Reviews the economic restoration of West Germany through the Marshall Plan following World War II. Traces the development of the European Community from the Schuman Declaration of 1950 to the present. Contends that Germany's economy must remain closely tied to a united Europe in the post-Cold War international system. (CFR)

Examines the increase in immigration and foreign nationals in European countries since the 1950s. Points out that liberal immigration laws made Germany the most popular haven for refugees and others. Contends that Germans will have to adjust to a multicultural Germany within a multicultural Europe. (CFR)

Presents sources of information about the European Economic Community, Germany, and student exchange programs. Includes a bibliography of official documents, journals, and other publications about the European Community and economic union. (CFR)

Discusses the development at Bowen High School (Chicago, IL) of firsthand experiences to create connections for students between their local and global worlds. Outlines the course, explains specific projects, and discusses links between the classroom and community. Includes a list of helpful teaching resources. (DSK)

Presents a lesson plan for grades 9 through 12 that examines the making of foreign policy based on human-rights concerns. Helps students to understand the complexities of international relations and to clarify the beliefs and values about the appropriate role of human rights when making foreign policy. Provides two handouts. (CMK)

Suggests ten themes for a course on the Middle East. The themes are that the Middle East: (1) is a western concept; (2) contains diverse cultures; (3) has seen the rise and fall of many civilizations; (4) has been the crossroads of many empires; (5) is not all "oil rich"; (6) is the scene of political conflict; (7) consists primarily of new…

A robust and distinctive society of over 15 million people, Australia today is a nation of increasing influence in the international community. Phases in the evolution of Australia's attitude to the outside world are examined and how the country views its international role is discussed. (RM)

Describes a doctoral student's experiences on a trip to Turkey. Discusses the Southeast Anatolia Project involving dam building on the headwaters of the Euphrates to provide electricity and irrigation. Suggests the experience as an example demonstration of complexities of human and environmental interaction and other themes of geography. (DK)

Provides a sampling of available resources about U.S. interactions with Japan over the past 50 years. Lists specific curriculum materials such as lesson plans, activity books and units, films, slides, and videos. Includes materials on Japanese Americans, international trade, Japanese culture, and World War II. (DK)

Reports an individual's observations during a trip to China. Argues that the U.S. government and students must learn to understand and appreciate China because of its large population, market potential, and position among major world powers. Discusses personal impressions, the protesters at Tiananmen Square and elsewhere, and reactions to…

Argues that the high public interest in contemporary international issues has opened a window of opportunity for effecting change in the national global-studies curriculum. Develops guidelines that summarize what concerned scholars and educators recommend as the international dimension of education for K-12 students. Includes an extensive topical…

Presents an interview with the Youth For Understanding (YFU) President Sally Grooms Cowal focusing on such issues as how Elian Gonzalez and his family came to stay at the YFU's Rosedale estate in Washington, D.C., how Elian spent his time there, and the effects of the Elian case on U.S.-Cuban relations. (CMK)

Describes a World Core Curriculum which applies to education of the United Nations framework for dealing with complex issues. Contends that this curriculum gives children a picture of their home and family, a sense of the time flow in which they exist, and an idea of their importance to humanity's progress. (KO)

Examines multicultural and global education in relation to the growing concern for equity and social justice in the social studies curriculum. Suggests that global education studies global equity, whereas multicultural education teaches national equity. Argues that both types of programs, if well-designed and implemented, can fulfill the U.N.…

Discusses the tendency in the United States to blame either Japanese business or the educational system for the economic woes of the United States. Argues that, instead of choosing scapegoats, the United States should focus on solving social problems. Suggest that social studies teachers work to help students overcome prejudice toward the…