Name: Reymart James P.

Morin Date: April 17, 2024

Course/Section: BSEd-SS 2-1 Subject: World History 1 - SST 2210-1

MIDTERM OUTPUT

WORLD HISTORY 1

A.Y: 2023-2024

FIRST PART: THE SUMMARIZATION OF THE ARTICLE ENTITLED “TEACHING HISTORY IN

A GLOBAL AGE”

The article tackled the pressing need for a paradigm shift in history education within the modern global
landscape, emphasizing the importance of cultivating critical thinking and global citizenship among students. It
critiques the prevalent ethnocentric narratives dominating history curricula, advocating for a reframing that
integrates global perspectives and cross-cultural interactions. The proposed theoretical framework for global
history education urges a departure from Eurocentric biases towards a research-oriented approach that
encompasses the entirety of human history. Challenges such as periodization and selecting appropriate content
are acknowledged, with a focus on thematic structures and pedagogical strategies to foster a global
consciousness among learners. The article highlights the distinction between global and world history,
emphasizing the former's focus on interconnectedness and diversity. It calls for a revision of historical discourse
to address the complexities of globalization and multiculturalism, promoting universal human values and
critical engagement with historical narratives. Overall, it provides a comprehensive analysis and practical
recommendations for developing a global history curriculum that prepares students to navigate and understand
the complexities of our interconnected world.
The main task of a new world history today – that is, global history – is to relate the world’s past to the era of
globalization, interconnectedness and dependence – the global village. In this context, historians and teachers
should try to represent a contemporary world arising from a melange of interconnected histories, which
recognizes and respects diversity but accepts the need for a common response to global challenges that are
putting the human race and its planet at risk. This needs imagination. With this aim, we need a school history
that encourages human values, a history filled with colorful characters, a history that does not make the past
superficially attractive or dispense false optimism for the future, a history that creates a greater interest in
studying the possibility of a new global reality, which enhances human values, and values of brotherhood,
sisterhood, peace, justice and equality.
(McCarthy, 2012)
 PART TWO: THE HIGHER ORDER THINKING SKILLS ABOUT THE ARTICLE WITH
SUPPLEMENTATION OF KEY ANSWERS
1. Analysis (Multiple Choice):
According to the article, what distinguishes global history from other types of history?
A) Focus on specific regions or nations
B) Emphasis on cultural homogeneity
C) Exploration of cross-cultural interactions
D) Promotion of ethnocentric narratives
Answer: C) Exploration of cross-cultural interactions
Explanation: The article highlights that global history centers on humanity as a whole and emphasizes themes
involving cross-cultural interactions, contrasting it with world history, which often focuses on specific nations
or regions.

2. Evaluation (True/False):
True or False: The article suggests that traditional historiography adequately explains the processes of change
in non-Western civilizations.
Correct Answer: False
Explanation: The article critiques traditional historiography for its focus on Western Europe and the
Mediterranean, suggesting that it inadequately explains the processes of change in non-Western civilizations.
3. Application (Short Answer / Essay Type):
How might educators address the challenge of implementing a global history curriculum in schools, as
discussed in the article?
Possible Answer: Educators can address the challenge by adopting a thematic approach to curriculum design,
focusing on overarching concepts that encourage critical inquiry and cross-cultural understanding. Additionally,
professional development opportunities in global pedagogy and curriculum design can help educators navigate
complexities and develop effective teaching strategies aligned with global perspectives.
Explanation: The article suggests that educators can overcome challenges in implementing a global history
curriculum by adopting a thematic approach and engaging in professional development to enhance their
teaching strategies. This response demonstrates an understanding of the article's recommendations for
addressing implementation challenges.
 PART THREE: THE GRAPHIC REPRESENTATION / ORGANIZER
“This graphic organizer visually summarizes the main points, themes, and concepts discussed in the article "Teaching History in a
Global Age," providing a clear overview of its key details.”