Presents an activity designed to introduce middle through high school students to the atlas. To be used specifically with GOODE'S WORLD ATLAS (17th edition), students complete questions that enable them to systematically work their way through the atlas. Includes activity objectives, key terms, and a 52-part atlas exercise. (GEA)

Assesses the value of a practical course in pollen analysis in the education of geography undergraduates. Discusses the difficulties and potentialities of the technique. Concludes that the course provides students with a better appreciation of past environments and environmental processes. (Author/CW)

Discusses the ERIC Clearinghouse for Social Studies/Social Science Education (ERIC/ChESS). Identifies three trends pertaining to the teaching and learning of history, geography, and civics in elementary and secondary schools. Examines pertinent issues in each trend area, and states that through regular use of ERIC/ChESS resources, teachers can…

Discusses the importance of maps in geographical and environmental education. Reports on a study done with elementary school age children using aerial photographs. Indicates that children at age four can name some of the symbols on an aerial map, and by age six could recognize a majority of the symbols. (TW)

Presents abstracts of six ERIC documents selected specifically for secondary and college level history teachers. Includes sources on geography, evaluation of heroes and heroines in textbooks, images of war in the United States, alternative programs in social studies methods course design, teaching the U.S. Constitution, and global education…

Discusses the meaning of sea level change and identifies the major factors responsible for this occurrence. Elaborates on the theory and processes involved in indirect measurement of changes in sea volume. Also explains how crustal movement affects sea level. (ML)

Describes the content, goals, and methods of a four-year curriculum development project that infused learning about Chicago metropolitan area neighborhoods into existing high school social studies and junior high school American history classes. Provides criteria used for lesson design and unit development. (JDH)

Argues that the conflict between elevator and railway operators and the grain farmers of western Canada was not so one-sided as typically presented in high school textbooks. Concludes that the 'courts' of Canadian history have promoted a 'rural myth' of the grain growers associations, the cooperative spirit of the 'Wheat Pools,' and the political…

Reviews difficulties publishers have in adequately representing world regions. Recommends that teachers: (1) use textbooks analytically, (2) provide alternative perspectives, (3) use supplementary materials, (4) incorporate analysis of mass media, (5) take advantage of local resources, and (6) continuously examine and modify their social studies…

An example of how geometry serves as a model in the real world is outlined, with suggestions on how it might be used at the high school level. (MNS)

Produced by Leicestershire Museums, Art Galleries, and Records Services in conjunction with the Soil Survey of England and Wales, the "Down to Earth" travelling exhibit, devoted entirely to soil science, will tour in the United Kingdom between 1983 and 1989. The exhibit is described and literature that accompanies the exhibition is…

Food production in the Soviet Union and Eastern Europe is described; the opportunities and limitations of the region's land resources for agriculture are examined; and the evolution of the institutional structures of agriculture are discussed. Recent developments to improve the food supply are outlined. (RM)

Ungraded writing is a way of increasing the amount of writing by geography students without unduly burdening the teacher. Two examples of ungraded writing assignments are described: in-class writing and periodic writing in a private journal. (RM)

In the United Kingdom the intensive study of major regions in college level geography courses has declined in importance, and multidisciplinary area studies courses have become popular. In some, geography has played a major part; in others, it is insignificant or absent. Geoaphers should become more involved in area studies. (Author/RM)

To help plan effective teaching strategies, it is important to determine students' existing knowledge about the topic to be taught. Interviews with New Zealand students showed that they hold nonscientific ideas about soil. These student views should be respected by teachers. They should be discussed and compared with scientific viewpoints. (RM)