Scholars have long identified fostering democratic citizenship as a primary purpose of public schooling in the United States, as schools should intentionally prepare students with the knowledge and skills needed for active, informed democratic citizenship. In addition, global interconnectedness has reshaped needed civic competencies to participate…

As the world becomes increasingly more interconnected and interdependent, it is a priority to expand approaches for students to learn within interdisciplinary environments so that students acquire a broader "team lens" needed for success in future employment and scholarship. Across the globe, part of the "common language"…

A problem that history teachers in the United States face is that they lack an appropriate reference point from which to address many of today's global issues. The source of this problem is an antiquated model of society, still taught in the universities, that largely reflects the society that existed a century ago. For the last decade, the author…

The article discusses the parameters of the expanding field of global history and its wider methodological implications. In a first step the author outlines the rising interest in transcultural and global history that can be observed in many parts of the world. In this context different approaches to global history as well as alternative…

A central argument of this essay suggests that the truth of globalization is little known to the body politic as it is enmeshed in the dynamics of capitalist accumulation, avarice, and despotism. This project hopes to first locate, and then unmask the realities of globalization, warts and all. Gaining some knowledge of globalization, the…

Lists of approaches, principles, and concepts, useful in the development of non-western curricula are presented in order to help teachers attempting to broaden the perspectives of their pupils about the world they live in. (JH)

Describes a syllabus for teaching history which stresses a system of periodization to incorporate humanities and social science concepts with understanding of historical change. The syllabus was developed for use with international students at the United Nations International School in New York City. (DB)

Discusses the need for students to acquire knowledge of the international system and to understand their role and responsibilities within this system. Advocates the incorporation of increased geographic insights into history and social studies curricula. Suggests that it is at the nexus of geography and history that valuable global education can…

This research presents finding from a preliminary study of the use of historical fiction in the middle grades. Focusing on historical fiction related to World War II and the Holocaust, the researchers sought to examine the factors that influenced teachers' decisions to implement historical fiction in their classrooms and students' responses to its…

Explains how a world civilization course at Butler University (Indiana) was significantly enhanced after a geographic perspective was used to introduce students to various cultures. Describes the units on China and pre-revolutionary Russia. Outcomes included a better understanding and appreciation for geography by both students and teachers. (GG)

Argues that the concept of international education is no longer a new idea but that it still is not integrated fully into the curriculum. Emphasizes two parts of international education: (1) education for a global perspective; and (2) education for world-mindedness. Contends that contemporary world problems require effective international…

Presents 12 study guides for teaching secondary school students about Korean history and culture. The study guides deal with ancient legends, history, family, women's roles, traditions, folk customs, economic development, the division of Korea, the Korean War, links with the United States, and comparisons between North and South Korea. (GEA)

This handbook outlines three courses with a global approach which have been implemented in the Livonia Public Schools, Livonia, Michigan. Existing global realities--the growing interdependence of nations and peoples, the depletion of nonrenewable resources, and the ominous world food problem--make it imperative that schools teach global studies.…

An international studies major for undergraduate students at the State University of New York College at Cortland is described. The major is designed to provide students with knowledge and skills that enable them to understand and help change a world that is interdependent, and determined by long-range forces. It is hoped that the international…

A curriculum designed to promote an understanding of the values and priorities of the many cultures of the world, as well as the basic concepts and principles related to world communities, is presented in this paper. The authors first present a rationale for such a curriculum, then describe the courses a Michigan public school district included in…