"Teaching Global History" challenges prospective and beginning social studies teachers to formulate their own views about what is important to know in global history and why. It explains how to organize the curriculum around broad social studies concepts and themes and student questions about humanity, history, and the contemporary world. All…

The purpose of global education is to develop in youth the knowledge, skills, and attitudes needed to live effectively in a world possessing limited natural resources and characterized by ethnic diversity, cultural pluralism, and increasing interdependence. Although it is difficult for rural students to develop a global perspective because of…

Shows how English teachers can contribute to programs on global education. Reports on the components of the global education program at Stevenson High School, Livonia, Michigan. (RL)

This article presents practical suggestions for using international children's literature to introduce an international curriculum to children. A list of the children's books winning the annual Mildred L. Batchelder award (for the most outstanding translated children's book) since 1968 is attached. (DB)

Presents a history of world history instruction as it has evolved since the 1890s in the United States focusing on New York state. Concludes that the latest revisions have restored chronology; eliminated any attempt at universal history; decreased the presence of the social sciences; and retained the option for a topical treatment within a…

This curriculum project is designed for high school classes in Spanish, social studies, or global studies. The project's lesson plan lists materials needed; poses seven key questions about Mexico and Monterrey; outlines background notes on Mexico; and provides a detailed, step-by-step procedure for classroom implementation during three days. Also…

Eight kinds of curricular changes designed to make schools more effective agents of citizen education in a global age are discussed. Materials designed to globalize the content of education are listed and four basic elements of a curriculum grounded in a global perspective are briefly described. (JMF)

Seeks to highlight women's labor so that classroom economics lessons will no longer maintain women's invisibility. Intends only to suggest issues for further study and topics for inclusion in lesson plans; not meant to be a conclusive explanation of a historically very complex and controversial topic. (DB)

This document suggests how social studies classroom teachers on the high school level can use a concept approach to structure global studies programs. Global studies is interpreted to include a focus on the individual's search for meaning in various cultures as well as the more traditional study of world cultures. A major objective of the approach…

This lesson is based on travel in and study of 12 of Mexico's states and visiting Mexico's cities, schools, universities, and communities. Finding many parallels between Mexico and the Mariana Islands, the lesson focuses on providing a historical overview of both countries and on describing modern variations in social life, land area, politics,…

Discusses 20 questions commonly asked when educators express a need for a global approach in education. Questions focus on defining the term, relating it to the schools, its place in the curriculum, and implementation procedures. (KC)

Considers three issues related to gender-balanced global education: gender's place in the social studies; survey results on awareness and implementation of the National Council for the Social Studies' resolution on gender in global education; and criteria for evaluating global education materials. (DB)

Global education is an approach to learning that transcends national boundaries and involves the interconnection of cultural, ecological, economic, political and technological systems. This perspective promotes multicultural sensitivity that enables young people to see more clearly their own responsibilities and opportunities in today's world.…

This curriculum unit presents an overview of change in Mexico. The unit is not meant to be an in-depth study, but rather a survey of four areas traditionally important in Mexican life: the economy, politics, religion, and literature, with particular emphasis on the first two. The unit is designed as a module on contemporary Mexico in a Latin…

Suggests curriculum changes in the social studies to prepare students for responsible and effective participation in a global age. Teachers should emphasize that the United States plays a large role in world affairs, introduce new issues in world politics, and address the issues of world peace and human rights. (Author/KC)