Presents a critical examination of six high school geography textbooks to see how they varied in their treatment of world politics, and comments on the degree of nationalistic bias in each one. Suggestions for teachers are included to help them deal with political concepts and bias in textbooks. (Author/AM)

Provides information on computer software using Geographic Information Systems (GIS) and visualization technologies and Visual Earth, a series of integrated classroom solutions for a variety of science topics. Describes some uses of GIS and Visual Earth in science classrooms. (ASK)

Describes a lesson designed to involve students in grades 6 through 8 in learning how geography was affected the problem of world hunger. Emphasis is placed on using maps, globes, atlases, and geographic dictionaries, as well as books, magazines, and other resources. (MES)

Describes in detail a person-centered approach to a college-level world geography course taught at St. Lawrence University (NY) which bases instruction mainly on the interests of students. Discusses how this method has enhanced the learning of world geography and helped professors avoid the pitfalls of content-centered, syllabus-oriented,…

Teachers of 13-year-old students are invited to participate in a place-vocabulary project conducted by the International Geographical Union. Students associate names of oceans, countries, and cities with their correct location on a world outline map. Although the test is included, teachers must contact the coordinator to participate. (KC)

Outlines the need for a world systems approach to locating one's experiences in the environment. Uses experiences of three poets and of the author to illustrate questions and issues geography teachers should reflect on when teaching Australian geography in a world context. Concludes with 10 questions that encourages teachers to reflect on these…

Described is a unit of study entitled "Where Would I Like To Live?" that develops student insight into geographic relationships among the physical, cultural, and imaginary worlds. It is intended for use in an eighth-grade world geography course. (RM)

Discusses the reintroduction of geography into national school curricula--specifically, Louisiana--as a consequence of the renewed emphasis on the mastery of basic academic subjects. Stresses the challenge of providing teacher training, teaching geography through concepts rather than facts, and makes recommendations for teaching world geography in…

Reviews difficulties publishers have in adequately representing world regions. Recommends that teachers: (1) use textbooks analytically, (2) provide alternative perspectives, (3) use supplementary materials, (4) incorporate analysis of mass media, (5) take advantage of local resources, and (6) continuously examine and modify their social studies…

Discussion of the use of databases to improve students' thinking skills focuses on a database developed for teaching world geography to middle school and high school students. Research on developing information processing skills is discussed, a sample unit in the world geography project is presented, and results of field testing are described.…

Praises the resolution passed by the Texas Council for the Social Studies Executive Board that calls for a four-year high school social studies curriculum that includes a required course in world geography studies. Argues that this coursework will help prepare students for college, and might lead to successful geography-related careers. (LS)

Examining the vital relation between immigrants' race or ethnicity, language, documented or undocumented legal status, and multicultural citizenship education is essential in the reconceptualization of current curricula and practice. The analysis provides relevant critiques of the traditional American History and citizenship curricula that are…

Describes an assignment for secondary or college geography instruction in which students are appointed as the "Minister of Development" of a developing nation. As students plan their country's future, they confront different facets of development and the consequences of their actions. Includes student and instructor activities, identifying…

Examines the representation of South Africa in geography and history textbooks currently being used in American schools. Asserts that these books are flawed with misleading, inaccurate, and racist texts and illustration. Offers recommendations for revising the view American students are given of South Africa. (KH)

A survey of 59 Northeastern California high schools revealed that less than 40 percent have a required world geography course. Most of the high schools are offering some type of world view course; however, these courses are not meeting the new California state guidelines. They lack an interdisciplinary perspective. (RM)