Redefining the relationship of teachers and students as a partnership facilitates this educational process. Most social studies teachers started their teaching careers with course work in Western civilization or area studies. Teaching a global world history, however, requires reconceptualization of the subject. Together the class can examine both common themes and the uniqueness of societies within a chronological framework constructed for the course. A study of world history must encompass both breadth and depth.
Most courses focus either narrowly and deeply or broadly and shallowly.
A cross section of the two is possible through class lectures and discussions around broad social, political, economic, or cultural themes integrated with focus groups in which students can examine various regions of the world in depth to learn how themes have unfolded during specified eras. This preserves a sense of chronology of events and movements over time, yet also allows for comparisons of societies in different eras or in different regions as the course proceeds. Inquiry is grounded in historical knowledge placed in a broader context. This structure serves several purposes. First, it makes the overwhelming subject of world history more manageable for students and teachers, particularly with the limitations of time restraints in any course.