Above is a map constructed from memory showcasing trends and shifts related to global imperialism. I ask students to construct maps noting trends impacting various regions. Hence, causation is essential here.
I “highly” believe in global history; better yet, I think its importance has become transformative to the point of reshaping how historians study and teach history. Universities are shifting towards a more global approach ot teaching World History; however, this has not been an easy transition. I have conducted a number of seminars and, most recently at St. Edward’s University, presented a paper on the significance of teaching a true world history course. The challenge for teachers are many when it comes to thinking like a World Historian. At both the high school and university level, too many instructors were educated as regional specialist. Thus, making it difficult to move beyond their realm of historical relevancy to that of peripheral states. World history is the story of connections within the global human community. The world historian’s work is to portray the crossing of boundaries and linking of systems in the human past. 
I am leading a weeklong academic instituted in July on the processes of global history at Rice University. My key objective to the many teachers that will be attending is getting them to move beyond Europe. This is a challenge. I have seen courses entitled world history, yet they are taught as a European history course with some minor conversations about Africa and Asia. Still, such courses fail to address the global historiography that explains issues involving migration, demography, race, conflict, and identity. This is easy to do when looking at a regional studies course, but trying to globalize this is complex.
 See Patrick Manning’s Navigating World History: Historians Create a Global Past. Published by Palgrave Macmillan, 2003.