Having students make an everyday atlas, a collection of maps, generally of a small area, that illustrates features of particular local interest, is a good way to introduce them to the methods and materials of geography. How to make an atlas is discussed. Two examples are described. (RM)

An activity-based curriculum enables intermediate-grade children to pretend to be explorers who have discovered land. Students create a country by constructing a land map, formulating a constitution, determining an appropriate form of rule, and so on. Students learn how each aspect, from terrain to climate, creates ramifications leading to a…

Describes a college urban geography class project studying factors which determine the spacial distribution of the elderly in Baltimore, Maryland, and attributes of desirable housing sites for them. Students discussed problems and needs of the elderly, mapped their population distribution, and did field studies evaluating the adequacy of existing…

Presents a lesson plan that enables children to identify their community as a nodal region. Includes field trips, map tracing and comparison, discussion, and observation. Emphasizes children's analysis of the effect of rail transportation on their community. Suggests using the students' community as a geographic laboratory for hands-on experience.…

Presents instructions for a class project to produce a raised relief map. Reports that students will learn to interpret elevations from contour lines, interpret map symbolization, realize that the area represented is a real area, and redefine the meaning of a map scale. Includes a list of materials needed and details of construction. (DK)

Describes field course which emphasizes mapping techniques and preparation of a field report. Includes course methods/procedures, course schedule (broken down by weeks), grading practices/methods, student response to and performance in the course, nature of field area studied, and comments to those who may want to adapt such a course. (JN)

Discusses the use of globes to teach geographic concepts and geographic location. Contends that smaller, eight-inch globes can be effective instructional tools. Describes how students can produce inexpensive personal globes for classroom use. (CFR)