This report on the experimental Northeast Global Studies Middle Magnet School in Kansas City, Missouri, discusses the planning and implementation of a global studies curriculum to be implemented by the school. The 1990-1991 school year was the school's first as a magnet school under a consent decree issued by a federal judge. The decree was intended to desegregate the Kansas City School District by attracting non-minority students to renovated and restructured magnet schools. A global studies focus was chosen for the school and a task force issued goals for the school. The mission of the school was to prepare students to be citizens of the world; and students were to develop intercultural sensitivity through the promotion of problem-solving skills, foreign language exposure, and environmental awareness. The new program is described from several perspectives: program rationale, school demographics, design of the curriculum, global studies program features, co-curricular emphasis, literature review of global studies education, evaluation of global education, measuring the first year at Northeast Middle School, assessing student outcomes, outcomes in geographic education, teacher perceptions, staff development, and school change. Some of the conclusions drawn from the year's efforts were that: planning and implementing a global studies curriculum was a monumental task; writing course descriptions and objectives were difficult because those goals did not match the proposal submitted to the federal judge; teaching global studies education required greater need for assistance in selecting learning materials; and working in an environment of solid administrative support was critical to the success of the program. Included are related materials, the project proposal, a student attitude questionnaire, and a program evaluation form for teachers. Contains 30 references. (DB)