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Abstract
This article addresses how we might teach for global citizenship in world history classrooms. Despite the name, secondary world history courses in the United States have not consistently focused on global interconnections, multiple perspectives, and inquiry into global issues. We explore why this might be, as well as suggest specific learning activities and curricular topics in world history that could help meet global citizenship goals.
Acknowledgments
The authors’ names are listed alphabetically to reflect equal contributions. We are grateful for thoughtful feedback on a previous draft from Stuart Carroll and Tamara L. Shreiner.