Highlights historical materials considered valuable for guiding the American elementary curriculum on geography and instruction in it. References discussed are grouped in periods beginning with 1880-99, and progressing through 1900-19, 1920-39, 1940-59, 1960-79, and 1980 to the present. Advocates integration of geography into social studies.(RH)

This paper presents a view of the acknowledged lack of geographic knowledge exhibited by U.S. students. This view is grounded in the definition of geography that is developed through five themes: location, place, relationship within places, movement, and regions. According to this view, only a very small, usually trivial, part of geography…

This implementation guide is based upon the themes, geographic concepts, and suggested learning outcomes contained in "Guidelines for Geographic Education: Elementary and Secondary Schools." The central themes for geographic education are: (1) location (position on the earth's surface); (2) place (physical and human characteristics); (3)…

Considers facets of geography curriculum and instruction in three fourth grade classes. Contrasts teachers' conceptions of geography curriculum with those held by reformers. Describes ways in which school and district policies seem to undermine coherent geography curriculums. (PCB)

Discusses research suggesting that geography is no longer important in primary schools, links work of John Dewey with possibilities for using geography, and makes recommendations for curriculum reform at this level. For journal availability, see SO 507 291. (CK)

Suggests that geography instruction is an ideal opportunity for reinforcing culture and identity among First Nations people. Discusses the issue of culture and some sources of opposition to teaching culture on Indian reserves. Points to themes that can subtly integrate cultural lessons with geography lessons. (DSK)

Discusses the influence of teaching styles and curriculum on development of geographic concepts in children. Implications of this influence for geography curriculum development are examined. Available from: Sydney Teachers College, P.O. Box 63, Camperdown, N.S.W. 2050, Australia. (Author/DB)

This article describes the development of a unit for a team-taught middle school program integrating mathematics skills with map and globe skills such as distance, direction, scale, longitude, latitude, location, and climate. Some of the learning activities of the unit are outlined. (Author/SJL)

Focuses on Perry School (Erie, Pennsylvania), the first geography theme-based elementary school in which everything is related to geography. Describes what students learn in each grade level and the expectations on what they should know. Reports on the creation of their geography learning lab. (CMK)

Discusses the elementary school's social studies curriculum with references to: "James Madison Elementary School: A Curriculum for Elementary School," (William Bennett); Matthew Downey and Linda Levstik's review of research on the teaching and learning of history; and "Social Studies for Early Childhood and Elementary School…

In creating a continuous-integrated-sequential curriculum for grades 5-8, educators must raise and answer a series of questions to guide them in their decision-making. This paper raises and answers questions pertinent to the creation of a curriculum in cultural geography. Among the topics addressed are teaching methods, learning processes,…

This paper, written by the research historian with the Elementary Economics Project, focuses upon the experience of that project in its attempts to develop new curriculum materials for pupils and teachers. The major point of the project is to integrate history, economics, and geography within multimedia units or modules which can be used…

These selections were chosen to give practical, understandable answers to several questions concerning concept teaching. What are concepts? Why teach them? How can concepts be taught? What are the implications of teaching? Here concept teaching implies: 1) developing the learners ability to conceptualize; 2) evolving more complex…

This study is an attempt both to describe and evaluate the goals and practices in English primary and secondary social education. Data was gathered through visits to schools, interviews with students, teachers, administrators, and others, and examination of curriculum guides, syllabi, textbooks, exams, and other teaching materials. The following…

The criteria that elementary school teachers use to guide their decisions concerning content, sequence, and instructional strategy in geography and their frames of reference toward geography were examined through interviews and classroom observations. Research indicates that the teacher determines the curriculum that the students actually…