Maintains that a common component of geography courses is to show how a globe is an accurate representation of the earth whereas flat maps give a distorted view. Presents a case study and lesson plan in which the Muslim practice of praying while facing Mecca is used to illustrate this idea. (CFR)

Describes a 3-week study tour of Egypt and Greece by 15 geography teachers, 15 students, and 5 administrators during summer 1992. Discusses nine processes that were used to provide structure for the trip's events. Concludes that a geography teacher's task is to evoke in students the spirit of the traveler. (CFR)

Asserts that writing a critical atlas review is often a requirement for cartography courses because it forces students to think analytically about cartographic presentation and theory. Presents a choropleth map review exercise that can be used as an alternative to the atlas review or as an independent instructional activity. (CFR)

Describes how a cooperative group project has become a foundation of the first two years of a three-year program in college-level geography. Discusses the origin, development, and topic selection for each of the cohort groups working in the program. Asserts that the program has been favorably received by both students and faculty members. (CFR)

Argues that recent findings in national surveys indicate a general lack of geographic knowledge and a disinterest in reading among students. Provides an annotated bibliography of fiction and nonfiction children's literature categorized by geographical subject area. (CFR)

Presents an annotated bibliography of 16 documents and articles on teaching geography and history. Includes lesson plans and teaching guides. (CFR)

Asserts that the use of computer networks provides an important and effective resource for geography instruction. Describes the use of the Internet network in physical geography instruction. Provides an example of the use of Internet resources in a climatology/meteorology course. (CFR)

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)

Reviews issues related to soil erosion and soil loss tolerance in the United States. Describes an instructional plan in which students estimate soil loses in three geographical regions using the Universal Soil Loss Equation (USLE). Recommends integrating the geography of soil erosion with broader conceptual questions in physical geography. (CFR)

Gives a variety of resources for geography teachers that enable them to make geography challenging and interesting for their students. Includes the Canadian Council for Geographic Education, Canadian Communities Atlas Project, and other programs. Offers Web addresses and contact information for the organizations and other resources. (CMK)

Explores the assumptions held by geography teachers in Botswana about school knowledge, the goals of teaching and learning, their perceptions of students, and the ways the teachers assumptions impact their classroom knowledge and techniques. Indicates that their assumptions were incongruent with learner-centered practices and discusses the…

Provides activities for grades 6 to 8 that will promote student awareness and understanding of the use of hydropower in Canada, the benefits and drawbacks to hydropower, and also the drawbacks of electricity transmission lines. Explains that the activities focus on the James Bay Hydro Project in Canada. (CMK)

Proposes content changes for a revised geography syllabus in New Zealand discussing each strand: (1) social organization; (2) culture and heritage; (3) place and environment; (4) time, continuity, and change; (5) resources and economic activities; and (6) making sense of planet earth and beyond. Addresses current trends in geography and syllabus…

Describes the new place for geography in the various university departments in New Zealand that have been reconfigured by university-wide restructuring. Discusses the implications of the restructuring on university geography in New Zealand focusing on the problems in relation to the administrative changes, such as the flow of students in the…

Believes that the current geography curriculum in New Zealand needs to be reevaluated in order to maintain geography's relevance in the school curriculum. Discusses the strengths and weaknesses of the current curriculum and considers possible content for a new curriculum, such as field inquiry and global patterns and processes. (CMK)