Osborne begins with a discussion of the current course of history education and its focus on historical thinking. Osborne’s concern with historical thinking is the lack of focus on the historical content in favour of the skills and methods since he contends that what is included in the history curriculum and the historical content is very important. He offers the suggestion of teaching Big History, which was proposed in the 1990s. Big History, according to Osborne, is the study of the universe as a whole since the Big Bang 13.7 billion years ago. Big History offers a more generalized and all encompassing history than conventional history courses which Osborne states are too narrow in focus. According to Osborne, the proponents of Big History find fault with current history teaching practices on nine grounds: the courses are often too narrow in scope and very nationalistic or regional, the courses fail to go far enough back in time, most history courses are based on the nineteenth century view of the past from written records, there is so much focus on humanity and their feelings that the physical environment and our relationship to it is often overlooked, history overlooks the connections with time-oriented sciences such as cosmology and paleontology, current history courses fail to place us within time and space which help us to understand our present and future, the current history courses focus on too short of a time period to draw general conclusions about life on earth, existing history fails to focus on the future as it is too concerned with the past and its impact on the present, and finally Big History seeks to focus on global citizenship and move away from the nationalistic sense of citizenship. Osborne concludes the chapter with a description of Big History and what a history course using Big History would look like.