Six geography lessons which teach a global perspective to fifth graders are discussed. The lessons include examining maps made in countries other than the United States, brainstorming about another culture, taking an imaginary trip over a region just studied, participating in a simulation, and researching the making of a pencil. (RM)

Describes a simulation game, "Kisan--The Game of Farming in India," that can be used to teach high school students about the rural environment of India. (RM)

Summarizes the responses to a survey of 106 community colleges in California concerning their geography programs. Briefly discusses information regarding facilities and faculty. Examines comparative enrollments in cultural, physical, world regional, and California geography courses. (MJP)

Reviews the efforts to improve K-12 geography instruction in the past 2 decades. Identifies current projects and their characteristics. Asserts that geographic literacy is even more necessary in a economically and socially interdependent world. (CFR)

Geography must help students understand the interrelationships of people with each other and with their surroundings. Describes a world geography unit for the sixth grade based upon the climatic regions of the world. By asking questions at increasingly higher levels, teachers can raise students' thinking skills. (CS)

Describes a teacher-developed simulation designed to teach cultural geography to students in the middle grades. Contends that this interdisciplinary activity can be adapted to fit teacher or curriculum needs. Includes student instructions and descriptions of six pilgrimages. (CFR)

Discusses the importance of geographic knowledge and understanding for learning history. Emphasizes five themes of geography: location, place, relationships within places, movement, and regions. Provides specific lesson suggestions. Argues for geography instruction's integration into all areas of social studies with maps and geographic themes. (DK)

Activities that an intermediate grade teacher used to make geography relevant to her students are described. The students researched their own family heritage. To learn about another culture, they adopted a country and did library research concerning the country's economy and culture. (RM)

A simulation of the Lewis and Clark expedition helps high school students compare what the area of the journey was like in the 1880s and what it is like today and examine the Indians from the perspective of those who first encountered them. The simulation is described. (RM)

Five approaches--self discovery, reading, writing, oral presentation, and visual literacy--were used to teach high school students about the physiographic landmarks of Latin America. The course is described. (RM)

Discusses changes made in instructional strategies by an experienced teacher as a result of participation in an inservice training program. Compares two instructional approaches to the same geography lesson. Concludes that the inquiry approach provides more opportunities for students to apply intellectual skills than expository instruction. (CFR)

Maintains that history is stories of extraordinary and ordinary people confronting problems not unlike today. Presents and discusses five keys to history: (1) time; (2) place; (3) people--achievements and failures; (4) society--contributions and failures; and (5) connections between past, present, and future. (CFR)

Describes the Earthmobile Project, a tractor trailer educational exhibit that contains a working model of a Native American archaeology site. Explains how the Project appeals to both student and teachers. Outlines how teachers can develop instructional activities that would replicate the Earthmobile experience. (CFR)

Describes software programs available to social studies teachers. Focuses on FutureFone, a simulation of a telephone system of the year 2000 featuring online services likely to be widely available then, including geography, news, and history of the 1990s. Emphasizes that the program is designed to develop inductive analysis. (DK)

Discusses the origin, development, and current status of a history-geography-English integrated curriculum program for eighth-grade students. Summarizes the "pluses" and "minuses" of the approach. Describes classroom activities and student projects in the program. (CFR)