Presents three solar access dilemmas requiring student analysis and decision making in order to develop skills that are transferable and applicable real-life public policy issues of geography. Developed for seventh-grade world geography course but equally applicable at higher grade levels. (TRS)

In this interview, geography professor Richard L. Morrill talks about his educational background, why the new geography was so successful, what he teaches, the teaching methods he uses, and why geography faculty should work within the university and local area to improve the posture of geography. (RM)

Described is the global climate model CONSTABLE (Climatic One-Dimensional Numerical Simulation of the Annual Balance of Latitudinal Energy), which can be used in undergraduate and graduate level climatology courses. Classroom exercises that can be used with the model are also included. (RM)

Interesting teaching techniques that geography teachers at the college and university level can use in their lectures and in their seminars and tutorials are presented. (RM)

The best way to define geography is to think of it as the study of processes as they operate over space and in place. The evolution of this definition is discussed, and examples of the way in which geographers have studied social change in U.S. cities are provided. (RM)

From the kitchen sink to the U.S. defense weaponry systems, minerals play a role, and this role should be identified and studied by both elementary and secondary students in geography courses. The basic design for a unit of study is discussed and learning activities are described. (RM)

Tactile learning activities generated positive evaluative attitudes in fifth-grade learners toward geography. These learners did better academically when their competence was measured by content tests. (RM)

Discusses ways in which K-12 social studies teachers can teach students to discover three functions that maps can serve: presenting information, recording data, and functioning as a basis for quantitative analysis. (RM)

Reviews the contribution geographers have made to the gerontological literature. The literature review is classified into the spatial organization theme and the interrelationship between people and their environment theme. A separate review is also made of the geographical literature dealing directly with policy issues. (JAC)

Having students make an everyday atlas, a collection of maps, generally of a small area, that illustrates features of particular local interest, is a good way to introduce them to the methods and materials of geography. How to make an atlas is discussed. Two examples are described. (RM)

Children learn while they travel when they take a portable study kit with them. The suggested travel tote requires children to keep a daily journal, trace the trip on a map, and collect souvenirs. Examples are offered of this multidisciplinary approach that helps children learn outside the school. (DF)

Vernacular regions are part of the broader field of place awareness. Gives directions for a unit which selects three popular sports and asks students to construct vernacular sports regions. This involves students in collecting, processing, and evaluating work in a more behaviorally oriented geography than is usual. (CS)

Five conclusions were reached by participants at this meeting: microcomputers cannot take the place of teachers; computer-assisted learning (CAL) should be used to promote teacher-student-computer interaction; there is too little peer review; an international CAL clearinghouse is needed; and the international geography community can play an…

Describes historically the acceptance of the theory of Continental drift and plate tectonics. (SL)

This book teaches that U.S. geography includes both natural and human-made landmarks, and that all 50 states and all major landmarks can be found on maps. The suggested grade range is K-3; the guided reading level is L; and the Windows on Literacy stage is fluent (levels 13-18).