| |
| |
| Preface | |
| |
| |
| Acknowledgments | |
| |
| |
| Figures, Text Excerpts, and Sources | |
| |
| |
| World History in Poetry | |
| |
| |
| The History of the World | |
| |
| |
| |
| Teaching World History as Mystery | |
| |
| |
| The Problems of Teaching World History: The "Blinders" | |
| |
| |
| Perspectives for Teaching the World: The "Embracers" | |
| |
| |
| Three Structures for Teaching World History as Mystery | |
| |
| |
| Creating a Sense of Mystery about the World | |
| |
| |
| Levels of Mystery in History | |
| |
| |
| Techniques for Turning History into Mystery | |
| |
| |
| Themes/Big Ideas in Teaching the World | |
| |
| |
| Issues in Teaching the World | |
| |
| |
| Approaches to Teaching the World | |
| |
| |
| Eternal Values and Moral Relativism | |
| |
| |
| References and Further Reading | |
| |
| |
| |
| Looking at World History Anew | |
| |
| |
| Inviting Inquiry in World History | |
| |
| |
| World History Organizations | |
| |
| |
| Rethinking Views of the World | |
| |
| |
| Developments in World History Courses | |
| |
| |
| Frameworks to Teach World History | |
| |
| |
| Checking it Out: Big Questions in Teaching World History | |
| |
| |
| Deductions | |
| |
| |
| References and Further Reading | |
| |
| |
| |
| Stones that Speak: Of Megaliths and Monoliths | |
| |
| |
| The Mysterious Stone "Henges" of Europe | |
| |
| |
| The Past as Baggage | |
| |
| |
| Background: The Stone Makers and Earth Movers of Neolithic Europe | |
| |
| |
| What the Stones Tell Us | |
| |
| |
| Teacher's Background Information: Theories of Stonehenge | |
| |
| |
| Summary and Conclusions | |
| |
| |
| References and Further Reading | |
| |
| |
| |
| Rome Lasts! A Mystery of Durability and Power | |
| |
| |
| Rationale | |
| |
| |
| Plan of Action | |
| |
| |
| The Economy of Empire | |
| |
| |
| Summary and Conclusions | |
| |
| |
| References and Further Reading | |
| |
| |
| |
| Mythlabeled? Or, Creating the Crusades | |
| |
| |
| Viewing the Present through the Lenses of the Past, Viewing the Past through Historical Lenses | |
| |
| |
| Should We Speak of the Crusades? | |
| |
| |
| How Should We Teach the Crusades? | |
| |
| |
| The Crusades in the Present | |
| |
| |
| Summary and Conclusions | |
| |
| |
| References and Further Reading | |
| |
| |
| |
| The Possibilities for Pizza: A Search for Origins | |
| |
| |
| Background Information and the Problem of Defining Terms | |
| |
| |
| Mysterious Pizza | |
| |
| |
| References and Further Reading | |
| |
| |
| Websites | |
| |
| |
| |
| Incas and Spaniards | |
| |
| |
| How Do you Decide on Authenticity in History? | |
| |
| |
| A Real Mystery in Pictures and Passages | |
| |
| |
| Plan of Action | |
| |
| |
| Historians' Views | |
| |
| |
| Evaluating Historians' Views | |
| |
| |
| Summary and Conclusions | |
| |
| |
| References and Further Reading | |
| |
| |
| |
| Secrets of Secret Societies | |
| |
| |
| Rationale | |
| |
| |
| Defining a Secret Society | |
| |
| |
| Using the Mystery Packet | |
| |
| |
| The Secret Societies (For your Eyes Only!) | |
| |
| |
| Summary and Conclusions | |
| |
| |
| References and Further Reading | |
| |
| |
| |
| Where are the Women in World History? | |
| |
| |
| Mysteries in the History of Women | |
| |
| |
| Plan of Action for Women in World History | |
| |
| |
| Steps and Strategies | |
| |
| |
| Choosing Examples | |
| |
| |
| Using the Examples | |
| |
| |
| Applying Theories and Explanations to (the Lack of) Women in World History | |
| |
| |
| Theories Explaining (the Lack of) Women in World History | |
| |
| |
| References and Further Reading | |
| |
| |
| Websites | |
| |
| |
| |
| Finding Mysteries Everywhere: Sources, Resources, and Outright Fabrications | |
| |
| |
| A Note of Caution about the Wonders and Pitfalls of the World Wide Web | |
| |
| |
| Why History Should Be Problematic | |
| |
| |
| Asking Mystery Questions: Big Questions and Small Questions | |
| |
| |
| Questions that Look at the Past in a New Way | |
| |
| |
| Finding Mystery in Everyday History | |
| |
| |
| Content and Corroboration: Sources, Checking Authenticity, and "Cleaned Up" Entries | |
| |
| |
| Summary and Conclusions | |
| |
| |
| References and Further Reading | |
| |
| |
| Index | |