Describes how an elementary school teacher incorporated the real-life experiences of an IMAX (Image-Maximum) photography expedition to Mt. Everest into her curriculum. Highlights include geography lessons, math and problem solving, science-related issues, Tibetan Buddhism, and constructing a World Wide Web site. (LRW)

Discusses the differences between subject matter and content within the realm of social studies. Asserts the importance of making connections within the social studies and allowing students more choices in subject matter. Explores how teacher education should change to help future teachers learn more about subject matter in the social studies.…

Provides annotated reference materials from the Educational Resources Information Center (ERIC) database designed to help middle and high school social studies teachers incorporate the five major themes of geography into their classrooms. Includes materials on the United Nations, lesson plans on place geography, as well as interdisciplinary themes…

Describes a laboratory exercise testing the Vine-Matthews-Morley hypothesis of plate tectonics. Includes 14 questions with explanations using graphs and charts. Provides a historical account of the current plate tectonic and magnetic anomaly theory. (MVL)

Cites reports pointing to a lack of geographical literacy in the United States. Provides a lesson plan on the identification of countries in the Middle East, utilizing repetitive drill and mnemonic devices. Describes this activity as one way of helping students remember place-name geography facts. (RW)

Addresses the problem of geographic literacy with respect to the Caribbean Basin. Provides a lesson plan, including maps and charts, that encourages and challenges students to learn the geography of the Caribbean Basin, and to think about the problems that develop when large numbers of legal and illegal immigrants enter the United States. (RW)

Reviews the California History-Social Science Framework, the new state curriculum guide for the teaching of elementary and secondary social studies. Emphasizes the Framework's focus on history and geography, and citizenship education. (FMW)

Discusses the need for students to acquire knowledge of the international system and to understand their role and responsibilities within this system. Advocates the incorporation of increased geographic insights into history and social studies curricula. Suggests that it is at the nexus of geography and history that valuable global education can…

A teacher-developed board game, designed for upper elementary and middle school students with mild disabilities, promotes student familiarity with their home state and applies problem-solving and map-reading skills in a cooperative-learning format. (DB)

Provides an activity for school library media specialists or teachers that helps students become more aware of the names of major cities and locations on the globe through the use of a variety of materials, including overhead transparencies. Directions for making transparencies from student worksheets and a cardboard template are included. (LRW)

Discusses "Seeds of Change," a Columbian quincentenary exhibition at the Smithsonian Institution. Describes the rapid transformation of the Americas after contact with the Europeans. Reports that the exhibit explores the destruction of the native population by disease, war, slavery, the ongoing decimation of the rain forest, and the…

Discusses the modern historical view of the Columbian voyages that recognizes both the positive and negative consequences of the contact. Describes the voyages as a boon to scientific knowledge, a key step in the development of world trade, and an ecological disaster. Acknowledges the role of India, Islam, and Iberian Jews. (DK)

Argues that criteria for grading essay questions in geography examinations must be explicit and must reflect the kinds of knowledge and abilities sought after in British undergraduate geography courses. Proposes evaluative criteria designed to encourage and assess critical thinking. Enjoins other geographers to further the debate. (CH)

A classroom model is offered for an approach to introducing students to Spanish linguistics by way of the geography and history of Hispanic society. Areas covered include Spanish vocabulary, Spanish sounds, word and sentence formation, and linguistic lore. (24 references) (LB)

Recommends including geography in history instruction. Suggests that the theme of time is implicit in the five fundamental geographical themes of location, place, relationships within places, movement, and regions. Observes that maps enable students to visualize historic events. Concludes that geography can help students connect past and present.…