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…

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…

The drawing of schematic maps from memory is a useful instructional technique for providing students with a conceptual mental framework of world geography. (DE)

By plotting economic and population data on maps and coordinating the data on a scattergram, introductory world geography students work with the concept of spatial association, learn to identify geographic problems, and become familiar with world political units. (JR)

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…

Afghanistan and its people are not well known or understood by the United States, yet many U.S. people now consider the U.S. and Afghanistan to be at war. How is it possible to know the enemy? This book offers a complete, but not exhaustive source of information about Afghanistan, the land and its people. The book is intended as a guide for anyone…

This paper addresses issues related to the development of geographic literacy by describing, explaining, and discussing these issues as they relate to the current reform movement in the teaching of geography. Emphasis is placed on how this information relates to students with learning disabilities. The paper emphasizes the importance of effective…

A traditional world regional geography course inescapably entails a flow of information that many community college students find overwhelming. This paper delineates five strategies developed over 30 years of teaching to help students cope with this fundamental problem: (1) using study guides or a manual to help students understand assigned…

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)

As one in a series of test item collections developed by the Assessment and Evaluation Unit of the Directorate of Studies, items of value from past tests are made available to teachers for the construction of unit tests, term examinations or as a basis for class discussion. Each collection was reviewed for content validity and reliability. The…