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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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      this is a puzzling question. I teach Big History, and one of the opening activities I use when introducing expansion and interconnection is What Caused Expansion?  Students wrestle with the choice between raising taxes or invading neighboring territories. After the activity, we reflect on the present.

    I always ask whether they see territorial expansionism happening in the modern world. Until now, the answer has always been no. Students recognize that today powerful countries tend to dominate through economic means—multinational corporations, infrastructure projects, or lending money to finance development—rather than through direct territorial conquest.

    But with recent events and the expressed intention to seize Greenland, whether by purchase or military force, I wonder how my students will respond. I didn’t think this would happen and look where we are now.

    I agree with  in reference to  's comment: "If we aren't helping the students frame what's happening, then social media will." This is exactly what one of my former colleagues David Cutler wrote on PBS: Teachers: If we don't teach Maduro's capture in Venezuela, Tik Tok will. 

    History teachers now have a unique opportunity to make the study of history more relevant than ever.

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      this is a puzzling question. I teach Big History, and one of the opening activities I use when introducing expansion and interconnection is What Caused Expansion?  Students wrestle with the choice between raising taxes or invading neighboring territories. After the activity, we reflect on the present.

    I always ask whether they see territorial expansionism happening in the modern world. Until now, the answer has always been no. Students recognize that today powerful countries tend to dominate through economic means—multinational corporations, infrastructure projects, or lending money to finance development—rather than through direct territorial conquest.

    But with recent events and the expressed intention to seize Greenland, whether by purchase or military force, I wonder how my students will respond. I didn’t think this would happen and look where we are now.

    I agree with  in reference to  's comment: "If we aren't helping the students frame what's happening, then social media will." This is exactly what one of my former colleagues David Cutler wrote on PBS: Teachers: If we don't teach Maduro's capture in Venezuela, Tik Tok will. 

    History teachers now have a unique opportunity to make the study of history more relevant than ever.

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