Acknowledgments  vii

How to Make Use of This Book  ix

Introduction. Why Design? Thinking through World History 101  1

Part I. Laying Foundations  11

1. Timing: When to Start  13

2. Centering Connectivity  25

3. How to Do More than "Include Women"  37

4. World History from Below  49

Part II. Devising Strategies  61

5. The Event as a Teaching Tool  63

6. Genealogy as a Teaching Tool  73

7. Empire as a Teaching Tool  83

Part III. Teaching Technologies  

8. Teaching "Digital Natives"  95

9. Global Archive Stories  107

10. Testing (for) the Global  117

Epilogue. Never Done  127

Notes  131

Selected Bibliography  141

Index  149

“Burton offers guidance for both the area specialist hired to teach a class for which they lack specific training, and the secondary teacher, who, even with an assigned textbook, must choose what shape their course will have…. There is plenty here to engage the experienced classroom teacher…. [T]eachers at every level will find most useful Burton’s description of the many strategies and teaching techniques which she has used successfully.”—Dean T. Ferguson, The History Teacher

“This book is recommended reading for all teachers and PhD students who want to know more about world history and are looking for practical suggestions on how to design and organise their syllabus.” —Dario Miccoli, European Review of History

“For those writing, teaching, or reading about global Christian history, there is much of value in Burton's volume, and yet it is not just about Christianity. She raises significant issues of meaning, value, and connection…without concluding what must or should be taught. She opens a number of doors for global historical scholarship, but each writer and teacher must decide which ones to enter, and to what purpose.” —Scott W. Sunquist, International Bulletin of Missionary Research

“What emerges from the work is a portrait of a reflective historian. Burton has created her own course, built on her own specialties in the British Empire and the body. She is thus a knowledgeable and opinionated guide…Therefore, it is a work that should be read and discussed by all serious practitioners.” —Jeremy Greene, World History Connected

“Burton’s examples of syllabus design and teaching strategies are… imaginative and lively… and they break away from the textbook world history model that often feels like a history of the West and the rest…. Burton’s book will resonate most with those teachers who have learned from experience how much they can—and must—’dare to omit’ in their pursuit of effective, skills-based teaching.”
—Jonathan E. Robbins, History: Reviews of New Books

“Burton offers guidance for both the area specialist hired to teach a class for which they lack specific training, and the secondary teacher, who, even with an assigned textbook, must choose what shape their course will have…. There is plenty here to engage the experienced classroom teacher…. [T]eachers at every level will find most useful Burton’s description of the many strategies and teaching techniques which she has used successfully.”—Dean T. Ferguson, The History Teacher

“This book is recommended reading for all teachers and PhD students who want to know more about world history and are looking for practical suggestions on how to design and organise their syllabus.” —Dario Miccoli, European Review of History

“For those writing, teaching, or reading about global Christian history, there is much of value in Burton's volume, and yet it is not just about Christianity. She raises significant issues of meaning, value, and connection…without concluding what must or should be taught. She opens a number of doors for global historical scholarship, but each writer and teacher must decide which ones to enter, and to what purpose.” —Scott W. Sunquist, International Bulletin of Missionary Research

“What emerges from the work is a portrait of a reflective historian. Burton has created her own course, built on her own specialties in the British Empire and the body. She is thus a knowledgeable and opinionated guide…Therefore, it is a work that should be read and discussed by all serious practitioners.” —Jeremy Greene, World History Connected

“Burton’s examples of syllabus design and teaching strategies are… imaginative and lively… and they break away from the textbook world history model that often feels like a history of the West and the rest…. Burton’s book will resonate most with those teachers who have learned from experience how much they can—and must—’dare to omit’ in their pursuit of effective, skills-based teaching.”
—Jonathan E. Robbins, History: Reviews of New Books

"Antoinette Burton has done everyone who teaches world history a great service: she shows how the most significant new work by scholars can be incorporated in ways that make world history more exciting, satisfying, and successful at introducing students to historical thinking and writing. No one who teaches this survey will remain untouched by what she has to say."—Lynn Hunt, Eugen Weber Professor of Modern European History, University of California, Los Angeles

"Antoinette Burton's concise but meaty book provides essential advice for the many new and experienced instructors faced with the daunting challenge of teaching world history in what are often ever-larger classes. Its emphasis on creating a course around certain design principles is both welcome and timely, allowing instructors to develop a course that is both meaningful and manageable."—Merry Wiesner-Hanks, Distinguished Professor of History, University of Wisconsin, Milwaukee

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