The preparation of students for global citizenship represents a central challenge to social studies educators in the twenty-first century. Two-thirds of the world's poor are steeped in abject poverty and its grim consequences. The world refugee problem has reached staggering proportions. There is an international epidemic of human trafficking, and a global crisis of abuse of children through child labor and forced recruitment into militias and armies. Many governments deny their citizens basic human and political rights. At times, the human condition appears to have reached the depths of despair. The author believes that teachers bear a "moral" responsibility to provide future generations with the knowledge, attitudes, and skills that are essential for competent citizenship in a global age. Since teachers are the ultimate curricular and instructional gatekeepers of what is being taught in the classroom, they have the opportunity to "infuse" or "posthole" prevailing global issues into the instructional process. (Contains 11 notes.)