Contends that the gap between image and reality as contrasted between tourist brochures and the realities of a country can be used by teachers to create high interest or to encourage critical thinking skills in students. Outlines the process for teaching about a selected country utilizing travel brochures. (SLM)

Suggests the use of picture books to teach the five fundamental themes of geography in the primary grades. Describes the use of maps which follow the paths of characters in children's literature. Discusses the use of four stories that are accompanied by maps and follow-up activities. Includes reproducible maps. (KO)

Maintains that, despite great strides in geographic education, many social studies methods professors still are using outdated geographic materials, methods, and techniques. Describes an intensive four-day conference bringing together social studies methods and geography professors. (CFR)

Maintains that the National Geography Standards provide teachers with a geographic perspective that will help them teach improved geography content. Asserts that teachers can make connections between the Geography Standards and their own classrooms. Presents five suggested classroom activities based on the National Geography Standards. (CFR)

Asserts that all maps lie in two ways: (1) by concealing part of the whole truth or (2) by falsifying some part of the truth. Discusses how this topic can be used in geography instruction. Includes a description of class assignments and figures illustrating how maps and written directions include inaccuracies and deliberate lies. (CFR)

Reviews research on geographic literacy, particularly related to identification of countries, cities, and physical features of maps. Reports that preservice social studies teachers had difficulty in constructing accurate mental world maps. Provides practical suggestions for improving the geographic literacy of preservice teachers. (CFR)