New programs promoting global or international education have been started all over the country. At Tidewater Community College (TCC) in Virginia, efforts to add an international dimension to the curriculum began in 1988, when 20 faculty members from the disciplines of psychology, sociology, economics, mathematics, history, English, and business were participants in a series of lectures on the culture, history, politics, and economics of China and Japan. One of the goals of the lecture series was to infuse an international dimension into as many existing courses as possible across all disciplines. Each faculty member developed one international learning unit for at least one class during the 1988-89 academic year. One participant developed six units for incorporation into a two-semester American History course. The units covered: (1) the age of exploration, focusing on the Aztec and Mayan peoples; (2) the settlement of the West, including information on the Plains Indians; (3) slavery and the Antebellum South, including an examination of the cultures of West Africa; (4) U.S. imperialism, including study of China; (5) the interwar period of 1920 to 1939, including information on Japan; and (6) the post-Watergate period, including an examination of Islamic nations. Instruction involved readings in the text and other supplementary sources, map exercises, films and/or videotapes, guest speakers, and class discussions. In addition, the instructor prepared "perspective sheets" listing some of the traditional values held by the culture under consideration during the time period covered in the unit. The paper provides sample "perspective sheets" on Chinese and Japanese culture and 45 references. (AYC)