Recommends using teacher vacations to help students learn about other countries and cultures. Asserts that visiting schools and classrooms can have useful professional development results. Includes a list of classroom activities that can be based on teacher vacations. (CFR)

Asserts polls show that the general public, high school seniors, and college seniors have many misunderstandings about the U.S. economic system and its role in the international economy. Maintains that grade level programs need to be interdisciplinary and utilize active learning techniques. (CFR)

Contends that existing social studies curricula do not prepare students to deal with rapid advancements in communications, technology, international politics, and the emerging global economy. Emphasizes that social studies curriculum reform must include a global perspective. (CFR)

Reviews teachers' resources related to people and places. Most of these focus on the identification of geographic locations and historical biographies of famous individuals or groups of people. Includes discussions of reference works, audio cassettes, activity kits, and fiction. (MJP)

Describes a thematic curriculum unit in which elementary students simulate travel around the world and record their experiences using word processors and databases. Includes figures listing student directions and an actual student journal entry. Asserts that technology can heighten student motivation and improve knowledge about the world. (CFR)

Maintains that elementary teachers are encouraged to integrate the curriculum to motivate students. Describes an instructional unit in which students set up and run an "international store," in which the items are priced in foreign currency. Provides recommendations on designing the unit and operating the store. (CFR)