In the last decade, human rights has become a highly visible isssue in United States foreign policy. Schools can't sidestep this controversy, since human rights concerns are an inextricable part of U.S. political heritage. Schools can use a number of teaching approaches to help students understand the complexities and contradictions involved. (2…

Addresses the teaching of world problems to elementary students. Suggests that children already are aware of world problems and the effects on their own lives. Discusses the use of group discussions, role play, and thematic resource folders to help children develop problem-solving skills for dealing with global issues and problems in their own…

Discusses some of the problems associated with the differences between facts and values, particularly when dealing with environmental issues. Argues that, as people learn more facts about the environment, they acquire more of an ecological world view, resulting in a broader consensus on issues and environmental policy. (TW)

The September 11, 2001 attack on the United States and the killing of thousands of innocent people mark the end of one world and the beginning of another for many. For the United States, global issues became personalized. This resource guide seeks to place terrorism in the context of world affairs, in the belief that students need to know how to…

Based on the experiences of Hiroshima, Japan, observations are made concerning the need for social studies educators to address questions of improving the quality of human life in the face of diminishing resources, global pollution, and the threat of nuclear war. Calls for education that is based on cooperatively lived experiences. (KO)

In this speech, the author describes what has been learned through years of experience teaching an introductory course in environmental issues at the University of California at Berkeley. The course is described as a broad interdisciplinary survey of the various environmental problems facing the earth; it is an examination of local and global…

This curriculum unit introduces students to the topic of minority identity issues in the context of Japanese society, and it is expected that teachers will use this as an opportunity to segue into classroom discussions of minority issues in their own society. The curriculum unit broaches some sensitive and controversial topics that challenge…

Discusses criticisms of global education by Gregg L. Cunningham in a report for Thomas G. Tancredo, and the National Council for the Social Studies' response to the report. Contends that an ethnocentric curriculum restricts students ability to think critically. Distinguishes between cultural relativism and moral relativism. (DB)

Assesses the progress and the challenges that education must meet in identifying world policy for proliferation management. Gives a historical perspective on attempts to control proliferation. Includes maps, charts, a historical chronology of these efforts, and a list of proliferation management issues. (NL)

Presents a section of President Dwight D. Eisenhower's, "Atoms for Peace," 1953 address to the United Nations General Assembly. Suggests using the document for classroom discussions of nuclear proliferation, emphasizing that using primary sources develops research skills, activates classroom discussions, citizenship, and creative…

Asserts that global education has two interrelated dimensions: (1) a substantive, or knowledge of the world and how it works; and (2) a perceptual, or an orientation or world view. Contends that global education can provide a powerful focus for improving educational quality and help students cope with emerging global realities. (CFR)

Discusses the introduction of environmental philosophy into courses on the philosophical aspects of social and world problems, philosophical theology, modern European ideas, and moral philosophy. Describes some of the opportunities for, and constraints upon, the teaching of environmental philosophy in British and American universities. (TW)

The activities in this book have been completely revised to reflect changes in the sixth edition of the "State of the World Atlas" (Atlas). Each activity in the book is aligned closely with the National Geography Standards, "Geography for Life." Standards are clearly identified at the beginning of each lesson. Activities in the…

Argues that nuclear weapons are affecting the environment through their production, testing, transport, and storage. Warns that the effect on the world's ecosystem could be irreversible. Provides data and maps on testing, deployment, and future possible effects, such as a nuclear winter. Discusses the challenge to future generations. (NL)

Explores the issue of nuclear proliferation, noting that the countries with nuclear capability now include Israel, South Africa, India, and Pakistan. Describes the role and problems of the United States in halting nuclearization. Supplies charts, maps, and information concerning the state of nuclear capability in each country. (NL)