Research on predominant methods, content areas, and concepts in geography instruction in the secondary schools from 1910 to the present is reported. Data were collected from the "Journal of Geography" and other professional journals, newspapers, geography teacher training textbooks, social studies teacher training textbooks, yearbooks of the National Council for the Social Studies and the National Council for Geographic Education, and the "How to Do It Series" of methods for teaching the social studies. A chart, labeled by decade, was developed to organize the data. Each time a method, content area, or concept was determined to be important, it was noted on the chart. Results indicated that the emphases in teaching methods have changed from being factually oriented, memorized, nontechnological, and teacher centered to conceptual, individualized, technological, student-centered activities. The content of geography education has evolved from physical geography, emphasizing the analysis of regions of the western world, to a human geography emphasizing relations of regions throughout the world. Finally, geographical concepts have changed from an emphasis on environmental determinism and isolationism to man-land relationships and international goodwill. (Author/KC)