Global education aims to increase student awareness of cultural, political, and economic interdependence in the world of the past, present, and future. For a number of reasons, many English teachers regard global education as part of the social studies curriculum. However, global education also should be part of the English curriculum because (1) the field of English is so broad that no attempt to organize or relate the subdisciplines can be without merit; (2) facility in language is fundamental to every discipline; (3) literature is a reflection of the universal problems, values, and activities of all humankind; (4) the skills of reading, writing, speaking, and listening can be taught in many contexts of usage; (5) the benefits of comparative approaches in literature, humanities, and languages are potentially even greater than hitherto represented; (6) divergent points of view can be fostered especially well in the English classroom; and (7) myths, symbols, metaphors, translations, and forms of expression are all culture oriented. A multidisciplinary approach to global education developed by the Livonia Public School District in Michigan offers students three sequences. The first sequence deals with the deep past from the creation of the cosmos to the middle ages in human history; the second sequence concerns the present--the discovery and colonization of the United States in relation to the rest of a developing world; and the third sequence deals with the skills, attitudes, and facts needed to face a future filled with alternatives. (HOD)