Challenges of Teaching Advanced Placement Human Geography

Abstract

The new Advanced Placement (AP) human geography course is a wonderful opportunity to ensure the availability of high quality geographic education for high school students. As with any course, in addition to the students' interest and ability, their success is also closely linked to the teachers' preparation. In order to be as well prepared as possible, most AP human geography teachers want and need to know several things in addition to the course content. Questions addressed include how to promote the course, who to promote it to, necessary geographic background for both students and teachers, recommended texts and other resources, how to prepare students for the examination, and how to incorporate the course into the school curriculum.     

Census 2000 and Geography Education

Abstract

By using stream restoration as a seminar theme, geography faculty can create a topical course that helps provide a shared intellectual agenda for both physical and human geography students, while highlighting the holistic strengths of our discipline. Although it is not necessary that faculty have prior knowledge about the topic, a willingness to work collaboratively is essential to creating an effective course about this complex endeavor. The course can simultaneously meets the needs of students continuing on to graduate studies as well as those preparing for teaching careers. Guidance on how a stream restoration class could be used to teach the eighteen geography standards is also provided.     

A Capstone Course of “Geographic Ideas”

Abstract

Through an instructional approach, this article offers a template for a classroom-based geography capstone course grounded in pedagogical elements of synthesis and reflection, as based on exploration of ten key geographic ideas. It provides insights into course goals, structure, and components for instructors who may wish to implement it in geography or in other disciplines, and it situates the template in the general structure of capstone courses detailed in social science literature. The article contributes to geography instruction with a focus on classroom-based capstone courses as an application of teaching and learning undergraduate geography.     

The Utility and Organization of a College Field Course: Examining National Park Management

Abstract

This article reviews the benefits of field-based instruction, particularly as it complements traditional classroom learning. It suggests that direct observation and hands-on learning associated with field-based instruction raise students' interest level and improve their understanding and long-term retention of targeted concepts. In addition, planning, implementation, and evaluation strategies are provided and recommendations are outlined for instructors interested in organizing or improving a field course at their learning institution. The park management field course offered between spring and summer semesters at Oklahoma State University provides an example of the major components of a successful field course.     

Industrialization and Economic Development in Advanced Placement Human Geography

Abstract

This article discusses the contents and significance of the industrialization and economic development section of the Advanced Placement human geography course. It also describes how the course outline breaks into four sections the concern of economic geographers with the analysis of the spatial character of economic activity. In summarizing the content of these sections attention is given to links with other course modules and to the use of effective pedagogies for articulating key concepts.     

Studying the Human Geography of Subsaharan Africa in the High School and College

Abstract

While the study of Africa has become increasingly important in American schools, teachers are often perplexed by the problem of which materials and approaches to use in presenting a course on Africa. This article outlines a course in the regional geography of SubSaharan Africa which was developed by the writer for an introductory course at the college level, but which can easily be adapted for use in an advanced high school course. Emphasis is on African history and contemporary spatial patterns of urbanization and economic development.     

Modified Objective Questions for Tests in Introductory Geography

Abstract

Over the past few years, considerable effort has been expended to improve the methods of teaching introductory courses in geography. For example, techniques such as the “open classroom” and simulation models have been introduced and seem to be successful, if for no other reason than their novelty. A new approach generates interest and induces the student to make a more personal commitment to his geography course and thereby provides a stronger motivation to learn. Of course, this is a primary concern even when the instructor employs standard approaches to classroom teaching.     

Population in Advanced Placement Human Geography

Abstract

The Advanced Placement human geography course affords high school students the opportunity to experience an introductory college-level course in geography. Population is one of six major themes in the course. The course outline identifies four key areas of study in the population unit: geographical analysis of population, population distribution and composition, population growth and decline over time and space, and population movement. This article addresses each of these areas of study and identifies examples of concepts, topics, and types of data that could form the basis for instructional activities. A resource list is provided for additional reading.     

Geographic Influences in the Atlanta Campaign

Abstract

The growing importance of law in American society and the potential contribution that geographers can make in implementing America's legal system point to rewarding future linkages between law and geography. This paper suggests the need for a course on Law and Geography to cultivate these linkages. The proposed course outline draws examples from water law and criminal justice law and other legal bodies that suggest significant avenues for future geographical research.     

Problem-Based Inquiry on World Water Problems in Large Undergraduate Classes

Abstract

This paper reports on the design and implementation of a project-based course—World Water Problems—that was introduced within the framework of introductory undergraduate geography education. The aims of the course were twofold: (1) to cultivate in students a world geographic perspective on water problems; and (2) to conduct an original research project on the search for detailed appraisals, or ex-post evaluations, of completed water projects and programs. The project involved problem-based inquiry and learning through several interrelated tasks including: hypothesis testing, systematic electronic library and database searching, corresponding with water resources experts; and synthesizing of results. Evaluation of the project, and the course more generally, was achieved through a questionnaire administered to the students and a focused in-class discussion. Overall, the students' comments about the course project demonstrate learning in the form of greater knowledge of world geographic regions and water sectors as well as enhancement of database search skills and critical thinking.     

Political Organization of Space in Advanced Placement Human Geography

Abstract

The political geography section of the course offers the opportunity to introduce students to one of the most important ways in which humans have divided up the surface of the Earth for purposes of management and control. By challenging students to consider what lies behind the patterns on political maps, this segment of the course can encourage the development of a critical geographical perspective while enhancing student appreciation of the link between geography and current events.     

A Game of European Colonization in Africa

Abstract

This is a game involving role-playing designed to promote student understanding of an interest in the African colonial experience. It may be used as part of a high school or college regional geography course on Africa south of the Sahara, or in courses dealing with modern African or European history, or international relations.     

Geographers' Forum

Abstract

The Local Community: A Handbook for Teachers is an effective text and organizational framework for developing a course on the geography of a state which combines elements of introductory geography, regional geography, and geographic methods for a graduate class composed of practicing teachers generally inadequately trained in geography. Through a series of distinct, yet integrated steps teachers are exposed to the conceptual and methodological basics of the field, comprehensive analysis of regional patterns of the state, and specific strategies for teaching the geography of the state and the local community. Teachers leave the course knowing not only what to teach about the geography of a state, but how to teach it.     

Lessons Learned from Reviewing Research in GIS Education

Abstract

Traditional lectures generally force students to play a passive role in the classroom. In an effort to promote active learning, we added discussion sections to a large lecture hall course. Field trips, student journals, and group-based assignments, in particular, enhanced the learning experience. To ensure the success of the new format, course planners must enlist the sustained cooperation of key faculty and administrators on campus, as well as teaching assistants assigned to the new sections. The new discussion sections allowed students to acknowledge the environmental impact their actions have on campus and to recognize that environmental problems occur at multiple scales.     

Geography and the Contemporary Urban Scene

Abstract

This paper summarizes the objectives and content of a course entitled “Geography in an Urban World,” given at Simon Fraser University. It outlines the manner in which this course is offered; teachers may be interested in this particular way toward a more relevant and meaningful geography.     

Editorial Notes and News

Abstract

Bibliographic instruction is aneglected component of undergraduate education in many geography curricula. Significant research problems are difficult to formulate and self-education cannot be achieved without the ability to use reference materials effectively. The research methods course is a logical vehicle for providing bibliographic instruction at the undergraduate level. Library training can be incorporated in this course through a series of instructional modules that requires students to work with a wide variety of bibliographic materials. Students should be allowed to focus on publications pertaining to topics of individual interest in all phases of their work. This paper outlines a methods course that emphasizes bibliographic instruction and gives suggestions for incorporating selected developmental materials.     

Wireless Mapping,GIS, and Learning about the Digital Divide: A Classroom Experience

Abstract

The purpose of this article is to describe a capstone course in undergraduate student geographical research in which GIS and other geospatial tools were used to teach undergraduate students basic geographical principles. The course uses the “cooperative learning” pedagogical approach to address one of a number of client-supplied research projects, chosen on the basis of logistical difficulty, time, student ability, and project importance. In the connection of primary data with existing data, students confronted a number of important research issues such as mapping ethics, database design and management, time management, group dynamics, and research limitations.     

Cultural Patterns and Processes in Advanced Placement Human Geography

Abstract

In this article I outline some of the key concepts and approaches that form the cultural patterns and processes section of the Advanced Placement human geography course. In addition, I provide examples to illuminate and help explain those concepts and suggest strategies for pursuing educational discussions concerning the range of cultural geographies.     

Co-Mingling Geographic Education with Social Studies Methods

Abstract

Most preservice teachers complete their social science course requirements in isolation from their social studies methods course. This paper reports the unique co-mingling of one interdisciplinary social science course (emphasizing geographic and environmental education) with the social studies methods for a cohort of undergraduate preservice teachers. Integrating parts of their curricula, instruction, assignments, and assessments through a co-mentoring process and action research project connected professors and preservice teachers with children and their environments. A review of the professors' process accompanied by a summary of preservice teachers' projects and reactions describes the classroom experiences and pedagogical outcomes experienced by each group.