Vol. 27, No. 1/2, Spring/Summer 1989 - "Geographic Education"
GEOGRAPHY OBJECTIVES TO ACCOMPANY PENNSYLVANIA'S TWELVE GOALS OF QUALITY EDUCATIONS
(pp. 1 – 8)
Ruth I. Shirey
Indiana University of Pennsylvania
Indiana, Pennsylvania
Sandra J. Pritchard
West Chester University
West Chester, Pennsylvania
Abstract
Each school district in Pennsylvania must demonstrate how its curriculum meets the twelve goals of quality education which have been specified by the state. This article presents geography objectives for each of the twelve goals. As was the case with the state's goals, no attempt has been made to be exhaustive in writing appropriate objectives; the curriculum planner should feel free to add other objectives to meet the twelve goals.
GEOGRAPHERS AND CARTOGRAPHERS URGE AN END TO THE POPULAR USE OF RECTANGULAR MAPS
(pp. 9 – 12)
Committee on Map Projections
American Cartographic Association
Abstract
Rectangular world maps, such as the Mercator projection, should not be used for general purpose or artistic displays, according to a joint statement released in 1989 by six major professional organizations of geographers and cartographers. Although a globe is the only true representation of the round earth, and thus is the only way to show all shapes, relative sizes, and distances correctly, only half of the earth can be seen at once. The organizations point out that flat maps of the whole world are more useful than globe maps, but flattening the globe surface necessarily greatly changes the appearance of the earth's features and coordinate system. However, world maps have a powerful and lasting effect on people's impressions of the shapes and sizes of lands and seas, their arrangement, and the nature of the coordinate system.
(pp. 13 – 16)
Sandra J. Pritchard
West Chester University
West Chester, Pennsylvania
Abstract
Primary age children can begin to develop a foundation of geographical concepts and skills. Geography can be integrated into the primary curriculum, and creative teachers can find many opportunities to include geographic understandings and skills in daily classroom activities.
FOUR GEOGRAPHIC WRITING ACTIVITIES
(pp. 17 – 18)
Arlene C. Rengert
West Chester University
West Chester, Pennsylvania
Abstract
Geographic Descriptions of Local Places Compile a local "geography book" with essays prepared by your students on places they know. (Or, have your students pretend that a new book is planned by the Pennsylvania Geographical Society [PGS]. This book is supposed to be about places in Pennsylvania. Your students are to prepare entries for consideration by the PGS. Be sure the students realize such a book is only hypothetical to focus their essays.) Have each student write a geographic description of his or her neighborhood, town, or county for the editors to consider. The descriptions should include statements about what the landscape is like: (1) generalizations should be made about the buildings and how they are organized; (2) there should be information about the activities the people do in the buildings; (3) observations of other land uses (e.g., agriculture, parks) should also be included. You may wish to provide outline headings or paragraph topic sentences. Neighborhood descriptions are appropriate for elementary levels, whereas county or town/city descriptions are best for secondary levels.
GEOGRAPHY FOR TIHE SECONDARY HISTORY COURSE
(pp. 19 – 26)
Ruth I. Shirey
Indiana University of Pennsylvania
Indiana, Pennsylvania
Abstract
Teaching geography in the secondary history course is a topic of interest to a great many social studies teachers in the United States. Convinced of the importance of geography, they find the only feasible way to teach it is through its infusion into the History of the United States or History of the World course that they are teaching. Although the social studies curriculum should include separate geography courses, history and geography are excellent companions
(pp. 27 – 29)
Lawrence L. Moses and William J. Procasky
California University
California, Pennsylvania
Abstract
The purpose of this position paper for the Pennsylvania Geographical Society is to identify the geography deficiency in the contemporary professional preparation of secondary social studies teachers in Pennsylvania colleges and universities.
THREE COMMUNICATIONS FROM GEOGRAPHY TEACHERS
(pp. 30 – 43)
Maureen Walker
Log College Junior High School
Warminster Staff
West Chester Junior High School
Lon Pritchard
Stetson Middle School
Elaine C. Settelmaier
Indiana Area Junior High School
Abstract
For the students at Stetson Middle School in West Chester, there were a number of activities scheduled in recognition of Geography Awareness Week--all of which can be adapted for use by other schools.