World history is increasingly being included in numerous state and district curriculum standards. The EAA guest editors invited three teachers to discuss their experiences and insights on how best to integrate Asia in a world history course. Alison Kaminsky, who holds a master’s degree in Asian Studies, teaches at a middle school in Long Beach, California and is also a mentor teacher in her district. Her school follows the California frameworks where world history is taught in the sixth, seventh and tenth grades. Colleen Kelly is a veteran Connecticut high school teacher who holds a Ph.D. in International Education and an M.A. in Teaching Asian Studies. She was awarded a Fulbright Fellowship to India, and has traveled extensively in Asia. She has also written numerous curriculum materials and is an active member of the Association of Asian Studies Committee on Teaching About Asia. Colleen’s school has not implemented a world history course. Gwen Johnson is a veteran teacher in New York State who has earned graduate degrees in Teaching Asian Studies and has studied in Asia. Her school is in the middle of a two-year transition from Western Civilization and area studies to world history. As Gwen remarks: “It’s not easy.” Here are their responses to our questions that focus on teaching about Asia in world history.
INTEGRATING ASIA INTO WORLD HISTORY: Perspectives from Three Pre-college TeachersBack to search results