Dylon has it right. AP Euro is more relevant to American, and GHS, students because the nation we all live in is a European nation. Our government, economy, society, and justice system are all built on European ideals, particularly those of the renaissance and enlightenment. Even if the student sitting next to you is not of European descent, they are living in a nation that is European at its very core. An understanding of African or Asian history, however beneficial, pales in relevancy and usefulness (to an American student) when compared to an understanding of Europe and its ideals. You cannot understand, and then live productively in, America without understanding how the US came to be.

In addition, AP Euro classes are brief overviews of European history (~800 yrs covered in two semesters). How can a student possibly gain even a basic understanding of the history of the world in 3 semesters?

Leave world history for college and educate students to become informed participants in the American Democracy (spawned from the discord of European monarchies)

I lament the loss of the AP European History course at Garfield. I took it several years ago (I graduated last year, so I took it three years ago.) under Mr. Mandelman in first semester and Mr. Cerquitella in second semester. It was one of my favorite courses and it was probably the one where I learned the most.

The study of world history, as you say, is indeed important. We hear in the news all the time about the Middle East, the growing prominence of China’s economy, and the wars in Africa. Surely an understanding of the history of the world will help us react to these events with reasoning.

But you assume that you will acquire this knowledge from the course in AP World History. You assume that the course will provide, as you say, “an in-depth history of the whole world.” That, unfortunately, cannot be obtained in one year. It takes a school year to survey the history of the West from 1500 to the present. With that said, it is clear that no matter how studious and industrious the students who take AP World History may be, they will fail to understand the broad themes of world history, let alone an in-depth knowledge.

That is what AP World History is supposed to do. It is supposed to give the students an idea of the major problems and difficulties and achievements of world societies. For example, the impact of nationalism in China and Bolivia, or the development of religions in Mexico and Egypt. But nationalism really originated in Europe, and nationalism in China and in Bolivia arose as a reaction to Western imperialism. This means that there is no understanding nationalism in world societies without reading about the reasons for imperialism in the West. As for religion, I admit that Mayan religion developed separately from Christianity. Nevertheless, what is important about learning about religion, in the context of high school learning? The answer is: Because religion is, more often than you think, a force that shapes the ideas and ideals of men. That can be seen by looking at the Protestant Reformation. The Reformation did not arise just because Martin Luther posted his Ninety-Five Theses on a church in Wittenburg. Many people thought the Church (because there was really only one Church at the time) corrupt and unresponsive to the problems at the time. In fact, the Protestant Reformation was really a revolution, one of the major quakes of Western history, and from that revolution there was later a search for order. The point is, religion as historical force can be seen in the study of European history.

That long paragraph hints at why we aren’t offered AP Asian History (Chinese, Indian, Japanese, Korean, or the history of the other 49 or so nations?) or AP South American History. First, the study of European history helps us understand the history of other places. I argued that in the last paragraph. Studying Western history is also more relevant to students in the U.S. than, say, studying Australia. As one historian said, “I know that all of us do not stem from the little peninsula of Asia that we call Europe. But the language, the culture, the politics of the society we live in stem from there, so it’s an important journey to take.” As you suggest, Garfield does not have the budget to support a history of each continent, but then you say, with absurdity, “If we get the budget we should by all means offer continent specific AP history classes, but until then we should focus on the entire world.” Is it even possible to “focus on the entire world”? All you can end up in AP World History is a hodgepodge of ideas that aren’t solidly connected. It is more important for us to learn the history of our society (I don’t care if you’re from Vietnam; you live in the West.) before going on to the others. I find it inexcusable that instead of learning about the causes and effects of the Renaissance, people here will learn about the Yuanmingyuan and the Angkor Wat.

You argued the wrong thing in this article. You argued that the study of world history is important. But you should have focused on why you think AP World History should replace AP European History. You assume that a course in AP World History will give people the necessary knowledge of world history; I’m saying that it won’t. Besides, doesn’t Garfield offer World History and World History Honors for freshmen?

A survey of European history is in many ways limited to just Europe. But if you have acquired a general understanding (enough to get a 5 on the exam), you can use your knowledge to understand the history of other societies, which, unless the budget magically increases, you can read about on your own or in college.

“If all seven continents were covered evenly each would be given a little bit over five weeks.”