Case studies which illustrate issues of immediate or potential importance to Americans are presented. It is suggested that the material is pertinent for use in many classroom activities designed to clarify the future relationship of the individual and his government (role-playing, discussion, research topics, panel reports, and debates). (SM)

Issues discussed are (1) American Involvement with Southern Africa, (2) White Minority Rule, (3) Liberation Movements, (4) Role of International and Nongovernmental Organizations, and (5) the Future. (JB)

The unit of study consists of four lessons based on the concept that the earth is a large system made up of many small systems (air, food, water, man, etc.). Complete procedures are included to study the environment, examine developing countries, determine interaction between peoples and nations. The problem solving excercise is an inquiry…

The Crisis'' in education seen by many educators, writers, and organizations is refuted and successes under socialist systems is emphasized. (JB)

Student inquiry into means of achieving world order moves in five steps, which are discussed. Consideration of the role of values in each step must be included in the methodology. (Author/JB)

If health educators refuse to face the issue of death caused by war, hunger, and other man-made catastrophies, they may be unable to act to improve the quality of life. Local programs which encourage social well-being and resources which deal with peace on the global level are discussed. (PP)

Modern geography instruction should contribute to multidisciplinary global studies by making students aware of human modification of the earth's environment and of the relationships between human behavior, culture, and the natural habitat. (MJL)

Presents three lessons which demonstrate to junior high students in geography courses that knowledge of "where things are happening" is essential to an understanding of global issues. Students use the basic tools of geography to examine population distribution, world resources, and the water crisis. (RM)

Education in international human rights needs to develop informed critical judgment for considering human rights principles and applying them in the examination of conditions in any country. The purpose should not be to further nationalistic or imperialistic education. (Author/KC)

Discusses the teaching of world hunger in the classroom. Controversial questions and map skills for students are discussed as well as activities for home economics and science classes. A list of resource materials is included. (AM)

Analyzes the historical realities behind the myth of America as a haven for refugees and the poor. The author argues that current proposals to control immigration (amnesty, guest workers, border control, repatriation, worker identification) are inadequate in the face of uncontrolled world population growth. (AM)

Conscious purpose is at the foundation of education throughout the world. While this emphasis on achieving specific ends has produced technological progress, it has also brought about a world ecological crisis. Man's consciousness alone cannot comprehend and deal with the global ecosystem; his unconscious must also be developed. (Author/SJL)

Presents several conceptual models dealing with issues in environmental education. Models described are: (1) Population/Resources/Pollution, (2) Cause-and-Effect Analysis, and (3) Ethical Analysis. (CS)