Themes to Emphasize in the Geography Curriculum

By Ediger, Marlow | Journal of Instructional Psychology, June 2005 | Go to article overview

Themes to Emphasize in the Geography Curriculum


Ediger, Marlow, Journal of Instructional Psychology


There are major themes in geography, which all teachers should incorporate into the social studies. These themes assist students to organize information and relate relevant ideas. Teachers need to study and experiment with using a set of structural ideas to facilitate student learning. Otherwise, learning may comprise of isolated facts, concepts, and generalizations, which are difficult to remember, use, and to apply. Then too, what is taught may consist of trivia and the unimportant. These situations can be largely avoided if time is taken to select vital ideas, which stress a structure of knowledge. Geography teachers in the social studies need to meet together with university professors of the social sciences to identify salient ideas in the curriculum. The identified ideas may then become objectives for use in teaching and learning situations. A good set of guidelines to use here was developed cooperatively by the National Council for Geographic Education (NCGE, 1994).

**********

Place Geography in the Social Studies

Place geography in the past might have stressed location and memorization of capitol cites of states and nations. When being a grade school and high school student, 1934-1946, the author remembers well when mimeographed outline maps within a unit of study, with heavy basal textbook use, were handed out to students. Capitol cities, states and nations, along with major rivers, were to be identified and labeled by the student. In fact in a college course entitled "Principles of Geography," the instructor handed out several outline maps, and we the students were to fill in different information or data thereon such as the location of bays, seas, oceans, major seaports, and capitol cities of nations, among other items. The author cannot say that this was all in vain, because there are a plethora of salient remembrances here on place geography.

But, the study of place geography might have been enriched with meaningful characteristics. Thus, a study of the Dead Sea in the land of Palestine may be enriched with the use of AV materials containing vital facts, concepts, and generalizations such as:

* It has no outlet and thus contains 26 per cent salt and other minerals.

* It is receding at an annual rate of 300 yards since almost no water is received from the Jordan River.

* It is a desert area with less than five inches of rainfall per year.

* It had ancient civilizations nearby such as the ruins of a religious sect known as Qumran with its storerooms, scriptorium, communal kitchen and dining area, along the northwest shore of the Dead Sea.

* It is the place where the Dead Sea scrolls were found.

A multi-media approach in teaching needs to be used so that all students may benefit optimally in geographical learnings.

Location

Location describes the connections of the specific place, such as the Dead Sea, with other places and people. The Dead Sea has interesting connections with other places such as:

* It is connected with the fresh water Sea of Galilee in the north, 67 miles distant, the connector being the Jordan River. Water used for irrigation purposes from the Sea of Galilee has made the Jordan River almost without water as it empties into the Dead Sea.

* The Sea of Galilee is excellent for fishing and used by tourists for commercial water transportation to nearby villages including the ancient site of Capernaum with its restored Jewish synagogue of the third century AD.

* The Sea of Galilee is 660 feet below sea level whereas the Dead Sea is 1300 feet below sea level making the former much more hospitable for human endeavors.

* It receives most of its waters from the melting snow of Mount Hermon, located directly to the north, with an elevation of 14,000 feet above sea level.

Teachers need to assist learners to perceive knowledge as being related and connections need to be made. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Themes to Emphasize in the Geography Curriculum
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.