Contends that a challenge of teaching humanistic geography is to encourage students' responses to landscapes in ways that may be different from their previous experience. Argues that conventional practices may not be appropriate instructional procedure in humanistic geography and describes an alternative approach. (CFR)

Asserts that, although middle school students have rudimentary map skills, they typically dismiss old maps as worthless. Describes the use of outdated and inaccurate maps as instructional resources in social studies courses. Concludes that the approach was valuable and helped students learn about the concept of change over time. (CFR)

Describes the conflict between the California Framework for History-Social Education and interdisciplinary citizenship education. Discusses exemplary teachers, diversity in schools, privatization, and the role of public education. Contends that, although teaching can be considered noble and unselfish, it is above all a political act. (CFR)

Contends that is necessary to consider geography when shaping foreign policy. Presents a secondary school group activity designed to integrate geography with other social science disciplines. Includes objectives keyed to the five themes of geography and step-by-step instructional procedures. (CFR)

Shows how studying sources of popular music and instruments help students understand historical patterns of immigration and geography. Presents lessons and materials for exploring origins of popular musical instruments and music that developed in the United States from other cultures. Includes several related classroom activities, recommended…

Suggests integrating teaching geography and other cultures within the context of children's literature in grades three through six. Provides instructions for teaching geographic vocabularies and concepts through a Chinese children's story, in which the author uses the physical landscape to set the stage for the story. (NL)

An activity in which students describe the worldwide geographic distribution of petroleum, identify and locate the countries that make up the Middle East, and name the countries that import oil to meet their domestic needs is presented. Discussion questions and answers are included. (KR)

Compares differences in resource exploitation and energy development in Louisiana and western mineral-producing states. Identifies socioeconomic impacts of Louisiana's offshore drilling and western coal, oil, and natural gas mining, noting the boom and bust cycles and "hyperurbanization" that attends both. Stresses the necessity of…

Explains semantic mapping as a visual representation of knowledge that is useful for understanding underlying textbook concepts. Outlines steps for constructing a conceptual map with ninth grade students to be used as an aid in reading about peoples of the Middle East. Emphasizes student participation for effective semantic mapping. Provides…

Describes an instructional activity in which fifth graders identified geographic and economic factors that caused a town to become a ghost town. Discusses instructional procedures and materials used in the activity. Includes extension activities, maps, and suggestions for adapting the activity to other geographic regions. (CFR)

Proposes new ways to get students involved in the classroom by using new information technology such as CD-ROM atlases. Maintains that using technology in the classroom allows students to learn at different rates, promotes critical thinking and problem solving, and encourages global awareness. Includes an evaluation of several CD-ROM atlases. (MJP)

Outlines an instructional unit on the geography of Mexico, organizing daily lesson plans around geographic themes. The five themes of geography are location, place, relationships, movement, and regions. Each lesson plan includes objectives, materials, activities utilizing different learning strategies, and closure. (MJP)

Presents a simulation that focuses on Kurdish nationalism and the struggle for autonomy and independence from the states that rule over Kurdish lands. Students assume the roles of either one of the countries directly involved or the governing body of the United Nations. Includes extensive background material. (MJP)

Traces the often chaotic restructuring of European national boundaries from before World War I to after the collapse of the Soviet Union. Offers a concise and interesting overview of the political, economic, and military events that shaped modern Europe. Includes seven detailed maps showing shifting boundaries and alliances. (MJP)

The past decade has witnessed a proliferation of state standards and their associated tests in public schools in order to hold schools, teachers, and students accountable for learning outcomes and achievement. In this qualitative study of eight world history and world geography teachers, the degree to which the Virginia Standards of Learning…