A traditional world regional geography course inescapably entails a flow of information that many community college students find overwhelming. This paper delineates five strategies developed over 30 years of teaching to help students cope with this fundamental problem: (1) using study guides or a manual to help students understand assigned…

This activity book highlights recent changes in international political and economic systems of the world. Teachers of geography, history, economics, political science, current issues, foreign languages, and journalism will find these activities useful in integrating the "State of the World Atlas" into their curriculum. Two introductory activities…

The No Child Left Behind Act of 2001 is the most recent reauthorization of the federal Elementary and Secondary Education Act of 1965 (ESEA) and was signed into law in January 2002 by President George W. Bush. This educator's guide was commissioned by the Geography Education National Implementation Project (GENIP) to help geography educators…

The No Child Left Behind Act (NCLB) is the most recent authorization of the Elementary and Secondary Education Act of 1965 and was signed into law in January 2002 by President George W. Bush. Of key interest is the progress of the last two decades, which lead to the law's inclusion of geography as a "core academic subject" and the…

This guide lists six model content standards for geography education in Colorado elementary schools. Standards cited in the guide are: (1) students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments; (2) students know the physical and human characteristics…

This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module provides students with a broad overview of the human dimensions of…

This brief booklet provides a shorthand key to the national geography standards and related geography themes. The themes represent an instructional approach to give focus to a lesson. The standards comprise the geographic subject matter, skills, and perspectives of geography K-12. The five themes flow through the 18 geography standards and can be…

Nevada's academic standards for geography explain that geography is a field of study that enables people to find answers to questions about the world around them, where things are, and how and why they got there. The aim of Nevada's geography standards is for students to graduate from Nevada schools with an understanding of the people, places, and…

The geography standards for Colorado schools offer suggestions for geography education that prepare students to cope with the complexities of contemporary life. The standards give students a firm grasp of the place and terrain that surrounds them; the patterns of human development around the world; and the interactions of peoples, places, and…

Intended as a teacher handbook, this volume takes a comparative look at the development of geography, both as a science in its own right and as an educational area of study, in Europe and the United States. The book is a description of the development of educational systems in very different political arenas. Reaching from early Greek educational…

This activity-centered approach to teaching geography to elementary students is based on children's literature. Methodologies for teaching the themes of geography involving children's books and stories are given. The book is organized into five chapters: (1) "Geographic Literacy in Curriculum" gives instructions for using the book and provides…

The author is concerned with implementing in geography instruction the philosophy of N. Postman and C. Weingartner, expressed in "Teaching as a Subversive Activity," advocating student "meaning making" and "languaging." (JH)

This article examines the status of geography at eighteen senior colleges and twenty-six junior colleges in Mississippi. Data is provided on the number of schools offering geography, on course offerings, student enrollment, and faculty training. Recommendations are made on how to encourage growth of the discipline in the state. (SM)

This exercise utilizes census tract data in a simulated research project. Students become aware of their own geographic areas by applying census data to a topographical map, thereby determing age, soundness, and occupancy of housing units. (JB)

Emphasis is on African history and contemporary spatial patterns of urbanization and economic development in this outline, which suggests which materials and approaches to use. (Author/JB)