Abrams argues that democratic values are no longer revered because of the acceptance of the ideas of cultural relativism. According to Abrams, "We are out of touch with the intellectual wellspring of our national existence." Cultural Literacy Relativism criticizes NCSS.

Relations of Everyday Life. Ohio State University. 16 pages. ED 365 596.

Mainstream international relations teaching and research do not provide appropriate knowledge for understanding local impacts of changing world economics, institutions and governments. Chadwick stresses the need to overcome the disability of state-centered international education and enhance perceived ways that individuals and their communities are involved in global issues.

About What? Ohio State University. ED 265-107. 1-28.

The authors argue that people cannot participate fully as citizens without global education. All educators have a role to play in this process. Global education needs a world history which stresses the linkages among people. The paper focuses on five themes: values, transactions, actors, procedures and mechanism; which enable people to understand global relationships.

Alger suggests ways teachers can improve themselves and their students in local action as a means of furthering effective and practical global education. The article also considers possible barriers related to the ideology of the state system, and current breakthroughs, e.g. the nuclear freeze movement, anti-apartheid activism, and the sanctuary movement for Salvadoran refugees.

In a series of articles and addresses, an overview of inter-cultural education is presented, dealing with community acceptance of global programs, reeducating teachers, curriculum structure and content, resource availability, and persuading administrators of the value of global education.

Anderson's book is a must. It provides objectives and rationale for global education, plus a futuristic scenario of how a global school might be organized. Especially useful for curriculum planners is a discussion of eight standards which can be used to measure changes in the school curriculum, moving from the current status of global education.

Dr. Anderson believes that prospective teachers are not being exposed to courses which enhance the development of a global perspective. Social sciences are too fragmented and are taught in a society-centric fashion which inhibits the development of global perspectives. He explores ways in which a world-centered approach to social science curriculum might be developed.

Anderson argues that we have no choice but to globalize American education; the only questions are how well and how rapidly it gets done. This imperative has been caused by three developments: the globalization of the world's social structure; the declining dominance of Western Civilization; and the decline of U.S. hegemony. Global Education. 

Recent reports on the state of education in the U.S. have repeatedly called for strengthening of courses that teach American children about the world. Since texts form the core of instructional materials in most American secondary schools, any serious attempt to improve the knowledge that students and teachers have about the world, and therefore of Asia, must begin with the texts. A survey of the fifty states showed that fewer than 25% of the texts devoted to coverage of the entire world provided students and teachers with adequate information about Asian civilizations.

This article focuses on the philosophy of the Duke University English Department, which poses that the literature taught should reflect the experience of the faculty. This contrasts with the so-called canons of Western Civilization. Cultural Literacy.

Communications technologies have not produced the Orwellian nightmare of central control. If anything, recent advances in computer, camcorder, and satelitte technology have democratized communications and decentralized power. As never before, global events can be shaped by the media.

This book looks at America's role in the post Cold War era and provides insights into its supposed "declinist malaise." While the book does not profess to answer all the questions arising from the changes in the late 1980's, it does provide a solid base from which to start a dialogue.

Two exciting cross-cultural readings about Africa. Each volume combines a contemporary adventure novel with factual articles about African cultures and history; including maps and photographs that illustrate the stories. Coretta Scott King introduces Soul to Soul and Nelson Mandela introduces Brothers and Sisters.

This second edition proposes guidelines and actions educators can use to institutionalize programs related to ethnic and cultural diversity. In five parts, Banks discusses goals, issues and problems, ideology, curriculum and strategies of a multiethnic education.

Thought provoking novel which serves as a window to understanding the perils and tragedies of racism, intolerance, and passivity.

This is a collection of lesson plans designed to enhance the knowledge and skill of students in the five dimensions of global perspective outlined in the Hanvey model. The lesson plans include: teaching a global perspective, emphasis on Latin America, emphasis on the Soviet Union, emphasis on China, and emphasis on Western Civilization.

Looking for a brief but penetrating overview of global education? Becker argues that global education should be seen mainly as the development of skills in information selection and processing, rather than an academic compartment with a body of information to be mastered.

This review of goals in global education notes the variety of ways in which various global education organizations have provided help to teachers. Becker suggests that in order to clarify goals and objectives in global education, more widespread use of existing goal statements in order to select materials and assess programs is needed.

The pioneer book in global education with chapters by leaders in-the field of global education, the primary strength of this book is its presentation of a broad spectrum of thinking on global education.

Overview of secondary education programs and curriculum development projects, Includes an appendix on "Objectives for a Global Approach" in secondary schools.

Bennett decries the low status of humanities education. He believes we should emphasize America's heritage as part of Western Civilization. It is his belief that the West sets the more, political, social and economic standards for the rest of the world. Cultural Literacy.

It is argued that global and international education are "hollow shells" if they are presented in only one language. They list seventeen recommendations in curricular areas which traditionally do not include a foreign language component. Their model would require substantially more foreign language training for teachers in all curricular areas.

Too often seen in the lens of the United States experience in the Vietnam War, this article offers an alternative approach to teaching Vietnam through the development of a cultural and historical perspective. A brief summary of literature on Vietnamese cultural history which is appropriate to high school students is included.

Global Trends Workshops for secondary science and social studies teachers and supervisors conducted collaboratively by the Center for Environmental/Energy Education and the Tennessee Valley Authority's Environmental/Energy Education Program are described. The workshops helped teachers learn how to merge global trends with local concerns.

In this controversial best seller, the author laments the low status of traditional and liberal education in American universities. He points to the acceptance of cultural relativist ideas, beginning in the 1960s, as the cause of this downfall. Must reading for those interested in the dialogue concerning liberal education. Cultural Literacy.

A look at the rise of a conservative elite within the US. Blumenthal points out that the rise of this new conservative elite has not caused a realignment of the parties. The effect of this new elite has been the institution of the continual campaign, where running for the next election begins the day the candidate wins the previous one.

This third Club of Rome report is the first to combine authors from the West, the Socialist World, and the Third World. It reconsiders global problems such as energy, communications, cultural identity, and the arms race, fo6using primarily on the human element rather than on the material constraints to growth. The fundamental question raised is whether humanity can shift from a mode of learning characterized by unconscious adaptation to one of conscious anticipation.

Former Commissioner of Education notes that we are in a race for human survival and that elsome return to a core of learning is crucial to the larger national goals of America's third century." Education for interdependence is a cornerstone of this revitalized core curriculum.

This is a report of an independent commission, drawing its members from various parts of the world, concerned with issues of international development. The report underscores an increasingly interdependent world community. It calls for increased cooperation between developed and less developed nations as a means of averting international crises.

Rationale and practical suggestions for incorporating international human rights content into the social studies curriculum.

To effect human understandings, Braun advocates transpersonal psychology and consciousness education, with a shift in perceptions of other cultures.

The major contribution of this book is a re-conceptualization of the meaning of national security. Brown argues that the military concept of national security is growing obsolete and the key is sustainability of the global resource base with an emphasis upon land and food.

The 1996 edition presents challenges and explores options for: protecting the world's forests; safeguarding oceans; chemical alternatives; transportation alternatives; rebuilding the world bank; food security; and women in developing countries.

Background information on the world trends that necessitate global education. Brown argues that the traditional concept of "national" security is no longer viable since the global system on which nations depend is imperiled. Thought-provoking; can also be used with secondary classes.

This inexpensive paperback is an excellent resource for content on international human rights, an important strand of global education. Contains chapters on the history of international education and research on learning about human rights. Also, there is a valuable chapter that contains critical evaluations of commercially-available social studies materials.

This article describes the campaign of attacks made by certain officials of the Department of Education against the Graduate School of International Studies (GSIS) at the University of Denver. The authors argue that this represents an anti-global national trend in conservative political thought. It is feared that attacks such as this pose a threat to intellectual freedom.

The substantive (knowledge of how the world works) and the perceptual (various intellectual values, dispositions, and attitudes that distinguish a parochial perspective) dimensions of a global perspective in a global education are explained. Main ideas of the perceptual dimension in particular, are outlined.

The goal of education in civics and government is informed, responsible participation in political life by competent citizens committed to the fundamental values and principles of American constitutional democracy. The content standards in the document specify not only the content to be mastered in civics and government, but also what students should be able to do in relation to that content.

Official statement of the National Council for the Social Studies, defining and supporting the concept of global education.

The article discusses how elementary and secondary social studies teachers can use nature to provide students with a global perspective. An interdisciplinary science, language arts, and social studies unit entitled "Microtrek Scavenger Hunt" for use in grades four through six is presented, and additional resources are described.

Description of a public elementary school in Chicago's North Side that is organized around global education ideas.

Realistic and comprehensive analysis of current efforts in global education in the United States and down-to-earth suggestions about strategies to advance the fields.

An excellent collection of documents to be used by a school at the beginning stages of developing a global program.

Project that encourages students and citizens to view their own lives and activities in a global context. News releases were developed on such topics as "The International Travel of Columbus" and "Voluntary Organizations." This project serves as a model for other cities and states. Press releases are very useful for classrooms.

A comprehensive description of educational and travel opportunities available to students. Primarily designed for undergraduate college students, but useful also for secondary and graduate students or the traveler in general.

The first of a series of publications by the Council on Learning's Education and the World View Project. The project focuses on research and development of global studies at the undergraduate level of university education.

Possible ways of using mathematics to consider global issues; teaching math as a significant resource in solving real world problems -- both local and global -- so that it becomes more than a bag of technical tricks which have only limited use unless we learn to apply them in a 21st century world.

In this paper presented to the National Conference on Professional Priorities: Shaping the Future of Global Education in Easton, Maryland in 1982, procedures are outlined for implementing global education through either additional courses of study or infusion into existing courses.

Author borrows heavily from Joel Garreau's The Nine Nations of North America. Argues that certain economic/cultural areas of Europe are beginning to supersede the traditional nation state in the daily lives of Europeans. Some of these regions are historical such as the cities of the Hanseatic League.

Pioneer in global communications technology. Predicts a diminution of the nation-state and the growth of global networks supported by telecommunications technology.

Purposes of the network is to systematically collect and disseminate information about global education on a national basis.

Comprehensive list of organizations and agencies involved in global education. Names, addresses, and telephone numbers are included. Dated.

A series of articles written by teachers. The articles touch on some of the practical considerations inherent in teaching in a global manner.

This thematic issue consists of three articles by Merry Merryfield, Jan L. Tucker, and Peter Cistone that look at "Developing a Global Perspective"; "Preparing American Secondary Social Studies Teachers to Teach with a Global Perspective: A Status Report"; "Global Perspectives for Teachers."

An attempt to utilize social science theory and research techniques to examine global, transnational institutions and processes such as the international monetary order and international patenting.

Fallows looks at the uniqueness of the United States. His premise is that the culture of the US. is something that is being emulated but never copied. Fallows feels that since the US. is not based on a single ethnic group or specific geographical area, we are that much stronger for our diversity and our acceptance of that diversity.

Fersh argues that ethnocentrism has lost its utility in a complex world of constant change. He believes it is important that we are aware of our own cultural biases. He feels that this is necessary for people to "share in the birthright as a member of the world community." He believes in a curriculum whereby the "student is the subject." Global Education.

In this article, the author describes what he feels to be the sorry state of the social studies in American schools. He lays the blame on education "experts", who focus on the importance of problem solving skills, and notions of "interdependence" at the expense of democratic values and cultural literacy. Social Studies. Critique of Global Education and Multi-cultural Education.

Looks at levels of global awareness among high school home economics teachers as related to international perspectives and age, level of education and other variables.

This handbook addresses the current and future educational circumstances needed for more internationally able and informed Americans. Exemplary global education programs are described and reviewed.

This paper focuses on the need to develop a more internationalized preservice training for science teachers. The international nature of scientific language, science history and the present composition of the scientific community demands this training. Recommendations include: an expansion of student exchange programs, more exchange of correspondence and publication, and an international exchange of computer software for science teaching.

Developed on behalf of the Am. Geo. Society, the Assn. of Am. Geographers, the Nat'l. Council for Geo. Ed., and the Nat'l Geographic Society. There is now a widespread acceptance among the people of the U.S. that being literate in geography is essential if students are to leave school equipped to earn a decent living, enjoy the richness of life, and participate responsibly in local, national, and international affairs. The purpose of standards for geography is to bring all students up to internationally competitive levels to meet the demands of a new age and a different world. These standards are a vital contribution to the achievement of the goals enunciated in Goals 2000.

In order to infuse a global perspective into their teaching, social studies teachers must be exposed to the substance of global education throughout their training as well as be introduced to methods and materials which enhance global perspectives. This paper describes two approaches: the infusion approach and the discrete approach, as to how global perspectives might be introduced into social studies methods courses.

Authors argue that global education in the elementary schools should involve all disciplines and should involve the entire school and community.

This entire issue of Social Education is devoted to global education. Of particular interest to teachers is the article on "Peoria and the World" that illustrates how the connections between local and global activities can be used in the school curriculum.

A profound survey of the international scene focusing on the future. With insight and historical perspective, Halberstam explains the decline of American global domination and the economic miracle of Japan. A tour de force in historical analysis destined to be labeled a classic. Pulitzer prize winning author is a highly-respected journalist.

This paper is a synthesis of the thirteen papers, commissioned by the American Association of Colleges for Teacher Education, concerning guidelines for international teacher education. Each writer is a specialist in a particular area of teacher education. Subjects of the papers were: (1) general concept paper; (2) social foundations; (3) psychological foundations; (4) theory and methods; (5) elementary education; (6) clinical and experiential; (7) social science; (8) social science methodology; (9) science; (10) mathematics; (11) foreign language; (12) fine arts; and (13) humanities.

"An attempt to describe certain modes of thoughts, sensitivities, intellectual skills, and explanatory capacities which might in some measure contribute to the formation of a global perspective and which young people in the US might actually be able to acquire in the course of their formal and informal education." This piece has become a classic statement on global education.

This paper makes worthwhile observations concerning: (1) teachers who achieve success in teaching global awareness despite hostility or indifference, (2) parental attitudes on the importance of global education, (3) where global studies rank on administrators' lists of priorities, and (4) incorporating the program into existing curricula.

An analysis of international education in US higher education during the post-World War II period, with projections for the decade of the 1970s.

In a summary of a series of workshops, topics including institutional change, teacher training, and content are addressed. Of particular interest are comments regarding the need to "globalize" university professors, as much is lacking in educating future teachers about global awareness.

A grim analysis of the global problems faced by humankind and a pessimistic scenario of our capacity to cope with these problems. A stimulating argument that may make you angry enough to do something about our predicament.

This paper discusses ways of adding an international dimension to the teaching and learning of mathematics. Promising areas include: history of mathematics, comparative studies, world problems, metrification, mathematical games, and computers and technology.

Dr. Hirsch's vision of what the core knowledge of our children should be. Divided into subjects, this dictionary provides maps, stories, photographs and cross referencing in order to facilitate its use.

Hirsch defines cultural literacy as being, "the network of information that all competent readers possess." He argues that at a time when the need for cultural literacy is rising, the literacy rates are falling. He blames this on the teaching of skills, as opposed to specific information. Must reading for those interested in the cultural literacy debate.

The follow-up book to Cultural Literacy, this dictionary provides a reference guide to our cultural heritage. Divided into 23 sections, this information is easily accessible. The guide is designed specifically for adults.

This is a comprehensive reference concerned with the entire field of international education. It describes all kinds of publications, organizations and other sources of information relating to international education program. Ideal for use as a first step in undertaking any kind of research in this area. International Education.

Hoopes discusses the aims and necessity of global education, and stresses the importance of positive teacher attitudes as well as teacher training. He addresses the challenges of obtaining community acceptance and administrative approval.

An interesting critique of the systems analysis approach to Global Education. The author believes this approach to be anti-humanist, substituting analytical abstraction for historical complexity. He supports using a generic and analogical comparative analysis approach to history in the training of social studies teachers. Highly recommended reading.

This collection of bibliographies focuses on undergraduate programs concerning international and global programs. It is a reaction to the problem of university-based educators duplicating the work from others. It is designed to assist these educators in refining and expanding their programs.

This book deals with areas of critical importance to global educators, including the environment, technology, values, intercultural communication, justice, global perspectives, and aiding students in coping with a changing world.

Emphasis is placed on the need to broaden the humanities to include civilizations which have flourished outside of Western Culture. The humanities, as they exist now, are criticized for being "culture-bound and parochial therefore increasing the ethnocentrism of the students who study them."

Presents usable and entertaining activities for introducing global concepts in elementary classrooms.

This journal is called in its first edition a "A New Forum for Global History." It consists of articles dealing with Global History and its impact.

History professor at Yale provides a powerful analysis describing the decline of the traditional nation state. This penetrating book examines the question of how transnational forces will affect the nations and people of the world in the 21st century, a time of instant communications, scarce resources, and exploding population. This is not an optimistic scenario. Many readers will question his assumptions and conclusions.

This landmark book looks at the relative decline of all the great empires of the past. Author compares these patterns of declines with the present situation in the U.S. An interesting book which should be read by all individuals with an interest in history.

Classroom suggestions for teaching a global perspective. Many useful ideas and resources. Written for elementary and junior high teachers primarily.

Using the concepts of conflict, change, communication, and interdependence, this book provides illustrative classroom lessons. Puts global education theory into practice.

This is a good resource dealing with curriculum development, teacher education, and community acceptance of a global program. His suggestions address the need for teacher acceptance, program adaptability, and localized control at the building level.

Case study accounts of the infusion of global education into schools across all disciplines.

The objectives and content of global education programs are described. These include programs which engage students in the study of global realities that effect the web of interdependent relationships worldwide. The history of this movement, attempts at program development in the United States, and implications for US schools are discussed.

A description of a total K-12 curriculum in social studies that has global education as the organizer. .0

In this handbook it is noted that much of the work in the past associated with global education has focused on individual teachers, their curricula and classrooms. In spite of the success of this approach, there is still a long way to go to "institutionalize" the goals of global education as a central mission of schools. This publication outlines the "next steps" in that direction.

This review of developmental and environmental research suggests that ages 7 to 12 are particularly appropriate for teaching global concepts, and that exposure to cultural differences and universals is the most effective teaching approach, in which students engage in sequenced, experiential learning.

While many people see the shift of the global economy's center to Asia as an example of America's decline, Kotkin and Kishimoto believe that is an important opportunity for the US. for its pursuit of economic vitality. With the large influx of Asian and Hispanic immigrants, important ties have been forged with the Asian sector. America's future economic vitality depends on taking advantage of these ties.

This paper notes that in the area of educational theory and methods there are virtually no efforts to involve an inter-national component. Two exceptions to this are programs already in place at Florida International University and Indiana University. He believes the role of methods instructors is central to the development of international perspectives among prospective teachers.

This book outlines various outlooks held by Americans toward the rest of the world. A detailed analysis of the forces underlying the controversy about global education.

In this paper, the author defines Global Education in terms of understanding three world views, and how these world views affect stances taken on issues such as: conflict; the maldistribution of resources within and between societies; and the distribution of power within the international state system. Lamy describes four intellectual goals essential for a Global Education program, as well as recommend a comparative method of analysis in the study of global issues. Global Education.

This entire issue of ERO is devoted to global perspectives, and contains a wide variety of articles by authorities on the subject. Topics include research reports, teacher attitudes, curriculum development, and rationale. -"

If you have time for only one item, this brief essay by Leestma is recommended. He outlines the need for a global perspective and identifies important concepts such as the unity and diversity of the human species, international human rights, interdependence, and intergenerational responsibility.

High school students hate history. The author found in a review of leading high school texts of American history an embarrassing amalgam of bland optimism, blind patriotism, and misinformation. In response he has written this book, in part a telling critique of existing textbooks but, more importantly, a wonderful retelling of American history as it should -- and could -- be taught to American students. This book if for anyone who has ever fallen asleep in history class.

Author links military technology, industrial wealth, armed force and social conduct over the last 1000 years. The author reaches back to ancient China to reveal how the economy of the marketplace was mobilized to gain military advantage.

This education pullout section of The Christian Science Monitor contains a series of articles pertaining to the debate over what should be taught in US. schools. Cultural Literacy.

This handbook represents a pluralistic approach to social studies. It contains selections from authors who come from diverse cultural backgrounds. Its purpose is to clarify differences among the approaches of the authors, identify strengths and weaknesses of alternative approaches, and to offer suggestions concerning classroom practice. The book is concerned with planning and implementing social studies programs.

This useful volume contains a rationale for global studies, several lessons that can be incorporated into a variety of social studies content areas including American History, and a section on evaluation of materials and programs. An excellent volume for the busy teacher who may not have time to read further.

This NCSS bulletin contains chapters by educators in West Germany, the United Kingdom, Nigeria, Thailand, and Japan describing social studies in each of these nations. The editors' chapters reflect on the meaning of the transnationalization of social studies as a profession.

A critique of global education's penchant for the concept of interdependence, this suggests that interdependence is often seen by Third World Nations as a code word for exploitation by Western technology and corporate expansion. A useful piece to temper the sometimes runaway naivet6 of global educators.

A directory of programs throughout the United States which prepare secondary school Social Studies teachers to teach with a global perspectives. The directory provides strengths, program descriptions, contact people and other information necessary in order to find the best program for the perspective candidate.

This article looks at six exemplary programs (Florida International University, Cal. State Long Beach, Global REACH, Arlington WA, Mass. Global Education Program, Ohio State University, and University of Kentucky), gives their strengths, funding information and other points of interest.

This paper discusses the results of the Family of Man Evaluation Study, dealing with primary-grade global education. A summary of the project, its goals, and the conclusions are included. Among the findings: (A) "global" can impact on children's attitudes toward foreigners, (B) structured programs are more successful, and (C) global education is effective at early ages.

Using examples from the United States, author points out how some regions are forging ahead economically by carving out a niche which combines the global with strengths at the local level. She examines North Carolina, Boston, and Miami.

Perspectives of history and the social sciences in relationship to developing a global view. Includes a chapter on instructional methods and materials for global education.

Runaway best seller in the USA in 1983 that project trends into the near future. Global influence is predominant in his thinking and recommendations.

Funded in the spring of '92 by the NEH and the U.S. Dept. of Education, these standards address one of the major goals for education reform contained in the landmark legislation, Goals 2000 signed into law by President Clinton in March '94. The standards were developed through a broad-based national consensus-building process which involved working toward agreement both on the larger purposes of history in the school curriculum and on the more specific history understandings and thinking processes all students should acquire over twelve years of precollegiate education.

These standards for the youngest students mark a critical advance but not the final destination in what must be an ongoing, dynamic process for opening children's minds to the people, culture, and history of the world.

In this most contentious field of the curriculum, there have been many who have wondered if a national consensus could be forged concerning what all students should learn about the history of the world and of the peoples of all racial, religious, ethnic, and national backgrounds who have been a part of that story. These standards attempt to help the nation's schools meet the challenge.

Effective and concise summary of theory behind global education, and the need for it in the schools.

These guidelines are the official position of the NCSS on the social studies curriculum. The guidelines emphasize the importance of education for a global perspective within a framework of knowledge, abilities, values and social participation. Must reading for social studies teachers with a global interest.

The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. These standards, published in this book, define what students should be learning in social studies programs in the early grades, middle grades, and high school. To paraphrase a famous question, these standards specify what students should know and when they should know it.

Three experienced educators and researchers show that mathematics has a rich cultural heritage which could and should be incorporated into a multicultural curriculum.

The Yellow Pages is a broad listing of organizations and projects which might be of assistance to educators and individuals interested in improving global education in the schools. The Resource Book is a collection of bibliographies which includes resources for teaching about topics such as: current events, energy, global education, human rights, racism and foreign policy, among many others. Area studies resources are also included.

Nixon's ninth book provides an insightful look at the challenges facing the US. in the post Cold War period. With all the changes that have occurred in the late 1980's, Nixon charts a course for the US. to follow which allows the US to continue its leadership.

Impediments to globalizing teacher preparation programs are detailed, a description of successful global curriculum at Florida International University is provided, and specific reform recommendations are made.

Ohmae's insightful look at the global economy details the emergence of consumer sovereignty. Standards and decisions are being determined by consumer wants and needs. With capital and industry flowing between borders, those companies which decentralize and make decisions focused on the consumers will have the most success.

The fact that little attention is given to global studies in elementary and early childhood instruction is explained in terms of teacher education programs not expecting these teachers to obtain a great amount of sophistication in any subject area. It is recommended that these teacher preparation programs incorporate a broader based and more rigorous program, making international and multicultural experiences central to the curricula.

Strong argument for global education as a perspective useful in existing curricula rather than "an add-on course of study."

Using historic and contemporary political affairs, Pfaff examines the subversive and destructive capacity of Nationalism.

A powerful statement about the human condition and our unique relationship to the world and ourselves, expressed through the analogies of a motorcycle journey across America.

Ravitch and Finn look at the knowledge base of our graduating seniors. The authors feel that the present system of diversity and local control in schooling is promoting a generation of students that don't possess even the basic knowledge necessary. Their book is an argument for a more controlled curriculum along the lines of Hirsch.

Author, Secretary of Labor under President Clinton, says the global economy is having a devastating impact on American work force. USA workers now compete against an increasingly skilled and productive global labor pool. In the USA , the rich are getting richer and the poor, poorer. A definitive analysis of the forces leading to the globalization of the international system. With expertise and detail, the author reveals future socioeconomic trends while calling for a national re-commitment to productivity and competitiveness. Required reading for global educators and anyone else interested in things to come.

A respected East Asian scholar argues that the education system in the United States is failing to prepare students to meet the global challenges of the near future. He supports education for a global perspective from kindergarten through the university.

Comprehensive review of research related to learning and teaching in global education.

Entire issue of the journal of the College of Education, Ohio State University, is devoted to the theory and practice of global education. Separate chapters are authored by Anderson, Hanvey, Becker, O'Connor, Wilson, Heater, Woyach, Remy, d'Almeida, Torney-Purta, and Tucker.

A comprehensive listing and description of the major resource centers for global education information in the United States. Published originally in 1984.

Views the role of community organization in the continuing education of American citizens about world affairs.

Looks at the rise of the trading state and its ramifications. Author argues the territorial state, always seeking more land, has been replaced by the trading state, always seeking more profit and consumer benefits; how the trading state is the new structure replacing the territorial state and how this change will affect the prospects for peace.

An extensive collection and description of resources for the development of global programs.

A revisionist look at Columbus, Sale traces Columbus' background and the history of his voyages. Sale refutes a great many of the myths surrounding Columbus and looks at the ramifications of this meeting of Europe and the New World.

A powerful essay that looks at the pitfalls of multiculturalism going to far. The essay asks whether multiculturalism and its present extremism could be detrimental and lead to "the fragmentation, resegregation, and tribalization of American life."

In a paper prepared for the Annual Meeting of the American Association of Colleges for Teacher Education, the significance of the first national conference on global education at Easton, Maryland in 1982 is summarized; materials, studies, teacher education, and curriculum change are among the conference topics included.

An optimistic view of our global future challenging the pessimistic data presented in The Year 2000, a report issued by the Federal Government during the administration of President Carter.

In a study presented to the American Educational Research Association, the impact of global materials on student attitudes toward other nations was examined. He found that by the seventh grade, student attitudes were firmly set, creating difficulties in teaching global concepts, and suggests a curriculum sequence in the elementary grades to deal with the problem.

This book can be used as a high school text for a course emphasizing world affairs or global awareness. It consists of five parts: global perspectives, global dynamics, global decision making, global issues and regions of the world.

In a paper presented to the National Conference on Professional Priorities: Shaping the Future of Global Education, the use of formative evaluations in curriculum development, particularly in global education, is detailed.

Vocational education imparts knowledge and skills that can be used to promote peace, international understanding, cooperation, and the observation of human rights, both nationally and internationally. Objectives of vocational education for international understanding are outlined, and specific examples of vocational content that has a global dimension are provided.

This article outlines the dialogue between E.D. Hirsch and Eliot Warnock concerning cultural literacy. Hirsch contending that what is needed is the teaching of more specific information; and Warnock countering that detrimental passive learning is implicit in Hirsch's logic. Cultural Literacy.

A K-12 social studies curriculum is designed to support a democratic civic structure with active participation of individuals in the improvement of society. This article seeks to have students develop firm and thoughtful attachment to the core values of justice and equality. It also provides a flexible sequence of conceptual themes to guide the curriculum at each grade level.

The State Plan provides a rationale for global education in Florida, and recommends ways in which global/international education may be infused into the curriculum. Specific recommendations relating to schools, teacher training, higher education, and community/adult education are included.

A provocative global analysis of the historical roots of the "third world." The author suggests that "third world" conditions started in the sixteenth century as a response to the needs of industrialization in Western Europe, and that those conditions have since spread to other parts of the world.

Stavrianos approaches history from a entirely different perspective. Instead of following a standard format and looking at history entirely chronologically, the author views history through four different units: Kinship Societies, Tributary Societies, Capitalist Societies, and Human Societies. By looking at history from these groupings, the author can better demonstrate patterns and linkages in human history.

Noted historian sees a silver lining in the dark clouds described by the "gloom and doom" writer such as Heilbroner. Good counterpoint to Heilbroner's An Inquiry Into the Human Prospect.

Review of the global education program in Livonia, Michigan and factors contributing to its success. Contact: Dissertation Abstracts, Michigan Microforms International, 300 North Zeeb Road. Ann Arbor. Michigan 48106.

Swift outlines a three-year global education program used in a Michigan high school that was intended to alter multicultural/global fragmentation, dehumanization, and debilitating skepticism. Program components that are discussed include resources, curriculum, testing, activities, parent participation, projects, surveys, and student responses. It was concluded that a global perspective was fostered.

A complete set of current lessons on topics such as world trade, global conflict, economic development, the environment, energy, and human rights.

This book has become a minor classic in the field. Taylor identifies the grade need for more international/intercultural education in the training of teachers. Applies to inservice as well as preservice teacher education.

Takaki examines the history of multiculturalism and ethnic diversity in America from the seventeenth century up to the 1992 Los Angeles riots. He contends that in order to truly connect and "get along" in our society, we must truly comprehend the reality of our multiculturalism.

Listing and description of opportunities for social studies teachers to gain experience in other nations and cultures.

Suggested intercultural communication course outline for grades 8 & 9. Includes review of literature in area and an annotated bibliography.

Recent world developments have brought new opportunities to Americans. This is a guide for a Texas K-12 curriculum in response to the question: are we preparing students to meet the challenges of our changing world? It promotes multicultural sensitivity and includes suggested goals, objectives, strategies, bibliographies and resources. Contact: Dissertation Abstracts as above.

This report looks at the changes that are affecting the US. today and how to incorporate into the elementary and secondary school curriculum the necessary information to reflect these changes. This report, which was done with a grant from the Rockefeller Foundation, provides suggestions in all areas for K-12 education.

The importance of infusing international and cross-cultural resources in psychological foundations courses in teacher education is discussed. The need to begin with campus-wide initiatives is emphasized. However, there are strategies which could be undertaken by individual faculty members.

This is a collection of assessment instruments designed to evaluate programs, materials, student outcomes, and adults' attitudes and knowledge concerning global education. Given the diversity in objectives and goals of programs which have a global component, this collection is seen as a starting point for discussion of ways to evaluate global education programs.

Learning theory, research on political socialization, attitudes formation and school programs are described in the context of global education.

Report of landmark research project on learning about other nations. US. students tend to rank much lower than student in other industrial nations included in the study.

Trimbur outlines some of the arguments for instituting more standards of liberal education as put forth by E. D. Hirsch and William Bennett. Trimbur argues that it is not enough just to read the "Great Books". It is also important to read the works of their critics. Cultural Literacy.

Author argues that the social studies goal of citizenship education needs to be reconceptualized in the light of trends toward global interdependence. Discusses the concepts of generation stewardship, human inclusiveness, and world view as the building blocks of education for a global perspective.

This article describes the importance of the new scholarship in history that raises questions and analyzes the past from a contemporary global perspective.

In a paper presented at the National Conference on Professional Priorities: Shaping the Future of Global Education, late advances in global education programs and research are summarized. What is needed, however, is a broadening and deepening of perspectives for global education to mature into a full-fledged domain of research and development. UNESCO recommendations for internationalizing global education are detailed.

Social studies ought to become more cognizant of the impact of global interdependence on the purpose and content of the field.

A rationale for the rapid and extrusive infusion of global education into pre-service teacher education programs.

Research-based description and analysis of the connection between global education and school change. This is a serious effort to place the issues facing schools in the United States in the context of a globalized society. A must read for policy-makers and classroom teachers.

This yearbook defines global education, explains its importance, describes its implementation, and demonstrates its uses for school improvement. The book is divided into two parts with the first part dealing with the context necessary for teaching in a global perspective and the second part dealing with the practices in global education.

Case studies of ten different schools which have successfully incorporated aspects of global education into their curriculum are examined. Patterns and procedures are identified.

In this paper, the importance of overseas student teaching experiences is discussed. The rationale is that teachers play a role in the ultimate destiny of the planet. This makes global teacher education imperative. The student teaching experience is singled out as being the most influential aspect of teacher education. Appended are a list of 100 institutions which are international teacher education programs, and descriptions of nine existing overseas teaching programs.

This book can be used as a high school text for a course emphasizing world affairs or global awareness. It consists of five parts: global perspectives, global dynamics, global decision making, global issues and regions of the world.

Wheeler examines the historical background of environmental education and traces its geographical diffusion and international dispersion. He also identifies the main strands of events that led to the origin and spread of the international environmental movement. Within this framework, he presents individual philosophies that have influenced environmental thought.

This curriculum guide provides course syllabi for over 100 courses at various American universities. These courses fall under categories such as: global problems, peacemaking and nonviolence, women and world order, teacher training, ecological balance, hunger, human rights, the arms race... among others.

A two-activity mini-unit for social issues/government courses those lays the groundwork for actual student involvement in local governmental problems is presented. The objectives include: (1) student expression of feelings about their environment, (2) identifying local environmental issues/problems, (3) indicating current solutions to the problems, and (4) how the problems affect their lives.

Williams describes a World Wildlife Fund project that focused on the development of teaching units for middle school children. He explains five thematic programs that centered on children in world environment, and as decision makers. Also, a teacher training module is reviewed.

This article, using some of the ideas of Paulo Friere, argues that every human is part of a culture making process. Culture is not something to be passed on, but is. in the act of being made. Cultural literacy.

He presents four policy statements on issues of scope and sequence, values, global education, and the Michigan Educational Assessment Program. Of the four statements, the response to the assessment program was the most critical, noting inadequate assessment of social studies content and the negative effects of comparisons made by parents and the press.

A history of the American people from the perspective of those who are exploited both politically and economically.