Describes the San Francisco Unified School District's Educational Redesign Plan with respect to social studies and global education. The new curriculum is global in outlook, multicultural in focus, and emphasizes basic competencies. (KC)

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)

Describes purpose and activities of a California Task force, Coping with Interdependence Program (CWIP). The program is directed toward getting schools to adopt global education curricula. A 26-item list outlines recommendations of the task force. Plans for community outreach and nationalizing and internationalizing CWIP are presented. (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)

A peace studies curriculum program is described. (DE)

Addresses the teaching of social studies in a changing world. Suggests that the Pacific Rim can be a focus area for teaching in a global context. Describes two curriculum models using either individual countries or aspects of life as the basis of organization to give learning a structure. (DK)

Contends that regional studies, such as Asian studies, can engage students more actively than a traditional global approach to world history. Delineates the author's objectives in teaching a course in Asian studies. Outlines the subjects covered in the course's units on China, Japan, and Korea. (DSK)

Discusses socio-civic education as it occurs in schools and nonschool social organizations. Advocates a cooperation between these institutions to promote civic attitudes and behaviors needed by young citizens in today's society. Lists several interrelated factors affecting and methods for improving citizenship education. (AEM)

Examines the theme of diversity in the 1981 "California History/Social Science Framework." Recommendations for examining diversity for grade levels K-12 are listed. Students learn about group identity and individuality, ethnicity in U.S. history, global diversity, and the role of citizens within diverse political, economic, and social…

Discusses the California History-Social Science Framework (1988), in which history is at the center of the social sciences. Traces the sequencing of history courses from the elementary grades through high school, highlighting the interplay between world and United States history which provides a global context for learning. Examines the…

The model outline for the high school world cultures course as described in the 1981 California History Social Science Framework is printed in its entirety. The course contains units on anthropology, economics, history, political science, sociology, and humanities. Seven culture areas are outlined, and unit goals are indicated. (CS)

Outlines the processes, and some of the obstacles encountered in promoting global education within the schools. Identifies the most prominent obstacle as competing demands for time and resources. Maintains that teachers and principals must take the lead in integrating global education into their local curriculum. (MJP)

Endorses the National Standards for specifying what students should know and be able to do, as well as providing guidelines for demonstrating competency. Stresses that supervisors and teachers, working together and using the standards, can provide a consistent and sequential learning environment. (MJP)