Describes uses of analogies in the college or high school geography classroom. For example, logically stated analogies of locational relationships can be used as test items or starting points for lectures. Analogous relationships between cultures can serve as subjects for research papers. (AV)

Described are two experiments which demonstrate meteorological phenomena in the geography classroom. Required materials, preparation, and instructional techniques to be used during the demonstrations are discussed. (Author/DB)

Activities designed for primary children to develop the geographic concepts of spatial arrangement and location, as well as to build basic map skills, are outlined. (Author/KM)

A structure for a class using the inquiry or problem-solving method of teaching is presented to maximize interaction between the members of the class. This structure involves geographic concepts of orientation, distance, shape and size of group. (Author)

Discusses a study based on the "New York Times" in which newsworthy countries and cities are surveyed. The objective is to provide information to geography classroom teachers who incorporate current events into their geography programs. Maps, charts, textual information, and a comparison with a 1960 survey are included. (DB)

Provides educational resources from ERIC (Educational Resources Information Center) to help teachers find the material to teach the five themes of geography. An annotated bibliography of seven ERIC documents on geographic location is provided. (LS)

Focuses on a video pen pal program between seventh- and eighth-grade classes in North Carolina and Alabama. This exchange is structured around the objectives of developing an understanding of the fundamentals of geography, an analysis of information about the local area, and a recognition that geography differs from place to place. (KO)

Geo-political concepts and constructs are used to interpret the Arab-Israeli conflict. (DE)

Describes three college level simulations designed to help students understand geographic location. Presented for each simulation is an abstract map, a set of rules, geographic principles illustrated in the game, and explanation of how the game relates to a real-world situation. Rule simplification for use in grades 3-12 is discussed. (Author/DB)

Examines industrial relocation of firms in Worcester, Mass., from 1966-70 as an example for discovering what kinds of firms relocate and why. Intended as a sample study, the project provides an initial data base for one community as a model for students to use while obtaining data bases on other communities. (Author/DB)

Presents the results of a survey of books that every preservice (and inservice) geography teacher should read as recommended by leading geographic educators. Maintains that the diversity of responses mirrors the eclectic nature of geographic educators and the richness of the field. Includes brief bibliographical reviews of five recommended books.…

States that firsthand observations of the dynamic process that shapes landforms are important to understanding physical geography. Posits that locally planned, short-duration field exercises to study miniature or fourth-order landforms will enhance instruction about these fundamental geographic concepts. (DB)

This article describes an introductory geography course on the distribution and analysis of wealth at a global level, focusing on the attempts of poor nations to improve their condition and using ten novels as a major resource replacing traditional textbooks. A list of non-western novels is included. (JH)

Lessons involve K-12 students in analyzing teacher-developed state and local thematic maps, identifying countries of the world with which their city has a linkage as indicated by local ethnic restaurants, discussing local companies involved in international trade, and learning about foreign-made products in their home and community. (RM)