Discusses alterations in geography instruction which must be made to meet changes in the student population. Describes areas of growth in geography education and specific teaching methods. (AEM)

Discusses the importance of teaching place names and locations to students. Targeting rote memorization as an unstimulating method, offers an exercise and several activities using an incorrectly labeled map to teach place-name and location geography in an interesting manner. (AEM)

Presents two activities, an in-class project and a road rally, which are designed to give high school and college students a better knowledge of the layout, geography, and history of their towns. Using West Chester (Pennsylvania) as an example, the article includes project descriptions, maps, and a sample road rally form. (GEA)

Reports on ideas generated by Fostering International Understanding through World Geography, a group which advocates using the world geography course to increase international understanding. Describes two possible course goals, identifies teaching techniques appropriate for each goal, and discusses ways that participants attempted to accomplish…

States that the Model United Nations (M.U.N.) is a colorful and stimulating way to teach geography and help secondary school students overcome their indifference to classroom instruction. Outlines the procedures for implementing the M.U.N. in a classroom situation and indicates how it addresses the fundamental themes in geography. (Author/GEA)

Introduces the concept of Geographic Information Systems (GIS) as an approach for integrating and synthesizing disparate information for use in the secondary geography and earth science curriculum. Reviews basic concepts and instructional approaches to familiarize teachers with the relative simplicity of GIS implementation. (Author/GEA)

Rural and small-town Ontario, Canada is introduced through illustrations and discussions of seven typical elements that helped shape the province: cemetery, house, barn, hall, fence, roadscape, and main street. Having students make and discuss sketches is an excellent way to help them learn about the human geography of an area. (RM)

By studying early African hominids, students can learn about the interactive testing and creative aspects of scientific thinking and sharpen their geographical skills. It is impossible to study this topic without giving prominence to space and time. (RM)

Examines consequences of cross-cultural technology transfer. Questions for students to analyze regarding the feasibility of transferring a particular form of technology to a given cultural group are provided. (RM)

Discusses the assignment of student logbooks in undergraduate geography classes. Observes that logbooks provide teachers with feedback from and greater knowledge of students. Asserts that logbook writing promotes better thinking by students, and allows them to learn about themselves and the course. Offers suggestions for teachers. (SG)