Final answer:
The best description for the subject of world history before the 1960s is that it had many different versions, with a notable Western bias. Over time, there has been an evolution toward a more inclusive global perspective that emphasizes the interconnectedness of peoples and cultures. This shift aims to develop students' cultural empathy and a critical understanding of history to prepare them for the challenges of a globalized world.
Step-by-step explanation:
Regarding the subject of world history before the 1960s, the statement that best describes it is that the subject had many different versions (option d). Prior to the 1960s, world history as an academic subject was certainly in existence, but it was approached differently, often with a Western bias that minimized the historical contributions and perspectives of non-Western societies.
This approach is reflected in the ways courses were taught and textbooks were written. Since then, there has been an effort to include a broader and more inclusive global perspective.
As described in various texts on the subject, understanding world history is crucial for meeting modern challenges and engaging with the globalization process. Students learned about the interconnectedness of people around the globe due to social and economic forces beyond national boundaries. The aim was to develop cultural empathy and awareness to cope with global complexities.
While the early European progressive history view saw societies on a linear trajectory toward democracy, this perspective was challenged by the need to recognize a broader spectrum of human experiences and stories, including those of lower social classes and non-European cultures.
Educational approaches have since evolved to incorporate a more critical and comprehensive global history narrative that prepares students not just for academic inquiry but also for life after college in an increasingly interconnected world.