"Sustainability" is one of the seven major concepts in the geography curriculum. It is also one of the three cross-curriculum priorities in the Australian curriculum, together with Asia and Australia's engagement with Asia, and Aboriginal and Torres Strait Islander histories and cultures. This paper describes how the concept is explained…

Briefly sketches the origin and persistence of the Midwest as a physical, city-centered circulation and settlement system drawing from physical, cultural, economic, and applied specialties within geography. Illustrates the coherence of the specialties within a regional-historical framework with basic geographic/scientific problems of scale,…

Asserts that the theme of movement in physical geography is important but difficult to convey to students. Contends that repeat photography, portraying movement of physical features on the landscape through the seasons of a year, is a valuable instructional method. (CFR)

Discusses the new Soviet geography curriculum comprised of: Introduction to Physical Geography; Geography of the Continents and Oceans; Geography of the USSR; Geography of the USSR II; and Economic and Social Geography of the World. Discusses the program's scientific content and describes the trends of geography instruction in Soviet classrooms.…

Discusses how applied economic development has been integrated into the economic geography curriculum at Oregon State University (Corvallis). States that coursework in applied economic development should lead to greater understanding of the causes of economic change, the problems associated with growth or decline, and methods for achieving…

Focuses on how visual images can help students integrate concepts and synthesize information to make a judgment, thereby guiding the learner toward higher order thinking. Uses geography to demonstrate how, by incorporating visual exercises, student perceptions of difficult concepts are enhanced. (CMK)

Maintains that philosophy has become an integral part of geography education at the university level. Considers the value of textbooks in teaching and learning about philosophy in geography. Reviews textbook treatment of the topic and provides a list of 25 textbooks that explore geographic philosophy. (CFR)

This paper is part of a larger study, conducted as part of a Christa McAuliffe Fellowship research project, "A Comparative Geography of Three Ecologically Similar Regions." The study compared the Chesapeake Bay region of Maryland with the Murray River region of South Australia and the Rio de la Plata region of Uruguay. The project was…

Summarizes methods from a high school geography class that used examples from local geography to teach basic geographic concepts. Maintains that these illustrative examples can be used even in courses where the content is not local geography. Provides examples of local landscapes illustrating concepts applicable to the Brazilian rain forest. (MJP)

Maintains that the concept of scale is fundamental to geography, yet the definitions for scale and other spatial terms are confusing to researchers in other spatial science disciplines. Provides a terminology of scale that can be used for a multidisciplinary lexicon of accepted scaling terms. (CFR)

Examines the importance and the various uses of the geographic concept of regions. Discusses the intersection between geography and such social and political phenomenon as the establishment of large nation states and the splintering of states into smaller units. Briefly describes several recent conflicts in geographic terms. (MJP)

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)

Describes the use of a Geographic Information System (GIS) as the foundation for a college-level geography course. Asserts that students develop creative and problem-solving skills as they develop databases of information. Concludes that the activity produced practical products that were used subsequently by local officials and citizens. (CFR)

Provides brief descriptions of Internet sites for teachers wishing to access various hazard warnings, satellite images, hazard vulnerability maps, reports, and other data concerning geophysical, hydrologic, and meteorological hazards. Includes suggested classroom strategies and references to past articles in the "Journal of Geography" containing…

Presents the results of an experiment that asked 53 middle school children to identify continent shapes and to arrange them to form a map of the world. Australia, Europe, and Asia were the most recognized. Misidentified and misaligned most consistently were Africa and Antarctica. Discusses possible reasons and teachers' responses. (MJP)