Uncovering World History, Volume 1

Description

What proficiencies should history majors possess when they graduate? What threshold skills should a student bring to the history major? What competencies does a lower-division history course provide as part of a liberal education or a general education program? How can these capabilities and aptitudes be taught in the short class time, constrained circumstances, and diverse classrooms of today’s universities? These are questions that matter deeply to history instructors seeking strategies that embrace the teaching of historical competencies for student success and lifelong achievement and at the same time produce a durable understanding of the lessons and themes that can only come from an appreciation of the past.

Uncovering World History, Volume 1 offers the following modules:

  • Making History: How do Historians Turn Evidence into Narratives?
  • The Amarna Age: What Can Ancient Letters Tell Us About Their Authors?
  • Rashid Al-Din's Ja̅mi‘ al-Tawa̅ri̅kh: How Should We Tell the History of the Mongol Empire?
  • The Many Faces of Sir Francis Drake: Global Pirate or National Hero?

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Other resources for Uncovering World History, Volume 1

This module covers the 14th century BCE, with a focus on the late 1350s to the mid-1330s in the ancient Near East (Egypt, Mesopotamia, Anatolia, as well as Syria and the Levant ). Using excerpts from letters between ancient kings, students will explores the relationship between these powerful rulers (the so-called “Great Kings,” which included the pharaoh) as well as that between the pharaoh and his vassals in the Levant and in Syria. Important t...

Students will encounter multiple versions of several narratives from US and global history across multiple eras. These will include accounts of post-Civil War Reconstruction in America and ‘the rise of the west’/creation of the modern world. Personal, family, and national narratives will be incorporated, as well.

The first central question the module will help students examine is, How do historians and other scholars create, contest, and modify n...

The story of Francis Drake in world history begs many questions, but perhaps it is at core a question of who owns history, or who “curates” the legacy of a national hero (or in the case of Spain, a favorite villain)? Drake is a classic ‘national hero’ vs. ‘arch-villain.’

Rashid al-Din wrote what some have considered to be the first world history, the Jami‘ al-Tavarikh. Selections from this work are juxtaposed with other historical writings of the period to generate discussion about what constitutes a world history. Analysis of primary and secondary sources, including visual evidence, is the primary area of skill development for this module. Teamwork discussion develops appreciation for multiple perspectives and u...

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