The author cautions teachers to avoid erroneous information and myths when teaching geography courses. He gives examples of easily made factual mistakes, legends, and common misconceptions about geographical concepts and data. (AV)

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)

Looks at problems in United States geographical education in the early nineteenth century as perceived by reformers of that period. Focuses on who the reformers were, what changes they advocated, and problems encountered by the reform movement. (Author/AEM)

Presents thirteen tips for teaching geography that are useful for any type of presentation and audience. These tips stress the types of information that should be presented, how it should be presented, and what specifics of the information should be illuminated. (AEM)

Maintains that teachers in kindergarten through twelfth grade are interested in improving their teaching of geography. Reviews the instructional improvement efforts of various state, regional, and national alliances, noting the high levels of community support and professional involvement by teachers at all levels. (JDH)

Maintains that the study of catastrophic events should be given temporary precedence over the normal curriculum in order to help students understand the causes, consequences, and recovery alternatives, deal with trauma, and allay fear of recurrence and feelings of helplessness. Uses the May 1980 eruption of Mount St. Helens to demonstrate how…

Notes that the National Geographic Society (NGS) has produced curriculum materials since 1972 and that its current catalog contains over 635 multimedia products for the K-12 curriculum. This article details the range of recent NGS activities which are designed to improve the teaching of geography at all grade levels. (JDH)

In this speech delivered at the 1984 meeting of the Association of American Geographers, the president of the National Geographic Society (NGS) discusses what geography needs to stay on its feet as an independent and useful discipline and what the NGS is doing to support geography. (RM)

Presents tips to help geography educators at all levels set up a computer mapping laboratory. Discusses what a computer mapping laboratory is, needs and planning, software, hardware selection, and laboratory operation. (RM)

Suggestions for effective use of overhead projectors include making images large, preparing standard base maps, making lettering clear, presenting only one idea per overhead, keeping things simple, using only half a page for each image, using the overhead as a chalkboard, using color thoughtfully, making symbols bold, and anticipating emergencies.…

Instructors at all levels can draw on a large number of geography software programs for use on microcomputers. This annotated listing describes some of these software programs. (RM)

Discusses the use of a shortwave radio in the geography classroom as a means of making instruction more meaningful to students. Presents a lesson plan, for use in elementary and secondary schools, which is designed to introduce students to various cultures, ideas, and information while activating interest in current events. (GEA)

Discusses the importance of integrating geography instruction across the curriculum so that geographic skills and knowledge are not relegated to one course. Examines process of linking geography with music, mathematics, science, language arts, and physical education to increase geographic knowledge. Offers additional ideas for integration in an…

Provides concrete ideas for increasing the interest level of elementary and secondary students in geography. States that instruction must begin with the personal interests of students, and recommends such activities as using maps to trace the "geogeneology" of students, the origins of rock groups, athletic competitions, and natural disasters. (JDH)

This paper explores the uses of true landform miniatures and small-scale analogues and suggests ways to teach geomorphological concepts using small-scale relief features as illustrative examples. (JDH)