To develop geography curricula, elementary and secondary school classroom teachers must understand curriculum theory as well as geography subject matter content. Awareness of these two areas helps teachers decide what students should learn, how they can learn the selected material, and how student achievement can be evaluated. Teachers will improve their abilities to construct curricula if they refer to curriculum models. Process models (which describe teaching/learning activities) and objectives models (which identify desired cognitive and/or affective outcomes) are particularly useful in developing geography curricula. Also, in selecting the content of a geography curriculum, teachers must consider factors such as concepts, principles, and skills which are worth teaching; kinds of examples which may be used to illustrate them; individual student needs; length of the course; time available; and available resources such as curriculum development agencies, published materials, audiovisual aids, and community expertise. Sample curricula are presented for junior high and high school. Although most illustrative examples and bibliographic references are British, the basic concepts, topics, and suggested procedures are relevant to a wider audience. (DB)