At its core, the curriculum should be purpose-focused; Furthermore, the challenge of choice in the curriculum arises when the choice to teach one topic may result in other topics not being chosen. These decisions in choosing the curriculum must be carefully considered to avoid potential disputes. The challenge in teaching world history is embracing all the world's people; furthermore, it is a task with immense chronological scope. For example, if a teacher teaches in an area where “stakeholders,” such as school board members, parents, or faculty colleagues, prefer teaching a more Western-focused history to teaching a more Western-focused history more multicultural, it can be difficult to choose a curriculum containing World History. Most scholars agree that the curriculum of world history, at a minimum, should include the emergence of homo sapiens (200,000-10,000 years ago), the introduction of agriculture and advanced societies (10,000-1000 BC ) and the expansion of trade networks (1200 BC – 500 AD). Likewise, world history can be difficult to fit into the curriculum due to the uncomfortably large amount of common core standards used in forty-four states. In fact, there are six total content standards in high school world history under Common Core, each with its own set of miscellaneous