Inspired by "The History Manifesto," Suzanne Powell describes in this article her rationale for expanding her students' horizons by asking them to think about change, similarity and difference on a grand scale. She sets 'big history' into its curricular context, and shows the way in which her students could, and could be encouraged to, begin to make the sorts of connections which they would need to deal with the past as a whole. She examines their successes and misconceptions, and considers ways of correcting the latter. This article provides an interesting starting point for others' research. It also provides a useful example of how to add new curriculum areas within an existing planning framework. (A list of references and notes is included.)