in Assessment.” Newsletter of the International Society for the Scholarship of Teaching and Learning in History.” 2, no. 1 Fall 2008: 7-9. Negative aspects of multiple choice assessments in History. Reich, Justin. “Conflict and Identity: Using Contemporary Questions to Inspire the Study of the Past.” World History Connected 4, no. 2 June 2007: http://worldhistoryconnected.press.uiuc.edu. Teaching ideas for developing an historical perspective on the present. Restall, Matthew. “ Cook’s Passage: An English Spy in the Yucatan.” World History Connected 10, no.1 February 2013: worldhistoryconnected.press.illinois.edu. First hand English account of Yucatan region. Reynolds. Jonathan T. “A Heapin’ Helpin” of World History.” World History Connected 12, no. 3 10/15: worldhistoryconnected.press.uiuc.edu. History of world food history. _________________. “Motion as an Organizing Principle in World History.” World History Connected 15, no. 1 February 2018: worldhistoryconnected.press.uiuc.edu. Cross-regional movement as a means to organize world history. Rhett, Maryanne.”The Graphic Novel and the World History Classroom.” World History Connected 4, no. 2 Feb. 2007: http://worldhistoryconnected.press.uiuc.edu. Graphic novel addressing multiple learning styles. Richards, John F. “Early Modern India and World History.” Journal of World History, 8 1997: 197-209. Excellent on macro-changes in Early Modern World History.
Riley, Philip F. “The Catholic Church and Human Rights: Enemies or Allies?” World History Bulletin 23, no. 1 Spring 2007: 31-32. Influence of the UDHR on Vatican 2, Liberation Theology and Pope John Paul 2nd. _______________. “Two Approaches To Islamic Societies In The World History Course.” World History Bulletin 14, no. 2 Fall 1998: 1-3. Use of film and a novel to teach modern Algerian History. Rodell, Paul A. “Southeast Asia in World History.” World History Journal 25, no. 1 Spring 2009: 14-18. Excellent example of Area Studies in world history context. Rokjer, Thomas. “Teaching World History That Is Changing … All The Time.” World History Bulletin 17, no. 1 Spring 2001: 4-6. Focus on changing nature of scholarship behind world history data. Romaniello, Matthew. “Russia Encounters Islam: Merchant Narrative and the Early Modern Global Economy.” World History Connected 10, no.1 February 2013: http:worldhistoryconnected.press.illinois.edu. Early Modern Russian long distance trade in Central Asia, Mughal India. Ross Wiecko, Cynthia. “Jesuit Missionaries as Agents of Empire: The Spanish-Chamorro War and Ecological Effects of Conversion on Guam, 1668-1769.” World History Connected 10, no.3 October 2013: http://worldhistoryconnected.press.illinois.edu. Jesuits as agents of imperialism and flora diffusion. Ruediger, Dylan. “Colonial North America and World Histories of Power,” World History Bulletin 28, Fall 2012: 35-38. Strong on indigenous agency. ______________. “The Twin Swords of the Sovereign: Cross-Cultural Killings in Seventeenth- Century English America.” World History Bulletin 29, no. 1 Spring 2013: 12-16. Multiple perspectives on laws re: killing in New England and Virginia colonies.
Sanders, James E. “Atlantic Republicanism in Nineteenth Century Colombia.” Journal of World History 20, no. 1 March 2009: 131-150. Influence of the French Revolution in South America. Sarna, Jonathan D. “A Long Voyage: The First Jewish Settlement In North America.” Humanities March/April 2007: 37-39. Sephardic Jews from Post 1492 Iberia to Amsterdam to Recife, Brazil to New Amsterdam. Sahin, Emrah. “Thinking Religion Globally, Acting Missionary Locally: Last Century’s American Missionary Experience in the Near East.” World History Bulletin 23, no.1 Spring 2007: 33-36. Influence of American missionary work on gender roles in late 19th Century Turkey. Salvadore, Matteo. “Gaining the Heart of Prester John: Loyola’s Blueprint for Ethiopia in Three Key Documents.” World History Connected 10, no.3 October 2013: http://worldhistoryconnected.press.illinois.edu. Multiple perspectives re: 16th Century Jesuit missionary work. Sater, William F. “Joining the Mainstream: Integrating Latin America into the Teaching of World History.” In The New World History by Ross e. Dunn, ed. Boston: Bedford/St. Martin’s, 2000: 301-309. Fine example of comparative World History. Sayegh, Sharlene. “The Logical Fallacies of Nationalism: Critical Thinking in the World History Classroom.” World History Bulletin 24, no. 2 Fall 2008: 31-33. Teaching ideas about modern nationalism with fine bibliography. Sayre Alexander, Kimberly. “Rebecca Kinsman and the Architecture of Macao, 1843-1847.” World History Connected 11, no. 1 February 2014: http://worldhistoryconnected.press.illinois.edu. New England woman’s views on Macao’s architecture in the 1840’s. Schlimgen, Veta.” U.S. Overseas Territories and the Legacy of Empire.” World History Bulletin 29,no.1 Spring 2013: 39-43. Interesting contrast between the Louisiana Territory and the Philippines re: statehood.
Schreiber, Roy E. “Some Food for Historical Thought.” Teaching History 24, no. 2 Fall 1999: 78-83. Excellent examples of using food to teach world history. Schrier, Arnold. “The Eunuch and the Giraffe.” World History Bulletin 23, no. 2 Fall 2007: 8-12. Fine detail on the Zheng He voyages. Schwartz, Donald. “Using History Departments to Train Secondary Social Studies Teachers: A Challenge for the Profession in the 21st Century.” The History Teacher 34, no. 1 11/2000: 35-39. History courses should also contain a focus on the teaching of the data. Schwartz, Saundra. “Comparative Classroom Approaches to the Classical Past.” World History Connected 6, no. 1 March 2009: http://www.worldhistoryconnected.press.uiuc.edu. Creative teaching ideas concerning comparative history and Classical World History. Sears, Stuart D. “Reinventing the Survey: Pedagogical Strategies for Engagement.” Perspectives February 2005: 21-25. Ideas for inclusion of Middle East History in world history course. Seaton, S.Lee. “The Hawaiian “kapu” Abolition of 1819.” American Ethnologist 1, no. 1 2/1974: 193-206. Internal and transnational causation of the abolition of the Hawaiian kapu system in 1819. Sedgwick, Mark. “Sufism As An Alternative Way To Access The History Of The Muslim World.” World History Bulletin 14, no. 2 Fall 1998: 4-10. Use of Sufism to understand Islam in general. Sen, Amartya. “Democracy and Its Global Roots.” The New Republic 10/6/03: 28-35. Non-Western examples of democracy in world history. __________. “The Power Of A Declaration.” The New Republic February 4, 2009: 30- 32.
Global impact of the UDHR since 1948. Sethia, Tara. “Teaching India in a World History Survey.” In The New World History by Ross E. Dunn, ed. Boston: Bedford/St. Martin’s, 2000:320-328. Fine examples of world history themes. Shaffer, Lynda. “Southernization.” Journal of World History 5, no. 1 1994: 1-21. Seminal article challenging Eurocentrism in world history and focusing on the influence of Ancient India on Medieval China, Islam and the Rise of the West. Shaffer, Robert. “Silk Production as Women’s Work in the World History Classroom: Pearl S. Buck’s The Living Reed.” World History Bulletin 24, no. 2 Fall 2008: 9-14. Fine example of using novels to teach world history. Shedd, John. “Why and How Should History Departments Train Secondary Social Studies Teachers ?” The History Teacher 34, no.1 11/2000:29-33. Importance of knowledge base in History for Social Studies teachers. Sidney, Deana. “At Home With Harisa.” Aramco World July/August 2016:32-33. New World Chiles in Early Modern North Africa. ____________. “Chiles Global Warming.” Saudi Aramco World March/April 2014: 3-11. Cultural diffusion in cuisines. Sinitiere, Philip Luke. “Of Borders and Boundaries: World History, World Christianity, and the Pedagogy of Religion.” World History Bulletin 23, no. 1 Spring 2007: 7-14. Synthesis of Christianity and indigenous religions in Non European areas as a unit of analysis for world history. Slack Jr., Edward R. “The Chinos in New Spain: A Corrective Lens for a Distorted Image.” Journal of World History 20, no. 1 March 2009: 35-67. Migration and forced migration of Filipinos, East Asians and Southeast Asians To New Spain on the Manila Galleons.
Smith, David R. “Teaching The “Doing World History” Method In The World History Survey” A Jump Start Manual For World History Teachers- Heidi Roupp, ed., Publication of the 8th Annual Conference of the World History Association, University of Victoria, July 1999. Excellent for understanding world history. Smith, Matthew. “Baffled by the Doldrums ? Teaching the Atlantic in World History.” World History Connected 5, no. 3 June 2008: http://worldhistoryconnected.press.uiuc.edu. Atlantic History as World History. Soluri, John. “Money From Trees: Mining, Energy and Environmental Changes in the Spanish Empire.” World History Bulletin 29, no. 2 Fall 2013: 23-27. Relationship of silver mining and deforestation in Mexico and Bolivia. Sommers, Jeffrey. “Historical Arabesques: Patterns of History.” World History Connected 5, no.3 June 2008: http://worldhistoryconnected.press.uiuc.edu. History of the field with an emphasis on the influence of world history on the present. Spar, Ira. “Imperial Attire and National Identity in Ancient Assyria, Qajar Iran and Qing China.” World History Connected 9, no. 2 6/2012: http://worldhistoryconnected.press.uiuc.edu. Clothing as symbolic political message. Spence, Jonathan. “The Whole World in Their Hands.” The New York Review of Books 10/2003: 35-37. Human web as a metaphor for cross-regional connections in world history. Stavrianos, L.F. “The Teaching of World History.” Journal of Modern History 31, 6/ 1959: 110-116. Necessity for world history to focus on cross- regional processes as important units of analysis rather than an overloaded data focus. Stearns, Peter. “American Students and Global Issues.” World History Connected 4, no. 2 February 2007: www.worldhistoryconnected.press.uiuc.edu. Use of world history to understand present foreign
policy of United States. ______________.” Cleo contra Cassandra.” The History Teacher 11, no. 1 November 1977: 7-28. 1977 advocacy of challenging history canons of periodization, metageography. ______________. “Periodization in World History Teaching: Identifying the Big Changes.” The History Teacher 20, no. 4 8/87: 561-579. Especially strong on the rationale for a Post Classic rather than Medieval time period. _______________. “Rethinking the Long 19th Century in World History: Assessments and Alternatives.” World History Connected 9, no.3 October 2012: http://www.worldhistoryconnected.press.uiuc.edu. Challenge to long 19th century periodization. __________________. “The Thematic and Comparative Structure of the New Course.” The History Teacher 32, no. 2 2/1999:277-281. Excellent summary of the important aspects of world history for study and teaching. _______________. “Treating Globalization in History Surveys.” The History Teacher 36, no.2 2/2003: 153-160. Challenges to conventional units of analysis and periodization in world history as a result of globalization. ________________. “Wanted: Ideas for World History Presentations.” World History Bulletin 5, no.2 Summer 1988: 12-13. Different approaches to organizing the field of world history. Storch, Tanya. “Phases of Missionization Around the Pacific Ocean, 1500-1900.” World History Bulletin 24, no. 1 Spring 2008: 29-35. Missionary work as a cross-regional process. Streets-Salter, Heather. The Local Was Global: The Singapore Mutiny of 1915.” Journal of World History 24, no. 3 September 2013: 539-576. Pacific transnational connections during World War 1.
Swansinger, Jacqueline. “Plow for Islam: Central Asia and Sufi Culture.” World History Connected 12, no. 2 6/15: worldhistoryconnected.press.illinois.edu. Influence of Sufis on the diffusion of Islam in Post-Classic World History. Swidler, Eva-Maria. “Ignorance Is Bliss: Why Unlearning History is So Hard, and So Important.” World History Connected 11, no. 2 June 2014: http://worldhistoryconnected.press.illinois.edu. World history as thinking skills over facts. Swinton, William O. “Outlines of General History.” In The New World History by Ross E. Dunn, ed. Boston: Bedford/St. Martin’s, 2000: 16-17. An example of Eurocentric ethnocentrism from 1874. Switaj, Kevin and P.M. Guerty. “Tea, Porcelain, and Sugar in the British Atlantic World.” OAH Magazine of History 18, no. 1 April 2004:56-59. Long distance trade, forced migration and flora diffusion influencing British tea customs. Szostak, Rick. “Innocuous Organizing Devices for World History.” World History Connected vol. 15, no. 1 2/18: http://worldhisoryconnected.pres.uiuc.edu. Use of student made visuals to learn world history. Tae-Jin, Ji. “Neo-Catastrophism and a New Global Interpretation of History.” Asian Review of World Histories 1, no. 1 1/13: 85-116. Asteroids hitting earth and the decline of ancient empires. Tallon, Jamers N. “The Transformational War: A New Understanding of the Ottoman Empire’s Long World War 1.” World History Connected 12, no. 1 2/15: http://worldhistoryconnected.press.uiuc.edu. World War One through Ottoman eyes. Tarver, H. Michael. “Reflections on the Importance of Teaching the Spanish Borderlands in the United States History Class.” World History Bulletin 22, no. 2 Fall 2006: 34-35. Excellent example of borderlands as a unit of analysis in world history. Taylor, Tom. “ Introduction to the Forum on Jesuits in World History: Scholarly Approaches and Class Resources.” World History Connected 10, no. 3 October 2013: Http://worldhistoryconnected.press.illinois.edu.
Excellent sources on the Early Modern Jesuits in world history. Tishken, Joel E. “Lies Teachers Teach about World Religious History.” World History Bulletin 23, no. 1 Spring 2007:14-18. Influence of Eurocentrism on World Religious History. Trotter, Joe William. “The Great Migration.” OAH Magazine of History , 10/2002: 31`-33. Influence of World War 1 on the Great Migration of African Americans from the rural South to urban North. Tschanz, David W. “The Islamic Roots of the Modern Hospital.” Aramco World 68, no. 2 March/April 2017: 22-27. Influence of Abbasid hospitals on the modern hospital. ________________. “The Islamic Roots of Modern Pharmacy.” Aramco World 67, no. 3 May/June 2016: 18-23. Medieval Islamic pharmacists building on Indo-Greek medicine. Tuten, Eric Engel. “A Thematic Approach to Placing The Middle East in a World Historical Context.” World History Bulletin 17, no. 1 Spring 2001: 7-8. Themes as organizers for a world history course. Uekotter, Frank. “Matter Matters: Toward a more” Substantial” Global History.” World History Bulletin 29, no.2 Fall 2013: 6-8. Natural resources as players in world history. Van Valen, Gary. “The Caribbean as Crossroads of World History.” World History Bulletin 22, no. 2 Fall 2006: 30-33. A body of water and the cross-regional contacts it afforded as units of analysis in world history. Verde, Thomas. “Pasta’s Wending Way West.” Saudi Aramco World January/February 2013: 15-23. Islamic origins of Italian pasta. ____________. “The Point of the Arch.” Saudi Aramco World June 2012.
Origin of the pointed arch in Middle East/Central Asia. Vermote, Frederik. “Passage Denied! Dangers and Limitations of Jesuit Travel Throughout Eurasia During the Seventeenth and Eighteenth Centuries.” World History Connected: 10, no.3 October 2013: http://worldhistoryconnected.press.illinois.edu. Local, personal history as a counterpoint to metanarratives. Vess, Deborah. “The Mudfish And The European: An African Record Of The Age Of Discovery.” Teaching History 22, no. 2 Fall 1997: 80-90. Strong on West African agency in response to Portuguese contact in Early Modern World History. Vink, Marcus. “Indian Ocean Studies and the New Thalassocracy.” Journal of Global History 2, 2007: 41-62. Indian Ocean as a unit of analysis in world history. _____________. “New” Or “High” Imperialism, 1870-1914: Process and Patterns.” Paper Delivered at WHA Conference Boston 2000. New imperialism through local class, gender and race. Voll, John Obert. “Islam as a Special World System.” Journal of World History 5, no. 2 1994: 213-226. Late Medieval Islamic world as a large area of similar cultural discourse. ______________. “Southernization as a Construct in Post-Civilizational Analysis.” In The New World History: A Teacher’s Companion by Ross E. Dunn ed. Boston: Bedford/St. Martin’s, 2000: 191-196. Interacting elements over bordered civilizations as a unit of analysis for world history. Von Laue, Theodore H. “A Declaration of Interdependence: World History for the Twenty-First Century.” Perspectives April 1993: 5-8. Number one goal for world history is to put the connected world of the 21st Century in historical context.
Von Laue, Theodore H. “A World History For The Future.”World History Bulletin 11, no. 1 Summer 1994: 5-12. Discussion of core world history Understandings. ___________________. “Heretical Ruminations About World History.” World History Bulletin 10, #1 Summer 1993: 15-18. World history leading to a more peaceful world. ___________________. “Historians at the End of the Twentieth Century: Ornamental Mandarins or Responsible Global Citizens.” World History Bulletin 11, no.1 Summer 1984: 1-6. World history leading to a more peaceful world. Waldman, Marilyn Robinson. “The Meandering Mainstream: Reimagining World History.” Inaugural Address, College of Humanities, Ohio State University, March 1988: 87-97. Very strong on polycentrism over Eurocentrism and the need to stress connections among societies. Wallace, Mark. “Integrating United States and World History in the High School Curriculum: The Trials and Tribulations of a Good Idea.” The History Teacher 33, no. 4 8/20000: 483-494. Excellent model of integrating U.S. and World History. Wallersten, Immanuel. “World-Systems Analysis: Five Questions in Search of a New Consensus.” In The New World History by Ross E. Dunn, ed. Boston: Bedford/St. Martin’s, 2000: 241-245. Excellent questions directed at the fundamentals of world history. Ward, Tony. “Property Rights and Aboriginal Economies: A Comparison of Development in New Zealand and the Canadian Prairies.” World History Bulletin i30, no. 2 Fall 2014: 6-9. Focus on biological diffusion. Warner, Rick. “Consider Panama.” World History Bulletin 22, no. 2 Fall 2006: 13-14. Use of a city as the nexus of Early Modern cross- regional and local dynamics. ___________. “In Search of Indigenous History on the Mission Frontier: A New Look at a Jesuit Perspective.” World History Bulletin 30, no. 2 Fall 2014: 22.25. Very strong on local-global relationships.
_______________. “Student Teacher Preparation: World History Textbook Historiography Assignment.” World History Bulletin 21, no. 2 Fall 2005: 28-29. Excellent on important aspects of the world history field. Washington, Marnie-Hughes.”World History.” In The New World History by Ross E. Dunn et al ed. Oakland, California: University of California Press, 2016: 39-48. A female gendered world history periodization system. Wasserstrom, Jeffrey N. “Eurocentrism and Its Discontents.” Perspectives January 2001: 22-27. Complementary relationship of World History and European History. ___________________. “Teaching “Globalization” Against the Grain.” Perspectives 4, no. 6 September 2002: 21-24. Strong on developing an historical perspective on globalization. Wasyliw, Zenon V. “Revolution as a Theme in Teaching a Twentieth Century World History Course.” World History Connected 4, no. 2 February 2007: http://worldhistoryconnected.press.uiuc.edu. Comparative revolutions in the 20th Century. Watkins, Daniel J. “Religion and Trade Through Jesuit Eyes: Bringing Early Modern Central Asia into the World History Classroom.” World History Connected 10, no.3 October 2013: http//worldhistoryconnected.press.illinois.edu. Very strong on metageography. Watt, Carey. “A World of History in Your Cup: Teaching Coffee as Global Commodity c.1400-2000.” World History Bulletin 28, no.1 Fall 2012: 16-19. Fine examples of Modern World History processes. Waugh, Daniel c. “Travel and Travelers in Medieval Russia.” World History Connected 10, no.1 February 2013: http:worldhistoryconnected. press.illinois.edu. Fine examples of world history themes for teaching purposes.
Webb, Clara. “Beyond Memorization: Rethinking Maps in the History Classroom.” World History Connected 10, no.1 February 2013: http:worldhistoryconnected.press.illinois.edu. Student annotation of maps. Weber, Michael C. “Teaching Religion in the World History Class.” World History Connected 4, no. 1 11/06: http://worldhistoryconnected.press.uiuc.edu. Use of biography to teach about religions in world history. Weiner, Richard. “Latin America in World History.” World History Bulletin 22, no. 2 Fall 2006: 6-8. Decentering Western Europe and centering cross- regional connections in world history. Weller, Brant. “The European Discovery of External Cultures and Their Effect on European Expansion.” World History Bulletin 24, no. 1 Spring 2008: 38-40. Medieval contact with non Europeans leading to the Rise of the West. Weller, R. Charles. “Central Eurasia in World History: An Annotated Resource Guide.” World History Bulletin 25, no. 1 Spring 2009: 24-27. Exactly what the title states. Welter, Mark M. “Horizontal History ( Or--- Toward a De-Nationalized Curriculum).” World History Bulletin 5, no. 2 Summer 1988: 17-21. Use of a global timeline of contemporary events. _________________. “Temporal-Centrism Recapitulates Ethnocentrism: The Case for an Enhanced Time Perspective.” World History Bulletin 18, no.2 Fall 2002: 20-25. Plea for world history over national history for a more peaceful world. _________________. “Why Study World History-And Ideas On How To Teach It.” World History Bulletin 7, no. 2 Summer 1990: 1-7. Very strong on the use of thinking skills to plan and teach a world history course. Wendelken, Rebecca Woodward. “That’s So Weird: Introducing Asian Music Into World History.” World History Bulletin 21, no. 2 Fall 2005: 10-12.
Relationship of music and the culture that produced it plus teaching ideas. Westhoff, Laura M “Seeing Through the Eyes of a History Teacher.” The History Teacher 45, no.4 August 2012: 533-548. Content selection for a history course and meta-narratives. Whalen, Brett Edward. “From Adam to the Apocalypse: Post-Classical Christianity and the Patterns of World History.” World History Bulletin 23, no. 1 Spring 2007: 21-26. Addresses horld History periodization by the Early Christian Church Fathers. Wilingham, Daniel T. “Students Remember … What They Think About.” American Educator Summer 2003: 37-41. Detailed discussion of constructed learning theory in classroom application. _________________. “The Privileged Status of Story.” American Educator Summer 2004: 43-53. Use of narrative structure to teach history. Willis, Alan Scott. “Our Preaching Has Caught up With Us.” World History Bulletin 23, No. 1 Spring 2007: 36-39. Influence of Baptist missionary work in Africa on the integration of Southern Baptist institutions in the Jim Crow South. Wineburg, Sam, et al. “Common Belief and the Cultural Curriculum: An Intergenerational Study of Historical Consciousness.” American Educational Research Journal 44, no. 1 March 2007: 40-76. Influence of mass media on historical consciousness of young people. Wolf, Ken. “Teaching History The Old-Fashioned Way.” World History Bulletin 12, no. 1 Spring 1996: 20-23. Ideas for keeping human dimension in world history. Wolf, Laurence G. “Letter to the Editor.” World History Bulletin 19, no. 1 Spring 2003: 14.
Very strong on the influence of physical geography on world history. Wong, Laura Elizabeth. “Relocating East and West: UNESCO’s Major Project on the Mutual Appreciation of Eastern and Western Cultural Values.” Journal of World History 19, no. 3 September 2008: 349-374. UNESCO’s attempt to bring mutual understanding of East Asian and Western values during the Cold War of the 1950’s. Worth, Robert F. “Al-Qaeda’s Inner Circle.” The New York Review of Books October 2006: 12-16. Internal and transnational causation of Islamic fundamentalism and Islamic terrorism. Woyach, Robert B. and Richard C. Remy. “Strengthening World Studies: The Challenge of Conceptualizatiion.” Social Education 12/1988: 484-488. Excellent on conceptualizing world history and selecting content to teach. Wulf, Karin. “ Vast Early America: Three Simple Words for a Complex Reality.” Humanities- The Magazine of the National Endowment for the Humanities Winter 2019: 26-31, 46-47. Seminal article on mid-18th century c.e. America in world history context. Xia, Jiguo. “Teaching World History at Chinese Universities: Past and Present.” World History Bulletin 24, no. 2 Fall 2008: 34-37. Chinese perspective on world history. Yanuck, Martin. “India and the Modern Period and the World History Curriculum.” World History Bulletin 6, no. 1 Winter 1989: 1-4. Excellent treatment of the influence of the Congress Party in world history. Zukas, Alex. “History Through Theater: A Dialectic of Learning.” World History Bulletin 17, no. 1 Fall 2000:1-3. World history through theater addressing different learning styles. __________.” Maps as Commodities in Modern World History.” World History Bulletin 28, no.2 Fall 2012: 26-31.
Fine article on using maps to teach world history. INDEX:
421 ARTICLES : 1. SEMINAL ARTICLES 2. PERIODIZATION 3. POLYCENTRISM VS. EUROCENTRISM 4. MACRO-CHANGE 5. UNITS OF ANALYSIS IN WORLD HISTORY 6. THEMATIC APPROACH TO WORLD HISTORY 7. ECONOMIC CONNECTIONS IN WORLD HISTORY 8. TEACHING WORLD HISTORY 9. COMPARE/CONTRAST WORLD HISTORY 10. RELATIONSHIPS OVER TIME AND PLACE 11. MULTIPLE PERSPECTIVES IN WORLD HISTORY 12. GEOGRAPHY AND METAGEOGRAPHY 13. RISE OF THE WEST 14. CULTURAL DIFFUSION IN WORLD HISTORY 15. PRESENTISM 16. BIOLOGICAL CROSS-REGIONAL CONNECTIONS IN WORLD HISTORY 17. ISLAM IN WORLD HISTORY 18. POLITICAL CROSS-REGIONALS IN WORLD HISTORY 19. HISTORIOGRAPHY OF WORLD HISTORY 20. LOCAL AND GLOBAL RELATIONSHIPS IN WORLD HISTORY 21. GLOBALIZATION 22. METANARRATIVES IN WORLD HISTORY 23. HUMAN AGENCY IN WORLD HISTORY 24. INFLUENCE OF WORLD HISTORY ON THE PRESENT 25. PEOPLE WITHOUT A HISTORY 26. INTEGRATION OF CROSS-REGIONALS 27. EXPLORATION IN WORLD HISTORY 28. U.S. IN WORLD HISTORY CONTEXT 29. FORUM ON ARCHITECTURE AND WORLD HISTORY 30. TECHNOLOGICAL DIFFUSION
1.SEMINAL WORLD HISTORY – 28 ARTICLES Allardyce Barraclough Baud Bentley-“Cross” Bentley-“Hemispheric” Bentley-“Myths” Bentley-“Why” Burke-“Marshall”
Christian-“Silk” Curtin Douthit Finney Flynn Geyer Green Guarneri Hitchens Hodgson Lewis Lockard-“Global” Manning-“Problem” McNeill, J.R.-“The World” McNeill, Wm.H.- “ Beyond” Shaffer Stavrianos Vink-“New” Voll Wallerstein Wulf 2.PERIODIZATION FOCUS-17 ARTICLES Christian-“History and Science” Denial Estakhr Getz Green Ianetti Murname Northrup-“ When” Perdue Pomeranz-“Teleology” Stearns-“Cleo” Stearns-“Periodization” Stearns-“Rethinking” Stearns-“Treating” Washington-“World” Welter-“Horizontal” Whalen-“From Adam” 3. POLYCENTRISM VS EUROCENTRISM- 15 ARTICLES Benjamin Bolgatz Hexter Johnson Kampmark Lebling
Lindenfeld Maxwell Musselman Neusner Swinton Tishken Waldman Wasserstrom-“ Eurocentrism” Weiner 4.MACRO-CHANGE IN WORLD HISTORY- 3 ARTICLES Ferguson Husic Richards 5. UNITS OF ANALYSIS IN WORLD HISTORY- 18 ARTICLES Baud Benton-“ No” Buschmann Elliott-“Pan-American’ Elliott-“Barbarians” Games-“ Atlantic” Gilbert-“Paper Trails- Port Cities” Lewis Manning- “Mid-Holocene” Neusner Pearson Reynolds- “ Motion” Sinitiere Stearns-“Treating” Tarver Van Valen Vink-“Indian Ocean” Voll- Southernization 6.THEMATIC APPROACH TO WORLD HISTORY: 13 ARTICLES Anderson- “Spreading” Findley Harris Kennedy Laudan Litchfield McNeill. William-“Mythhistory” Mounkhall-“A” Mounkhall-“Understanding” Mounkhall-“World” Palen Sethia
Tuten Waug 7. ECONOMIC CONNECTIONS IN WORLD HISTORY: 16 ARTICLES Adamczyk Anderson, James-“China’s” Beidatsch Christian-“ Silk” Colcanis Doyle Favretti Gilbert, Erik” The Spice” Grand Islam Juarez-Dappe Laver Manning-“The Problem” Marcus-“Worlds” Murray Nagel Romaniello 8. TEACHING WORLD HISTORY- 97 ARTICLES: Alkana-“Teaching” Alkana-“Using” Anderson- “Disease” Andrea Arias Bain-“Embracing” Bain-“Using” Bain-“Where”Barton Bradford Brickford Burack Carpenter, et al Carter Casteneda Ciotola Clossey Cohen Denial Diskant-“Engage Students Take” Diskant-“Engage Students Continue”
Diskant-“Engage Students Think” Diskant-“Engage Students Retain” Drake Dreher Favretti Ferraro Frost Geddes Gilbert Glaze Hare Harmon Henry Hitchens Hurt Lovoron Jakubowski Jensen Johnson. David Keirn-“Subject” Keirn-“Promoting” Keirn-“Historical” Kennedy Kobrin Kobrowski Koppedrayer Kubota Laichas Lillich Lintvedt Litchfield Longhurst Lopez Lyman Maclean McDougall Moore Morrison Moulton Mounkhall-“Critical” Mounkhall-“Teaching” Mounkhall-“Using” Mounkhall-“World” Mundy Neill Neumann-“Teachers” Neumann-“Training” Newmark
Northrup-“Exploring” Northrup-“How” Pegler-Gordon Pike Purinton Reich, Gabriel Reich, Justin Rhett Riley-“Two” Sayegh Schreiber Schwartz,Donald Schwartz, Saundra Shaffer Shedd Smith, David Spar Swidler Szostak Warner-“Student” Weber Welter-“Why Study” Wendelken Westhoff Willingham-“Students” Willingham-“Privileged’ Wineburg Woyach Zukas-“History” Zukas-“Maps” 9. COMPARE/CONTRAST WORLD HISTORY- 9 ARTICLES Betterly Juarez-Dappe Lockard-“Global History, Modernization” Lockard-“ The Contributions” Marriott Northrup-“How” Sater Schlimgen Wasyliw 10. RELATIONSHIPS OVER TIME AND PLACE-33 ARTICLES Adamczyk Armitage Balabanlilar Beiler Benjamin
Bentley-“Myths” Bin Wong Burke Daly Darnton DeVos Elliott-“Pan-American” Fahey Finger’ Goucher-“Equatorial” Ianetti-“Integrating” Lindenfield Lippman Litchfield May- The Chingis Moreno Musselman Parker-Lawrence Patton Riley Sanders Sahin Sen-“The Power” Tae-Jin Tishken Trotter Weller Wolf 11. MULTIPLE PERSPECTIVES ON WORLD HISTORY ISSUES- 8 ARTICLES Buell Headley Hedrick Liu Lockard- “Global History” Ozer Ruediger-“Twin” Salvadore Tallon 12. GEOGRAPHY-METAGEOGRAPHY- 7 ARTICLES Bentley- “Seas” Lewis- “Dividing” Lewis- “ A Maritime” Raat Stearns-“Cleo” Watkins Wolf
13. RISE OF THE WEST-13 ARTICLES Agoston Billington Bin Wong Finger Goldstone Headley Lockard-“Global” Ludden Manning-“Asia” Musselman Pomeranz-“Political” Shaffer, Lynda Weller, Brant 14. CULTURAL DIFFUSION IN WORLD HISTORY-20 ARTICLES Blair Covington Gilbert, Erik-“The Spice” Gilbert, Marc- “Eating” Grandi- “Pizza” Kane Kim Kubota Lawler Lindenfeld- Editor’s Marak May Pinker Rausch Sahin Sidney Swansinger Taylor Tschanz Voll 15. PRESENTISM- 2 ARTICLES Bednarz Benton 16. BIOLOGICAL CROSS-REGIONAL CONNECTIONS- 24 ARTICLES Blyden Chandler Crosby Fenyo Ganeshram
Goucher-“Equatorial” Goucher-“Tasting” Kessler Laudan Marcus McInneshin McLeod McNeill- Perils Norton O’leary Parker-Lawrence Patterson Reeves Sarna Schreiber Slack Soluri Verde Ward Watt 17. ISLAM IN WORLD HISTORY-5 ARTICLES Burke, Edmund-“Islam” Clancy-Smith Sedgwick Voll Worth 18. POLITICAL CROSS- REGIONAL CONNECTIONS- 35 ARTICLES Armitage Brinkley Burke, Roland Fletcher Gilbert, Marc-“ From” Gilbert, Marc-“ Paper” Jaenen Jeutner Johnston Kramer Landorf Lilla Manore Martin, Janet McGetchin Mears Mortensen Osborne Oyeranmi
Presbey Ragsdale Restall Ruediger-“Twin” Sanders Seaton Sen-“Democracy” Stearns-“American” Streets-Salter Vink-“New” Von Laue-“Heretical” Von Laue-“Historians” Welter-“Horizontal” Welter-“Temporal” Wong Yanuck 19. HISTORIOGRAPHY:4 ARTICLES Favretti-“Happy” Lockard- :The Rise” Reynolds Warner-“Student” 20. LOCAL AND GLOBAL RELATIONSHIP: 4 ARTICLES Maika Vermote Warner-“Consider” Warner- “In Search” 21. GLOBALIZATION: 1 ARTICLE Wasserstrom-“Teaching” 22. META-NARRATIVES IN WORLD HISTORY:2 ARTICLES Megill Morillo 23. HUMAN AGENCY IN WORLD HISTORY: 5 ARTICLES MillePeterson Ruediger Vess Wolf, Ken 24. INFLUENCE OF WORLD HISTORY ON THE PRESENT: 2 ARTICLEs Sommers Tschanz-“Hospital” 25. PEOPLE WITHOUT A HISTORY: 2 ARTICLES Horst
Jentz 26. INTEGRATION OF CROSS-REGIONALS IN WORLD HISTORY: 3 ARTICLES McNeill, J.R.-“Yellow” Moloughney Ross-Wiecko 27. EXPLORATION IN WORLD HISTORY: 1 ARTICLE Schrier 28. U.S. IN WORLD HISTORY CONTEXT: 2 ARTICLES Guarneri- American Wallace 29. FORUM ON ARCHITECTURE AND WORLD HISTORY- WORLD HISTORY CONNECTED- VOLUME 11, NO. 1- FEBRUARY 2014 Crozier Guerrier Mirkovic Mounkhall-“Architecture and World History Themes” Mounkhall-“Introduction” Mounkhall-“Santo” Sayre 30. TECHNOLOGICAL DIFFUSION: 1 ARTICLE Verde- The Point Thomas Mounkhall has studied and taught world history for the past fifty years. At this point, he is teaching world history courses to seniors at SUNY New Paltz. He can be reached at [email protected].
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