Historical Education history is the subject which provides knowledge needed in presentday life and cultures the ability to cope with urgent problems and future. It is general indication that word history which students to work in the opened international society study now has much trouble. The relative importance of world history is reduced and the reform work of its contents is being repeated every time. Namely, it has been emphasized many times that the history of the Orient should be given much more weight and the relative importance of modern history should be increased and textbook should be reformed in their forms. Therefore, as one of methods for new education of world history, 'the new viewpoint of textbook reform' is shown, especially, 'global education' is stressed. In the viewpoint of global education, course are consisted in order that students ma effectively cope with the confronted problems of the present and coming future. The study lays stress on manifesting the importance of world history formed as a compulsory subject in view of global education in the present and in the future. According to this viewpoint, approach methods are thematic, regional, civilization and unified. This study analyzed and examined 'History-Social Science Framework' on California and 'Social Studies 9-10: Global Studies' in New York and 'The Report of the national Commission on Social Studies', which are practical cases consisting curriculums with these methods. Curriculum framework examined by three cases enables students to have global cognizance and to study with the present concern and sequence. Besides, the California framework and the New York framework lay common stress on the balance between the East and the West, The expansion of modern history and concept of global interdepence. Therefore, it is emphasized that global viewpoint should be accepted and new curriculum should be tested as the method to solve referred problems in Korea.