Focusing mainly on United States-Japan relations, this issue provides 11 lesson plans and student handouts dealing with international trade topics such as protective tariffs, currency exchange rates, unofficial trade barriers, causes of unemployment, the balance of payments and the internationalization of the automobile industry. (JDH)

Suggests activities focusing on the relationship between meeting human survival needs and the environment for use with junior high students in geography courses. Students learn about human survival needs, the earth's systems, and the sun's roles as an energy producer. (RM)

Suggestions on how lessons on exploring global interdependence through data can be used in the classroom are provided. (DE)

Introduces the humanistic themes to be stressed in this and the following issue of the journal relating to the importance of knowing and caring about one's self and about humanity. Topics discussed include the crisis of habitat, the crisis of being human, student concerns, and humanistic influence in the schools. (Author/DB)

Internationally experienced persons can help to bring global literacy to American students. To successfully make use of such persons as educational resources, the following matters require attention: advanced planning and teacher preparation, the preparation of the international resource person, class preparation, classroom interaction, and…

Contains six lesson plans and student materials for a unit on global food distribution and the problems of world hunger for secondary social studies classes. Students study nutrition, population distribution, poverty, the causes of hunger, and economic development, and generate personal actions to solve the hunger problem. (AM)

Suggests that educators must share the responsibility for training people for living in the twenty-first century. Notes implication to education of the development of the microcomputer. (KC)

A rationale for adding a global perspective to teaching is developed. Emphasis is placed on inquiry, the development of critical thinking and decision-making skills, clarification regarding value formation, and acquisition of sufficient information for analysis and understanding of other human beings. (SM)

Discusses 20 questions commonly asked when educators express a need for a global approach in education. Questions focus on defining the term, relating it to the schools, its place in the curriculum, and implementation procedures. (KC)

Reviews educational responses to accelerating world change. Educators must be concerned not only with students' knowledge about major world events but also with their ability to see from a global perspective and to cope with the uncertainties and frustrations of the future. (KC)

As a means of helping students build map skills, the article presents information on how the energy crisis affects poor people in developing nations (lack of firewood, disappearing forests, erosion due to removal of ground cover). Presents a global map showing the extension of desert conditions and includes questions to help students analyze the…

Examines the factors which have contributed to the "second class" status of women in many cultures, including our own. Includes explanation of the assumptions which underlie the "Intercom" collection of resource materials intended to help students better understand the womens movement as a worldwide development which involves both men and women.…

Summarizes social changes of the last 20 years which have influenced educational change. Suggests that educators should see new needs as interrelated. Attention should be given to the development of skills for coping with change and understanding increasing interdependence. (Author/KC)

Uses excerpts from research on aging by Margaret Mead as background on the topic of the tremendous global social changes which have resulted in changes for the role of grandparents and elders. Suggests how educators can use the experiences of older people to teach students about change. (DB)

For perspectives, expresses by noted specialist, Meadows, Mesarovic, Heilbroner, and Kahn, on the challenges of world problems are augmented by five lessons for secondary students that promote a systematic approach to these problems. (JH)