Traces the gradual transfer of geographic education from the science curriculum to social studies. Contends that basic concepts of geography are misunderstood and this is the primary area where geographic education needs strengthening. Suggests how geography can be integrated into the social studies curriculum. (GG)

Compares "old" geography curriculum with "new" geography curriculum proposed by National Geographic Society and based on five geographic themes. Examines new course as both geography course and as subject in the general education curriculum. Noting the marginal value and limitations of the new geography, recommends that the…

Intended as a current statement for improving geographic education, these guidelines suggest major changes needed to counteract a prevailing illiteracy in geography among U.S. citizens. A preface and problem statement provide a rationale for including geography education as a subject of study in the schools and as a scientific mode of inquiry. A…

The voyage of Columbus in 1492 is a turning point in world history. After 1492, people and civilizations of long-separated regions began to develop connections that have led to the incipient global community of the 1990s. It is their global significance that justifies a prominent place in today's curriculum for the four voyages of Columbus to the…

Inspired by America 2000, the educational reform initiative proposed by President George Bush, these materials describe a way of rethinking the place of geography in the curriculum. It is proposed that both natural geography and social geography be taught, and that both should be taught in science and social studies classes. Activities to be used…

Maintains that the release of the National Geography Standards in October 1994 was not a culmination of reform but the beginning of educational improvement in geography. Discusses geographic concepts and the continued role of educational technology in geographic instruction. (CFR)

Maintains that children love books, and through carefully selected books, geographic concepts can be taught. Explains how children's literature encourages geographic thinking, builds geographic skills, and develops lasting mental maps of places and regions. Discusses 14 suggested books. (CFR)

Reviews the background and history of the "Guidelines for Geographic Education: Elementary and Secondary Schools," which were 10 years old in 1994. Argues that, although it is too early to determine whether the reform efforts in geography are successful, the guidelines may be a basis for a renaissance in geographic education. (CFR)

Contends that the 1984 publication of the Joint Committee on Geographic Education's "Guidelines for Geographic Education: Elementary and Secondary Schools" was a landmark in the national reform movement in geography education. (CFR)

Reprints an article from a 1964 "Journal of Geography" that defined the four traditions of geography. Proposed a basic nomenclature with associated ideas to confront the pluralism inherent in geographic thought. Claimed that the four traditions offered a pluralistic basis to maintain an alliance between professional geography and pedagogical…

Presents an allegory based on the development and dissemination of the National Geography Standards. Uses the allegory to introduce a series of articles dealing with the Standards. Suggests that geography teachers acquire and use the Standards, entitled "Geography for Life: National Geography Standards." (CFR)

Maintains that the National Geography Standards provide teachers with a geographic perspective that will help them teach improved geography content. Asserts that teachers can make connections between the Geography Standards and their own classrooms. Presents five suggested classroom activities based on the National Geography Standards. (CFR)

Maintains that the nature and role of geography within social studies has been a major area of debate since 1916. Asserts that geography relies too heavily on rote memorization of facts and neglects geographic thinking. Contends that geography teachers share the blame for this and must change their teaching and evaluation methods. (CFR)

Describes the national geography standards, "Geography for Life," part of the Goals 2000 program. Asserts that the standards define the most important elements of geography content and instruction. Discusses innovative features of the standards and presents suggestions for using them. (CFR)

Provides a progress report on the development process for the National Standards in Geography project. Discusses content and changes made in the fourth draft of the standards. Expresses disappointment in the comments of many geographic educators who criticized the standards for being too difficult or too lengthy. (CFR)