Social Studies Education
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World History

What is the purpose of history Education?

HISTORICAL THINKING REQUIRES understanding and evaluating change and continuity over time, and making appropriate use of historical evidence in answering questions and developing arguments about the past. It involves going beyond simply asking, “What happened when?” to evaluating why and how events occurred and developments unfolded. It involves locating and assessing historical sources of many different types to understand the contexts of given historical eras and the perspectives of different individuals and groups within geographic units that range from the local to the global. Historical thinking is a process of chronological reasoning, which means wrestling with issues of causality, connections, significance, and context with the goal of developing credible explanations of historical events and developments based on reasoned interpretation of evidence.
Historical inquiry involves acquiring knowledge about significant events, developments, individuals, groups, documents, places, and ideas to support investigations about the past. Acquiring relevant knowledge requires assembling information from a wide variety of sources in an integrative process. Students might begin with key events or individuals introduced by the teacher or identified by educational leaders at the state level, and then investigate them further. Or they might take a source from a seemingly insignificant individual and make connections between that person and larger events, or trace the person’s contributions to a major development. Scholars, teachers, and students form an understanding of what is and what is not significant from the emergence of new sources, from current events, from their locale, and from asking questions about changes that affected large numbers of people in the past or had enduring consequences. Developing historical knowledge in connection with historical investigations not only helps students remember the content better because it has meaning, but also allows students to become better thinkers. --C3 TEACHERS

Units of Study in World History

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Pre-History
to 3000Bce

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Agricultural revolution
3000bce-1300bce

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First Civilizations
​1300BCE-600BCE

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Ancient History
600BCE-500CE

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Middle Ages
​500-1450

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Early Modern
1450-1750

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Revolutions
1750-1900

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World Conflict
1900-1945

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Contemporary
​1945-present

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  • Home
    • About
    • Contact Us
  • SSE in Context
    • Scholarly Resources
    • Digital Literacy
  • SSE Student Programs
    • NHD Project >
      • Research
      • NHD in History
      • NHD in Psychology
    • Model UN
    • Youth and Government
  • Webquests
    • NH Veterans Project
    • Civil Rights Webquest >
      • Objectives
      • Timeline
      • People of the Movement >
        • Martin Luther King Jr.
        • Malcolm X
        • Rosa Parks
        • Orval Faubus
        • George Wallace
        • Bull Conner
    • Industrial Tycoon Webquest
  • Blog
  • SS Courses
    • US HISTORY
    • GOVERNMENT
    • PSYCHOLOGY
    • ECONOMICS >
      • Economic Evolutions
      • Economic Policy
      • Economic Problems and Solutions
    • WORLD HISTORY
    • GEOGRAPHY >
      • Global Patterns Of Human Migration
  • SSE Resources
    • Digital Inquiry Group
    • Moose on the Loose
    • Remedial Herstory
    • Choices Program
    • C3 Teachers
    • Next Gen Personal Finance
    • Edcitement
    • Newslea