Ab?tract
Increa?ed influence of world hi?torical model? for periodization, ?tate content ?tandard? for hi?tory, and a??e??ment in?trument? ?uch a? the AP and ?AT II all demon?trate that classic hi?torian? mu?t stick more involved in the pedagogy of world hi?tory and in the production of ?cholar?hip to inform that teaching. Thi? article inve?tigate? ?everal confidential information world hi?torical periodization model?, a? well a? the problematic tran?lation of tho?e model? into content ?tandard? and ?tandardized te?t?, in order to explore the problem? and po??ibilitie? of how to place Greco-Roman hi?tory into world hi?torical circumstance in both teaching and ?cholarly publication.
I. You Expect Me to Teach What? The ?tate of the Problem
Hi?torian? of Greece and Rome, and the cla??ic? in general, gravel come under fire for a deficiency of world hi?torical per?pective. Andre Gunder Frank and Barry K. Gill?, for in?tance, have e??entially compared the Eurocentri?m of cla??ici?t? to a di?ea?e in need of a cure. Frank and Gill? argue that their feature per?pective on world hi?tory, which look? at the la?t 5000 year? a? a world ?y?tem, offer? a powerful antidote to the Eurocentric cla??ical hi?torian?, who impo?ed their bia? upon ?tudie? of the ancient world by privileging the role of Greco-Roman civilization in the ?tory of world hi?tory . . .
?y?tematically denigrat[ing] and di?mi??[ing] a? unimportant what non-we?tern or oriental ?ocietie? contributed.2 Whether or not cla??ici?t? ?uffer from the di?ea?e of Eurocentri?m, they certainly have had le?? inve?tment than Africani?t? or ?inologi?t? in promoting, or til now adopting, the world hi?torical agenda.
Why i? that? wiz an?wer i? that while we?tern civilization model? thrived, cla??ici?t? were already at the center and in fact ?tood to lo?e found a? the we?t i? be?t or we?t and the re?t model? were ca?t off, and more global model?...
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