Describes an activity intended to heighten teaching effectiveness and student interest in college-level introductory cultural geography. By tracing their family's migration history, students experience a sense of time, place, and cultural heritage. (Author)

This article describes some of the community projects undertaken by high school geography students for an urban studies unit. (RC)

Defining the "cultural landscape" as "any landscape which has experienced a change brought about by man, either directly or indirectly", the article discusses various goals, objectives, targets, and strategies which are relevant to urban studies from an academic approach. (NQ)

This article examines the topic of racism in textbooks by reviewing the content of a geography textbook popular in the United Kingdom and Australia. Concludes that the problem of racism in textbooks is pervasive and in violation of United Nations standards for antiracist instruction. (JDH)

Offers background material for teachers and learning activities that are designed to integrate tactile and visual learning for elementary school students. The purpose of the activities is to foster a stronger and more stable understanding of the basic geographical concepts of relative position and direction. (JDH)

Describes the content, goals, and methods of a four-year curriculum development project that infused learning about Chicago metropolitan area neighborhoods into existing high school social studies and junior high school American history classes. Provides criteria used for lesson design and unit development. (JDH)

Described is a unit of study entitled "Where Would I Like To Live?" that develops student insight into geographic relationships among the physical, cultural, and imaginary worlds. It is intended for use in an eighth-grade world geography course. (RM)

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)

Discusses how instructors can design a local field trip for undergraduate students enrolled in an economic geography class. The purpose of the field trip is to help students observe and interpret familiar scenes in terms of geographical concepts such as central place theory, changing land use, and spatial competition. (RM)

Food production in the Soviet Union and Eastern Europe is described; the opportunities and limitations of the region's land resources for agriculture are examined; and the evolution of the institutional structures of agriculture are discussed. Recent developments to improve the food supply are outlined. (RM)

Many areas of the world are engaged in linguistic and cultural conflict. This cultural complexity is a geopolitical reality which should be included in the human geography curriculum. The teacher can emphasize balanced accounts of cultural discord and can ask students for recommendations on how conflicts may be resolved. (CS)

Discusses the interest of geographers in the interplay of physical and human influences in fashioning geographical patterns. Methods of stimulating student interest in geography are suggested. For journal availability, see SO 505 212. (Author/DB)

This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module provides students with a broad overview of the human dimensions of…

This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module examines the geography of human activities that produce the major…

This exercise utilizes census tract data in a simulated research project. Students become aware of their own geographic areas by applying census data to a topographical map, thereby determing age, soundness, and occupancy of housing units. (JB)