Suggests that increasing student awareness of the impact of international changes on their lives requires new sources for teaching foreign policy. Reviews print and Internet resources available to teachers from the United States Department of State. Includes a side column on the process of becoming a foreign-service officer. (DSK)

Outlines the history of the ideals and enactment of the United Nations' Universal Declaration of Human Rights (UDHR). Includes a discussion of the origins of the concept of human rights, the impact of World War II, the role of nongovernmental organizations, and the process of drafting and adopting the UDHR. (DSK)

Introduces a series of articles which emphasize the diversity and unity of the Pacific Rim nations. Examines the interests of the United States, USSR, Japan, and China in this part of the world and discusses how teachers might organize lessons on this region. States that the articles present a variety of ways of seeing the emerging Pacific. (GEA)

Discusses the usefulness of the United Nations. Contends that there is no international political body that can cause sovereign states to follow rules they do not accept. Notes that the United Nations has not yet been able to prevent or end a war. Suggests that many UN members resent U.S. power and influence. (KO)

Describes changes in educators' attitudes toward energy education and conservation. Suggests that students must understand how energy is supplied and consumed to understand the contemporary world. Recommends that educators identify links to energy issues in the existing curriculum and design activities around them. (DK)

Presents a sampling of items from the ERIC database on the interactions between Japan and the United States. Includes items on diplomatic and intercultural relations, historical trends, technology, and business competition. Offers information on using the database and obtaining materials. (DK)

Reviews world conditions which support the development of a new, global "manifest destiny" for the United States. Lists five major threats to international security, in addition to positive signs of cooperation. Concludes with seven "attitudinal learnings" for American students, and are the hallmarks of future global leaders. (JDH)

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)

The Secretary-General of the United Nations discusses the purposes, principles, fundamental values, and organizational structure of that body. Suggests that educators and students must have a basic understanding of what the United Nations does in order to broaden the public support for this world organization. (KO)

Describes the efforts of educators throughout the world to teach about the United Nations. Each of the different world regions focuses on specific UN principles and work related to their own national priorities. Examples are from the Caribbean Islands, Eastern Europe, France, the Philippines, Africa, and the Nordic Countries. (KO)

Describes the evolution of one teacher's efforts to incorporate valuable information concerning Southeast Asia into the history classroom. Discusses the "Understanding the United Nations, Parallel Histories: United States and Vietnam and International Development in a Global Context" curriculum which was the culmination of this teacher's…

Presents a historical review of German relations with European nations from the end of World War II until 1992. Claims that Chancellor Willy Brandt's efforts to improve East-West relations set the stage for German reunification. Contends that Germany's role in a united Europe has yet to be determined. (CFR)

Presents materials related to the United Nations Global Teach-In Project on landmines and their dangers. Includes a set of lessons prepared by the American Forum for Global Education and the UN CyberSchoolBus, e-mail exchanges between students and UN de-mining teams, and contact information for further information on the de-mining campaign. (DSK)

Argues that expanding the global perspectives of students requires strategies focusing on knowledge and point of view. Provides four exercises used in a Mexican high school to allow students to identify, express, and understand their own global perspectives. Includes a small-group exercise, two mapping exercises, and a political-cartoon exercise.…

The international nature of science, transcending political barriers, is essential for its progress. There is a connection between science and practical affairs, as illustrated by problems of population growth and nuclear energy; such problems can only be resolved through international cooperation in science. (AV)