Presents a classroom lesson that teaches about the transfer of plants and animals between Europe and the Americas as a result of the Columbian voyages. Includes a list of teaching resources and step-by-step procedures. (CFR)

Presents a one- to two-week instructional unit in which students create a newspaper based on the Columbian voyages to the Americas. Recommended instructional resources and step-by-step teaching procedures are included. Student evaluation sheets and a sample front page are provided. (CFR)

Describes the use of oral history as a means of having students experience qualitative research. Argues that instructors have to teach reading, listening, and writing skills to help students do oral history. Includes some problems associated with this method and suggests ways to overcome them. (CFR)

Presents an interdisciplinary instructional unit focusing on the Mayan Civilization. Describes the use of interactive story telling and guided imagery to heighten student interest and involvement. Provides suggestions for using these methods to teach about other countries or civilizations. (CFR)

Presents a lesson plan integrating fifth language arts and social studies. Students wrote letters to the editors of newspapers in the 50 states and received hundreds of postcards and letters that were displayed throughout the classroom. Includes photographs of the students and postcards. Suggests that the activity teaches history and geography…

Uses the National Council for Geographic Education Competency-Based Geography Test to measure the 1987 level of geographic ability of more than 3,000 students enrolled in introductory classes at 18 Indiana institutions of higher education. Study provides a baseline level of geographic knowledge for future comparisons. Measures impact of gender,…

Suggests enhancing geographic education by teaching geography as a relationship between humans and the environment. Explores how to use the geographic themes of location, place and relationships, movement, and regions in the classroom. Provides suggestions for teaching geographic skills and developing geographic tools. Argues geographic awareness…

Maintains that comparison of students' sketch maps at the beginning and end of the year can provide information on how student's representations of the world changes. Describes a study from the California International Studies Project (CISP) that provides an easy method for sorting and summarizing sketch map data. Illustrates the method with…

Maintains that local school districts will soon be confronted with the task of implementing national standards in geography, history, civics, and government. Asserts that the geography community needs strong partners among teachers' unions and other educational organizations. (CFR)

Asserts that to establish standards-based education in K-12 geography, educators must develop strong instructional materials; train teachers to use those materials; and ensure adoption of the materials by providing curricular guidance. Maintains that alternatives to traditional content and instruction must be used. (CFR)

Contends that recent progress in improving geography instruction at the precollegiate level is not yet reflected at the college level. Maintains that a successful effort to create consensus guidelines for college geography majors would enhance geography's reputation as a science discipline and improve student skills and creativity. (CFR)

Contends that the integration of history and geography has long been recommended by historians and social scientists. Discusses the five themes of geography and how they can be integrated into an effective lesson plan. Provides an annotated list of resources on this topic. (CFR)

Describes the background and development of the Geographic Inquiry into Global Issues (GIGI) project. Maintains that the secondary school lessons are designed to teach citizenship and critical thinking skills. Emphasizes that the pedagogical approach is founded on the inquiry approach. (CFR)

Reviews geography instruction in Israel (Palestine) during past century beginning with end of Ottoman Empire to 1993 and concentrating on period since beginning of Israeli nation in 1949. Contends local and regional geography was emphasized rather than universal and systematic geography. Concludes geography is viewed as important part of national…

Contends that the National Geographic Society's Teaching Geography Project is an inservice teacher education success story. Describes the origins, objectives, and development of the project. Summarizes the impact of the project and contends that its success is the result of the workshop format and guided practice in instructional strategies. (CFR)