Many students in the United States do not possess a sound geographic vocabulary. This study compared two instructional methods, drill and varied activities, that might be used to develop that vocabulary. Eighth-grade social studies classes at three sites (one urban, one rural, and one transitional) were used to assess learning of the 50 United States and 50 prominent world places over a period of four weeks. The students were divided into three experimental groups: those who received drill instruction, those who received varied activity instruction, and a control group who received no instruction. All groups were given a pretest and a posttest consisting of outline maps of the United States and the world with numbered locations to be identified. The drill and activity groups received the same amount of instructional time, only the methods varied. Both methods of instruction were proven effective, but drill was apparently the better method. Tables and graphs present the statistical findings. The pretests and posttests are also included. The document concludes with a 37-item bibliography. (JB)