An integration of human geography concepts and physical geography concepts into one course is proposed; and the conceptual framework, teaching strategies and materials, and difficulties of introducing an innovative course are discussed. (ND)

The regional differences in 19th century Ohio house designs are analyzed and labeled. (DE)

A primary goal of a teacher of regional geography should be to present the course as a study of the changing functions of world regions because the events of each day cause regions, whether political, economic, cultural, or physical, to be in constant flux. The nation-state has become in many ways out-moded as a source of analyzing the events of…

This paper provides examples of how music can be used in geography instruction at the elementary, secondary, or college levels. The occasional use of music can foster imagination and promote greater aesthetic awareness with regard to landscapes and human situations. Many concepts and terms in physical geography can be lined with music. A good…

Developed by the staff of the Upper Cumberland Reading Project, which was funded by Title III of the Elementary Secondary Education Act, this document focuses on reading instruction. It contains (1) a unit of study on the history and geography of the Upper Cumberlands, on famous Upper Cumberland natives, and on historic but little known places and…

Outlines development and structure of a one-year college geography course focusing on women's role in geography. Content includes the division of labor by sex; demography of women; geographic perspective on women's role through the history of Western civilization; how women's role changes the face of the earth; women, politics, and environment;…

Describes development and content of a college research seminar about women and geography. Content included female spatial behavior, distributions of phenomena of special concern to women, women's modifications and perceptions of the landscape, and comparison of historical and contemporary roles of men and women. (AV)

The geography curriculum in higher education reflects values held by the geographical and educational communities and by society in general. Teachers should transmit an environmental ethic by adopting relevant approaches from moral and political education. For journal availability, see SO 506 224. (Author/AV)

Observes that relativist values of the industrial/technological age have produced problems of ecological and social instability. Restoration of control to human ecosystems will require a comittment by geographers to values which respect and preserve the environment. For journal availability, see SO 505 963. (Author/AV)

Describes an activity intended to heighten teaching effectiveness and student interest in college-level introductory cultural geography. By tracing their family's migration history, students experience a sense of time, place, and cultural heritage. (Author)

This article describes some of the community projects undertaken by high school geography students for an urban studies unit. (RC)

Defining the "cultural landscape" as "any landscape which has experienced a change brought about by man, either directly or indirectly", the article discusses various goals, objectives, targets, and strategies which are relevant to urban studies from an academic approach. (NQ)

This article examines the topic of racism in textbooks by reviewing the content of a geography textbook popular in the United Kingdom and Australia. Concludes that the problem of racism in textbooks is pervasive and in violation of United Nations standards for antiracist instruction. (JDH)

Offers background material for teachers and learning activities that are designed to integrate tactile and visual learning for elementary school students. The purpose of the activities is to foster a stronger and more stable understanding of the basic geographical concepts of relative position and direction. (JDH)

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)