Since the 2007 curriculum, the middle school began to offer a course called History, which teaches Korean history and world history altogether. History educators have suggested for a long time that Korean history and world history should be taught in an interconnected fashion. However, the discussions on the conceptual frameworks to interconnect Korean history and world history just began. To examine possible conceptual frameworks for the History course, this article explores how History can be structured in three approaches: the collective memory approach, the disciplinary approach, and the postmodern approach and what should be deliberated on in adopting each of the approaches. This article also categorizes the collective approach into four approaches in terms of how Korean history and world history can be interconnected: Korean centered approach, world history centered approach and multicultural or pluralistic approaches and independent accounts of Korean history and world history together with partial adoption of interconnectedness as an organizing themes. It also attempts to discuss on what kind of strategies each of the collective memory approaches can use to interconnect diverse historical groups’ voices.