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"I didn't think this would happen and look where we are now!": How do we connect history to this current moment in the world?

Wayne Zhang

There's a lot happening in the world right now that relates to my school's history curriculum. (My co-teacher and I were talking about how when we just finished talking about Venezuela, we needed to start talking about Greenland, and haven't even gotten to Iran yet.) 

I teach regular World Studies and also AP World. Especially in AP World, I'm really trying to covering as much of the curriculum as I can, and I definitely doing a lot to relate the curriculum to today: Simone de Bolivar & Venezuela (Unit 5), Imperialism to Trump buying Greenland, etc. But I also want to try and make new assessments that force students to make connections in an authentic and accessible way. 

Does anyone have any philosophies about being purposeful and mindful in tying your curriculum to what's happening in the world right now? How much of the current curriculum do you relate to the past—especially in an AP world curriculum? And how do we talk about power in the world today without trying to force kids to think one particular way? Are there any topics that you talk about the most? 

   

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    I am still wrestling with this,   - trying to raise awareness about the parallels in history or historical moments or movements without pushing my political beliefs or "leading the witnesses." And there is always the issue of moving through curriculum - mid terms, grade checks, etc - as well as how rapidly these "once in a lifetime" occurrences keep happening, as you mention.

    Having said that, I continue to be amazed at how many students are oblivious to what's going on.  I believe @AngelaLee nailed it when she said, "If we aren't helping the students frame what's happening, then social media will" in this thread. In fact, one of my students responded "Is it on Tik Tok?" when I asked yesterday if they had been following the news.  This raises for me the challenge of helping students see the relevance of these events to their lives.  

    Currently, I'm tacking on "these are things you should be aware of and follow, look at multiple sources, and decide for yourselves" at the end of class.  I would like to be more intentional. 

    We'll be analyzing the Declaration of Independence soon in my AP class.  That will certainly be an opportunity to draw parallels.  I think  has some great ideas when talking about power, as well.  The dynamics of the relationship between rulers and ruled, management of resources, push-pull factors in migration, connection among communities across networks, run throughout all of world history.  I'm going to keep chewing on it, and look forward to hearing others' strategies.

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    I am still wrestling with this,   - trying to raise awareness about the parallels in history or historical moments or movements without pushing my political beliefs or "leading the witnesses." And there is always the issue of moving through curriculum - mid terms, grade checks, etc - as well as how rapidly these "once in a lifetime" occurrences keep happening, as you mention.

    Having said that, I continue to be amazed at how many students are oblivious to what's going on.  I believe @AngelaLee nailed it when she said, "If we aren't helping the students frame what's happening, then social media will" in this thread. In fact, one of my students responded "Is it on Tik Tok?" when I asked yesterday if they had been following the news.  This raises for me the challenge of helping students see the relevance of these events to their lives.  

    Currently, I'm tacking on "these are things you should be aware of and follow, look at multiple sources, and decide for yourselves" at the end of class.  I would like to be more intentional. 

    We'll be analyzing the Declaration of Independence soon in my AP class.  That will certainly be an opportunity to draw parallels.  I think  has some great ideas when talking about power, as well.  The dynamics of the relationship between rulers and ruled, management of resources, push-pull factors in migration, connection among communities across networks, run throughout all of world history.  I'm going to keep chewing on it, and look forward to hearing others' strategies.

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