Describes how the author became involved in teaching about genocide and the ways in which his approach to the subject has changed. Demonstrates how student involvement in research and discussion can stimulate interest on the topic. (GEA)

The potential dangers teachers face when their classes begin to study human rights are discussed and advice on how to minimize the dangers are offered. (RM)

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)

Provides a curriculum design to take advantage of the high levels of motivation generated by contemporary events in Iran and the Middle East. (Author/IRT)

Describes an exercise designed to help students experience the inequities of land and wealth distribution and to raise serious questions about solutions to those inequities. (FL)

Describes a lesson plan that explains the role of compromise as a method of resolving conflicts for use in a sixth-grade world cultures class. Includes activities, assessment, reteaching activities, and an extension project involving student skits. (DK)

"Teachable Moments" are teaching aids about global perspectives in education. Number 1 explores disparity between what people say and what they think and do. Number 2 requires students to compare objects/concepts to illustrate that some see only differences, others see only similarities, and some see both. Number 3 examines growing…

Key psychological considerations that teachers should weigh when teaching children and adolescents about human rights are discussed. Specific examples of classroom practices are provided. (RM)

Discusses principles, methods, places, and outcomes of nutrition education. Suggests that in order to have the active cooperation of participants, healthy relationships between the various agencies, officials, local functionaries, and nutritionists should be maintained. (Author/KC)

Describes activities of a unit on world hunger which include presenting a lexicon, topic overview, and guest speakers; reading topically related novels; creating scrapbooks; discussing pertinent quotations; exploring government role in ameliorating hunger; and completing final papers or projects. Resource materials are listed, including pertinent…

The lesson "Refugees and the Law: A Global Problem" sensitizes students to the problem of distinguishing between refugee and immigrant and introduces them to international law and international efforts to assist refugees. The lesson "A Quest for Status: Haitians Seeking Asylum in the United States" helps students understand…

"Teachable Moments" are teaching aids about global perspectives in education. Number 1 describes an activity that lets students feel what it is like to be a refugee. Number 2 involves discussion of why people are hungry, rich, or poor. Number 3 helps students learn to deal with experts' opinions on global problems. Number 4 uses…

Identifies contributions which a study of world history can make to students' understanding of good citizenship. A major contribution of world history is that it can encourage students to reflect on situations of current political interest. Teaching methods are suggested (based on recall, inference, value analysis, and hypotheses) to improve…

Methods are offered for developing college-level peace and world order programs designed to stimulate critical problem identification and creative problem solving and to equip students for the political complexities of the struggle for peace. The manual is organized into four sections. Section 1 contains four essays by students in peace and world…

The author lists five basic concepts on global issues which he presented to his seventh-grade social science class to heighten understanding of world affairs and to promote critical thinking. He gives an account of the procedures employed and the reactions of his pupils to these concepts. (Author/SJL)