A FOUR-PERIOD BLOCK PROGRAM CONSISTED OF ENGLISH, ALGEBRA, AND WORLD GEOGRAPHY. THE PROGRAM INCLUDED LARGE GROUP LECTURES, SMALL GROUP DISCUSSIONS, INDEPENDENT STUDY, AND A SUPERVISED STUDY HALL. PUPIL PERFORMANCE IN ENGLISH IN THIS SCHEMA AND PUPIL PERFORMANCE IN ENGLISH IN A REGULAR-SIZED CLASS WAS COMPARED. TEACHER REACTION AND STUDENT REACTION…

Audiovisual aids for teaching about the geography of North, Central and South America, Africa, Asia and Australasia, that may be bought or rented from suppliers in Britain, are listed in this 150-page catalog. Audiovisual materials available include films, filmstrips, slides, overhead projector transparencies, wallsheets, prints, records, tapes,…

Offers a rationale for increased teaching of global economic geography, identifies its natural constituencies, and defines the scope and content of such undergraduate courses. Concludes that such courses offer a good way to help internationalize undergraduate education in the United States in addition to providing an opportunity to highlight…

Describes geopolitics as the branch of geography that explores the relationship between geographical realities and international affairs. The essential task of the discipline is to identify those geographical circumstances that explain the power interests, the character, and the behavior of nations. Includes a lesson plan that introduces students…

In a study of 2,791 elementary students (grades four-six) successful location of 10 countries on a map varied significantly with socioeconomic status (SES), gender, grade level, and mobility of students. Improvement of scores was linked with both high SES and higher grade levels. (IAH)

Topics on the subject of continental drift are discussed for teacher use in promoting student interest in coastlines, mountain ranges, and landscapes in general. (Author/KM)

A SEVENTH-GRADE WORLD GEOGRAPHY COURSE FOR MIDDLE TRACK STUDENTS IS PRESENTED. GENERALIZATIONS FOR EACH UNIT, ALONG WITH SUGGESTIONS FOR TEACHING AND LISTS OF AUDIOVISUAL AIDS, ARE INCLUDED. STUDENTS ARE ENCOURAGED TO DERIVE GENERAL GEOGRAPHIC AND ECONOMIC PRINCIPLES FROM THEIR STUDY OF THE SPECIFIC. TEN UNITS FOR STUDY ENCOMPASS THE CONTINENTS.

GRADES OR AGES: Grades 11, 12, and 13. SUBJECT MATTER: Geography. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into three sections, one for each grade. World geography is presented in two parts--grades 11 and 12--and Canadian geography is studied in grade 13. Each section is divided into several units. The guide is offset printed and…

Teaching about Turkey is currently a priority in world and global history courses. There has been a re-examination of this region, a re-emphasis on the contribution of the peoples of the area to history, and a re-evaluation of the role of the Turks not only in Turkish history but also in Central Asia, Western China, Eastern Europe, and Russia. The…

Affective goals and objectives, rarely stated in geographic education standards, textbooks or course syllabi, include improving students' attitudes toward other people. World geography courses expose students to other parts of the world and to people different from themselves. Although affective goals may not be stated for such courses, could it…

Every map depicts both objective realities and subjective elements and is a rich resource for studying the geographic knowledge and values of mapmakers and their societies. This paper considers cognitive mapping research and describes how world maps reflect world images. Cognitive mapping is defined as a process that allows people to acquire,…

This article describes the development process and products of a two-year project designed to improve basic skills instruction in existing secondary social studies courses. Includes a sample lesson plan and student handouts. (JDH)

Explains a large basic course on world regional geography. Introduces students to 10 maxims about the many factors that help define a place's character. Student reactions to the maxims were found to be largely positive. (Author/SOE)

Six geography lessons which teach a global perspective to fifth graders are discussed. The lessons include examining maps made in countries other than the United States, brainstorming about another culture, taking an imaginary trip over a region just studied, participating in a simulation, and researching the making of a pencil. (RM)

One of the demands imposed on geography instruction is to inform about the world, but there is some disagreement on how this is to be achieved. Criticism is most frequently directed at the regional geography approach of subdividing the world into culture regions. This paper addresses the question of whether global subdivision by culture regions…