It is not enough that our students are citizens of the United States of America; they face the challenge that no other generation has: they are citizens of the world. Social studies, as a focus in classrooms today, must be more than a history lesson. In fact, social studies should include all content areas and be included in all content areas. In mathematics it is not enough to learn isolated logarithms; Students should explore economics and the interdependence of world economies. A guiding question about current events might include: Will the failure of Greece's economy affect that of its neighbors and beyond? Science lessons should not be about teaching and learning about statics, dynamics, and the origin of life, but about how bridges have affected the world; and what regional, religious, and socioeconomic factors have influenced the origin of life debate. English should not be the only language studied in US classrooms; To be competitive our students must learn and use the other major world languages: Spanish, Chinese, Japanese or Farsi. While classical education is still competitive, incorporating modern features is vital. To achieve a country of global citizens, our students must become proficient not only in reading, writing, and arithmetic, but also in the study of societies and their impact on each other. It enters the surprisingly neglected social studies curriculum. This rich, untested, citizen-producing curriculum invites participants to explore the interactions of people, cultures, economies, religions, governments and more! As a guideline for all subject areas, social studies could very well be the unifying thread that holds the world together. An English teaches...... half of the document ...... the dynamics and dynamics of human interactions should permeate all areas of our students' lives. As it is outside the classroom, so it should be inside. Works CitedSkillings, P. (2009, July 2). Hypnotize with your words. Retrieved March 21, 2010, from http://www.escapefromcorporate.com/hypnotize-with-your-words/Sleeter, Christine E. (2002). State curriculum standards and student consciousness formation (historical-scientific framework for California public schools). Social Justice, 29(i4), 18.State of Connecticut. Retrieved March 21, 2010, from http://www.sde.ct.gov/sde/site/default.aspVolger, Kenneth,. (2003). Where does social studies fit into a high-stakes testing environment?. Social Studies, 94(5), 207. Home writing workshop. (n.d.). Retrieved March 21, 2010, from http://teacher.scholastic.com/activities/writing/index.asp?topic=Women