Presents solutions to problems which beset geography instruction on all levels, including replacement of courses based on conventional geographical skills with courses providing a framework for citizenship and vocational training. Available from: Faculty of Modern Studies, Oxford Polytechnic, Headington, Oxford, OX3 OBP, England, United Kingdom.…

States that World War I served as a catalyst for rapid change in the teaching of history, geography, and current events. Indicators of change were found in professional journals such as THE HISTORY TEACHER'S MAGAZINE. Concludes that post-World War I social studies was more like our current curriculum than that which existed prior to the War.…

Among college undergraduates, males consistently outperform females on tests of geographical knowledge. That difference may be caused by the fact that women have had less active control over distances and directions traveled in their lives, and thus less interest in learning about them. This may change as women's roles in society change. (PS)

Five ideas for class activities at different levels and for various audiences are described. They include a card game, exercises on French wines, a personalities game, and study of a Baudelaire poem. (MSE)

Stresses that books used to teach about a specific subject area (e.g. history, science, geography) should be judged not only for their focus on the subject but also for their literary quality. (SRT)

Consists of 12 articles that provide practical lesson and activity ideas for teaching about global issues in the context of home economics. Emphasis is placed on activities for World Food Day, school displays with a global approach, and outreach programs involving food, clothing, and books. (CH)

One professor's efforts to bring high school teachers and college geography faculty together, strengthen high school geography teaching, and increase interest in the study of geography has spawned a network of alliances covering 20 states and sponsored by the National Geographic Society. (MSE)

Suggests that there is a close relationship between deformation in the western United States and the large-scale motions of tectonic plates. Introduces very-long-baseline interferometry (VLBI) as one of the space-geodetic techniques, vector addition of the VLBI data and geological data, and a new geodetic network. (YP)

Few books have been written and little information is known about Black populations of the southern Appalachian mountains. This article describes the cultural and settlement patterns of these people and traces their historical development. Occupational changes and the effects of urbanization are presented. (VM)

Class activity ideas presented include: the use of world records to teach superlatives; a unit on a new French city; storywriting; and creation of crossword puzzles to teach vocabulary and test comprehension. (MSE)

The failure of a geography instruction project in Jamaica suggests the following recommendations to educators considering similar strategies: (1) arrange time off for teacher participants; (2) offer tangible rewards; (3) select suitable teachers who are committed to their subject; (4) offer training in group interaction skills; and (5) limit…

Reviews the history of cartography. Describes the contributions of Strabo and Ptolemy in early maps. Identifies the work of Gerhard Mercator as the most important advancement in mapping. Discusses present mapping standards from history. (CW)

Provides a brief history of the impact of urbanization on education, specifically focusing on the relationship between social class and educational policy. Concludes that schools and youth clubs failed to achieve much relief from the pressures and fundamental problems associated with urban poverty. (JDH)

A two-week map skills unit for fourth and fifth graders is presented. Students learn about the nature of maps, map conventions that cartographers employ to aid map readers in using maps, and map symbols and orientation. They then apply knowledge and skills learned and make their own maps. (RM)

A Scottish educator observes that "most of Europe" is taught in U. S. high schools as a "living museum," neglecting contemporary life and developments. Provides an outline of content, emphasizing human geography, which is suggested for the study of contemporary Scotland by U. S. high school students. (JDH)