Described is a media exercise which involved social studies curriculum specialists department chairmen, and classroom teachers in the Baltimore County Public Schools. The exercise was designed and utilized as a model of the content and processes that should be involved in developing an international perspective in social studies programs. The exercise served as a model in that it raised the kinds of questions that must precede curriculum decision-making; it encouraged the type of setting and stimulated the dialogue necessary to the success of this task. Participant discussion, as well as an examination of recent social studies and area studies projects pointed up the essentially regional or cultural construct that serves as a framework for the "international studies" of students. Two frames of reference for social studies programs which seek to prepare pupils to function effectively are suggested: 1) a global systems view; and, 2) the world of "probable futures". Others mentioned include: studies of decision-making and conflict resolutions in settings like the Cuban Missile Crisis; and comparative studies of such global phenomena as political development, social, and economic change, etc. It is not the presence of the traditional, regional, and cultural framework that is opposed here, but the near dominance of that approach in "international studies". (JSB)