By Susan L. Douglass  - November 23, 1998

World history survey courses involve content across the entire curriculum, and contribute to students’ education in many ways. In the current educational environment of higher expectations and new possibilities, focusing on issues unique to world history teaching may help us to realize improvement in the way it is taught and learned.

In spite of the importance and difficulty of teaching world history, public debate over curriculum has either subsumed world history under social studies or drowned it out in disputes over US history. While few imagine creating a nation of historians, most educated members of the public acknowledge that study of human history deserves its respected and long-standing place in human culture and society. Academically significant knowledge and skills gained through study of world history also imparts political, economic and social benefit to nations. In individual terms, it is helpful or essential in many professions, in addition to its contribution to citizenship skills, personal development and identity formation.

At least three significant trends have come to fruition in K-12 education during the closing decade of this century: the tremendous expansion of knowledge in the field of world history, the development of a civic framework for teaching about religion, and the effort to improve school achievement through standards and accountability. These movements all originated in realms outside the education system, though they are embraced by many educators. Each of these trends presents opportunities and challenges. Taken together, they are profoundly affecting curriculum and classroom instruction, teacher training, and the development of textbooks and other teaching tools.