An environmental education-oriented global studies program to promote attitudes of environmental stewardship can be implemented in K-12 rural school systems, as an integrated part of social studies instruction, without overburdening the curriculum, by using the Curriculum Organization and Program Evaluation (COPE) model. The model provides opportunities to clarify goals and performance objectives, and to state them in behavioral terms on paper. The COPE format encompasses clearly-stated goals (Essential Student Objectives--ESOs), performance objective (Performance Indicators--PIs), delivery structure/course outline, strategies to affect student awareness/exposure/skills development and enrichment, program evaluation design, and a vehicle for periodic program/strategy assessment and revision. In elementary grades, global studies/environmental education can be integrated with geography on non-Western civilization courses; in grades 6-8, the concepts can be incorporated into world history courses; at high school level, the subjects can be offered as an elective course. Students in rural seashore communities can relate life styles to study of other culture groups which depend on the sea for food and industry; students in the Southwestern desert environment can relate personal experiences to study of the Middle East. A sample COPE unit on environmental awareness is detailed as to ESOs, PIs, content, instructional activities, materials, evaluation, and comments. (MH)