A social studies class for gifted and talented students, grades 4-6, was spiced up by a unit on worldwide maps. A summary of the program is presented. (KC)

Students need to be able to classify mapping devices, map purposes, and code forms so that skills learned on one map setting can be readily transferred to any map using the same techniques. (MB)

Discusses a simple procedure for determining our exact location on Earth based on the motion of celestial bodies and latitude and longitude. This hands-on activity requires students to design and construct an apparatus that will produce accurate measurements. The materials required are a knitting needle, a tape measure, and a sunny day. (AIM)

Replicated a 1991 study examining college students' global geographical knowledge as measured by their ability to locate nations of the world from outlines appearing on six regional maps. Found some improvement, but the average student could only locate about one-sixth of world countries. Male students and international travelers performed better;…

While the struggle persists in science classes to help students visualize in three dimensions, art classes are creating unique sculptures out of paper that produce three-dimensional displays from two-dimensional resources. The translation of paper relief sculpting from the art classroom to the science classroom adds dimension to the teaching of…

This booklet is both an executive summary of "Geography for Life: National Geography Standards 1994" and an introduction to geography as an essential part of every child's education, and as an integral part of the lives of all U.S. citizens. The publication is illustrated on every page with photographs, paintings, graphs, and maps. It…

This paper discusses four key concepts to help preschool and primary grade children develop the ability to read and understand maps. Examples of student activities to develop each of the concepts are provided. The essential concepts are representation, symbolization, perspective, and scale. Representation is vital. Children must perceive that a…

Structuring geographical concepts so that they are intelligible to an uninitiated student is a recurrent problem in geography teaching. The subtle interrelationships between map distributions and analytical procedures are not intuitively clear, nor is it plainly evident that concise map analyses depend upon specific measures of distributions. This…

Describes a learn-by-doing mapmaking project that makes geography not only a memorable subject, but one that elementary students eagerly anticipate each year. (Author/RK)

Used to satisfy the communications requirement of an undergraduate core curriculum, this article provides a curricular rationale, course outline, behavioral objectives, teaching strategies, and modes of evaluation for a course on the language of maps. (JDH)

Examines appropriate map learning experiences for elementary school children based on inferences derived from Piaget's research on cognitive development. Addresses the eight skills developed in most map learning programs: 1) interpreting symbols, 2) envisioning perspective, 3) locating places, 4) determining direction, 5) computing distance, 6)…

Explains the relationship between important citizenship goals and recognized map skills. Demonstrates, grade by grade, how to conduct map learning activities that foster active involvement and problem solving skills needed for democratic citizenship. (JDH)

Presents fifteen activities designed to lead children from the enactive, iconic, and symbolic levels of understanding map symbols, perspective, direction, distance, location, scale, relief and elevation. (JDH)