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TITLE

INSTITUTIONPUB DATENOTE

AVAIIABLE FROM

EDRS PRICEDESCRIPTORS

DOCOBERT REStME

SO 009 317

Geography and Educat cora _ Media: Topics in Geog_p_y,Number 3.National Council tor Geographic Educati n.May 6766p.; For related documents, see SO 009 315 and316NCGE Central Office, 115 North Marion Street, Oak

Park, Illinois 60301 ($1.00)

MF-$0.83 Plus Postage. MC Not Available from ED S.Curriculum Development; *Curriculum Enrichment;*Educational Resources; Elementary SecondaryEducation; Geographic Concepts; Geography; *GeographyInstruction; Instructional Aids; InstructionalMaterials Centers; *Instructional Media; SocialStudies; *Teaching Techniques

ABSTBACTThis collect .on of articles is designed to acquaint

elementary and secondary school teachers with new educational mediaand with effective uses of old media. Two articles discuss the mediaconcept and its appropriateness to the study of geography. In severalarticles, commonly used materials such as wall maps, globes, andelements of the classroom are described and suggestions for their use

are given. The still photograph, if clear and forceful, is shown tosupplement map and globe studies. Road maps are recommended tofacilitate understanding of orientation and scale concepts in lowergrades, while concepts of population distribution and topography canbe reinforced in upper grades by using overlays on an overhe'dprojector. Following these articles is a description of oneinnovation in curriculum resource development employing theaudio-tutorial approach in which the student interacts individuallywith learning materials. Next are four short selections in whichteachers share some innovative ideas for media use that have beenused successfully in their own classrooms. The final two articlespresent listings of source information on media articles andinstructional materialn and techniques. (AV)

Documents acquired by ERIC include many informal unpublished* materials not available from other sources. ERIC makes every effort *

* to obtain the best copy available. Nevertheless, items of marginal *

* reproducibility are often encountered ama this affects the quality *

* of the microfiche and hardcopy reproductions ERIC makes available *

* via the ERIC Document Reproduction Service (EDES). ENS is not* responsible for the quality of the original document. Reproductions ** supplied by EMS are the best that can be made from the original. *

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TOPICS IN GEOGRAPHYNumb ?I? 3 UT DEPARTMEN-TOF HEALTH,

EDUCATION & WELFARENATIONAL NSTITUT EDF

EDUrATON

THIS OOCTIAAENT HAs BEEN PEPTIO-DuCED EXACTLY AS EFTEIVEU FROMTHE RERsON OP Opc-_,ANIZATIONOPIDIN-ATINE IT PO.N TS OF 'VIEW OR opinioNs5TATEO DC NOT NECENSARILY EEPRE-SENOF F ICIAL NATIONAL INST IT UTE OFEDUCATION POSITION OP POLICY

HERN,,ss,E,, To uTpr/oEucE THISCOP-, RIGHTED MATERIAL By NsickoFICHE ONLY HAS !TEEN OBANT EC, Hy

ETO ERE_ AND OROANIZATiONS OPERATINC, LINDEN AGREEMENTS ANN, THE NATION,+L INSTITUTE OE EUTTFATIONF -HOT REPRODUCTION OUTIbFTHE ERIC STSTCAA REQUIRES FERMISSiON OF THE COPTR SOT OilhEE

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-NationalCouncit-,for e a3

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IOPICS IN GEO RAPHYNumber 3

GEOGRAPHYAND

EDUCATlONAL MEDIA

National Council for Geographic EducationIllinois State UniversityNormal, Illinois 61761

3

I IN C., \ IV I ES

,

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nuatitnial

\I, 1967

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TABLE OF CONTENTS

Geo:Taphy mal Fducational Media,1 lien A. Schmieder and Salvatore I. Natoli

The NIcdia Speei, dist in Geographv EducationJohn Barson , . . .... , , .. 5

A. Geographer Looks at the NIrdia Concept.Paul F% Criffio

). hdia Avitildble[meal Environment

Charles E. Gntiner and Philip B.. . . . .

Inquiry Thr,,,g,h Comparative Map AnalysisPeter V. Gnco

Globes for Classroom UseItiIlerhert Cross

'111C Stdl Pietnre in Geography InstructionPaul F. Griffin imd L. Chatham . 20

A Road Nlap Ceoi,.!,raphy

.."Ovheread Tnrasparencies for the' t.ppell'(;adsGeoige Vnieleh . .

Robert F. Giblet- . .

L the Andio:hitorial ApproachRichard Beckman. Plohert Janke, and Gilbert 'rainier ...

Color LillsThomas G. Gault .. .

Itomemade Movies in the ClassroomNlarv Ellen kulka

Aerial Photographs in Secondary SchoolsMehard Silvernail .... . .. . .. . .. . .... ..

Use of the Gemini Slides\Vavne \Vitae

coulitv Control in GraphicsPhilip B. Larimore

Biblioir,raphy of Journal Articles on Educational Media 1956-1966Salvatore J. Natoli .. ... . . . 56

Sources of Informatim 101 EdtIcational 'MediaAlfredo NI, Liebermoun . . .. ....... , .., , .

l'hot page VI. NAtifinal Pittlizity Studiag New Zealand: page 21, Oregon State Eikhway: P4ge 22Corninen page 23, Bard FiilW ttaWe 2t. Rol) Wright

5

ogrihy and Educati n hia.1h1c.11

f.

edu.: Won hasLharaetcri,ef Icy tychnieal ciii viitio

4enerallv cpended

tn.,,iy,lv upon verhd \prsiii lie he

last decade, turnover, tcchnoltpls Ills

l'uttci ednuatioird strategl,..s, Today. the

classroom teacher has c1iIilii Ill ar-

ray of materials. equipment, and sys-tems which ;ire ifficuilcd to make him a

wore effective onnumnicatur eel knowl-

edize Cluseihrircuit television multi-

topic transparency si ries, \yord idssiiti_hI (q)i)(11:11 I(101) hfici. prNramedleannini: product hici. aid audio-tutor-

part of thecommon sa hoolicool operation.

This great cypal is! qi iii diit ililcelmedia has residual ice 0 reexan nation

of the learning proces. Verbal under,standing is mon, than ever before

reinforced with visual oonceptualr/ation.

-Hie teacher is not (irk fa«d with awide choice of literature dud curriculummaterials but has also been lpIried by a

veritable landslide tel educational hard-

1,-are. The challenge of fusing these new

media properly into g(aigraplik., educa-

tiim is a great our,

Fortunately, the geography teacher

has e livnad basc to build upon in the

us of educ:Itional Ccli lie. 1.7Cw SithjectS

haVO tinCh a rich tradition of audio-vis-

ual uhlization. Throughout the history

if American education, the geographerassumed responsihilit7,' for globes

;,-ind maps as communicative Media anl,

to a lesser degree,. photographs and

slides

ALLEN A. ScirmiciwnPrrvennel Tnuning is tlica member of thr A,' ci

her of the AAG-7si1r, loliaNatoli is caa page'

inited St,

This sperial ksie' cit thc lownel itdruhilt os some 11 the may mcdia, tont it is

primarily ccin allied with helpirr, ele-nienhir anti seoadary school teachersti redisco\ or awl to use more clforlivelysonic of till. -141 media,- The cimtrihir-times iMc p,lwriiii; I rom college facultymembers \\lie) have had significant ,oid

iltshif cyperienees in dealing direct-ly with the problem.. of the lassroom

teael:er. 1,?)::11/11)heS of media-geogra-phy intuLtsation \yew selected because

thee present strategies which e,ta easilyadapt od for elasstoom use, hirther,

these apprcadies 1,1RJ:eh- Ilse materials

which ,ire corranon to classrooms or

which can It icipmed It 1 i

cost.

There I etc cetciede It)(4iV tel the' Se-

(piCIICC 11 \VhiChl thee' Irtichcs aro present-

ed, The first tr,,o aro brief presentationsin which the authors, 1

g.,.ograplier with

CII alterYst 4.110011 ional media and a

wedia specialist with an interest in get,-

graphy, discuss generally the media con-

cept. 'die riONt three artides consider the

most commonly used media within thereach of almost every teacherthe homeenvironment, wall maps, and globes. Thesubsequent three pieces and the articlepreceding the bibliographies deal with

--laterials are not, unknown in most

classroomsstill pietures road maps, mci

'overlays, Following these is a discussion

of the nature of audioautorial programswhich are representative of umiti-mediaapproaches to learning.

Next arc four short selections in which

contributors share some ideas that :lave

Social Sciences Branch of the Division of Educational

Office of Education, Washington,D.C. 20202. Ily is

etiorcal Council for Ceographie Education and is a mem.

Education A biographical statement on Salvatore

OURNAE OE GEOGRAPHY

iwcA (Ncci cC c shell\room"- Th t'-o

ini(man.itioc ,.

I Icc- ccliii ituile el needia seihicct-, ii.appio,te10s. Hie first is a

55 heel, "uclu( ..s I haeleci ;ill e(111(..1-

tional trtic los piinte-.1 ell io

1(111 cct et- the 1.04 dec..de. di-tides:!rcat satiety (el i!cogr .pley heti.Firnil le a 1)road ea'air.,,4eie cci

n lia weond i, 1 scicete(Ilist of general 'Amerces of int erneati(in ()n

instre, cal t Is -ad teehnic tics.

)11 L:1 %V (1( ICS nom. ;:thout the ((se ofechication,n media in groy,rai)hic cduea.

.2ow,,cis (1 1 the appreiniate statecoordinator ()I the National Council for

-apl le Edneati(in (listed in theAprd issac of Ow Journal), (2) the

(:()ieineittee of thc NationalCouncil her Geogripleie Education, or (.3)the educational media specialist in yourschool or collcgc.

The Media Specialist in Geography Education

John I3ci'souc

The Heeds oi those tcadniN geogra-phy ill colleges and schools present aunique challengr to the media or audio-visual specialist. Geography educationis essentially characterized bv a heavyinvestment iii visual materials, models,globes, i-naps, pictures, and other representational forms. In Ins work .ith othersubstantive fields the media man seldometuounteis such an alnindalue of ma-terials. I les usual 'Joh ((insists of ((invit-ing deli( tom les Ill inso lit ihmal nmeerialsand dccli I 0.4 new materials to fill gaps.Rut in ( ;Ise of geography, his"(bents,- the geogTaphers, arc alre;:d%well-e(nnoped and media-eons( ions.Nonetheless, there are a number of waysmedia specialists (an provide help.

For instance, die astute niedia spe-cialist discerns that a good number ofmaterials in geography servo better todocument the facts of the field than toinstruct the learner, especially if thelearner lacks the "code" to interpret thisinformation. Broad experiences withgraphics design and instructional materi-

als usage makes the media specialist avalnahle ally to the geographer whowishes to improve the quality ofmunieation in his subject.

second major way the media special-

ist ean_aid is to serve as an inf rinationsol ire° for geography instructors who wishto obtain instntctional media from com-mercial and/or specialized private col-lections. The broad teaching materialsenterprise that has devdoped in the lastdecade makes it exceedingly difficult forthe teacher or scholar to keep abreastof the plethora of catalogs and listingsof newer media and media devices. Thesize of the task justifies the assistance ofthe media specialist.

It should be noted that the mediaspecialist is not qualified to judge ma-terial content quality. This task remainsthe collective responsibility of the geog-rapher and his colleagues.

The third and perhaps most impor-tant role the media person should playis the dissemination of techniques in in-

JOHN BARSON is prl'SVIltly the director of the Instructional System Development Project at Michi-

gan State University, East Lansing, 48S23. This USUE .sponsored study is examining the utili-

7jctIOn of the newer media in courses of instruction in higher eductiEen. He has been directorof special media institutes for directors of NDEA, Title XI, geography institutes for the past

two years.

MAY 1967

structional iladia and de\ elopment ;11a1

This is no simple Joh, sinceplan iples operation ;m-

ph,- and tile variables that (au ink :fen,are numerous.

Nouctlieless mediainnovation arc ()cello- dailvfields and each lias a lesson to offer,kVith 1 lev modifications there is littlereason why the siwcess experienced liv

other d isc:ipI liii's Ill using Sujito motionpicture eartriclg anima transpar-ency materials, instant copy inethmls,and other ilev media technologies eaminthe put to vork in geography

The teanulig of geographers and mediaspeei;dists in attacking instnictional

( an 1)e a lioon to learners incolle,e, secondary schools, ii id all (1055.1,

the %vilete"'r t'ffight.

A Geographer Looks at the Media Concept

Paul F. Griffin

raphv is a fieldwhielt lends itself well to the lltit' Of

aildiO-ViSilid Media. The relditV of thecarth's surfaceits physical and cidturalcicinentstraditionallv has becn con-voyed to students through direct fieldexpericoces and through the use ofglobes, nums, films and filmstrips, slides,models, and other such instructional Ina-terials.

The space.a(re world demands dratwe gear our thinking to the technologi-cal society man 11115 created. Teclinoloy(a Greek word for a bag of tools) hasrevolutionized man's concept of hisworld, For example, inall's concept ofthe earth has progressed fnun the flatwafcr-d world of the Homeric Erathrough the Nfercator World, the OceanBasin World, and the Air Age NVorld tothe new frontiers of rockets and satel-lites.

Remote sensing, satellite informationcomputer _storage _and retrieval, andtransfer of data through quantitativeanalysis. and other such recent innova-

tions have all resulted in a fund of ma-terial SO overwhelming that the geogra-phy teacher can scarcely kr!ep pace withtlns knowledge explosion,

In meeting this challenge, the teacheris faced with the dual task of not onlyselecting the most worthwhile conceptsbut of also dcternnning the most dice-tivo means of conumulicating them tothe students. With slich a large body ofunschooled students lind with such a gi-gantic increase in the materials to behandled, the teachers' task is even moredifficult, Caution !mist be exercised inthe selection of materials to be taughtand a better way of presenting thisknowledge must be found. The newmedia offer ot least a partial solution tothis problem, providing they are -

folly selected and used to present themost abstract concepts of die discipline.A good transparency, aerial photo, sin-gle concept film, or other such mediumnot only increases the possibility of cov-ering more subject matter but also en-hances the leathing process.

pAul, v, CntrFnq is chairman Of the department of geography at the Oregon College of Educa-tiun, \ionmouth 97301, Ile was the geography consultant to the 1966 and 1967 Michigan StateUnisitrsity Edneational Media Institutes for lirectors of Title Xl NDEA geography programs,Additicuud biographical cletaik are given on page 20,

THE JOLTIEIAL OF GE

Media Avail bleWithin the Local

EvironmentCharles F. CritznerPhilip B. Larimore

Media, as here ca nsidcred, pertain toany means of conveying knowledge tostudents through utilizing any one or acombination of the five senses. Theteacher who seeks to enliven and enrichclassroom instruction through the use ofmedia often needs look no further thanthe local environment for inspiration andhelp. Unfortunately, the wealth of teach-ing aids and opportunities available inthe honic community is often overlookedby teachers who, in_ the face of an ever-increasing bombardment of commercialmaterials, equipment, techniques, andother concomitants of the "mec ia explo-sion," seek mass-produced media answersto tailor-made questions, interests, andproblems.

Many of the new media are ideallysuited in quality, content, and applica-bility to individual classroom instruc-tional needs. These aids should be used,by all means, when available. On theother hand, the teacher who feelsconfined when using mass-producedmedia or as the case may be, finds muchof the commercial material to be lackingin content and validity, need not revertto conventional means of oral instruction

with little or no use of media. The sameapplies to teachers in schools with lim-ited budgets for the purchase of equip-ment and visuals, where a lack of trainedpersonnel makes it dificult or impossibleto prepare the more elaborate types ofvirual materials, or where inadequatephysical facilities (lighting, ventilation,seating arrangement, space for screensor bulletin boards, etc.) limit the poten-tial use of instructional media.

The creative teacher will find it rela-tively easy and highly rewarding to pro-vide primary learning experiences forpupils, through direct or indirect contactwith real-life situations, within the localregion. Pedagogists have long knownthat the more direct the learning expe-rience, the more meaningful it will be interms of ego-identification with the ex-perience; and that the greater the varietyof senses through which information ischanneled, the more profound and last-ing will be the educational impact. Ge-ography is, As teachers, we share the re-sponsibility of making this geographicreality come to life in the minds of stu-dents. The selective ttse of local mediacan assist us greatly in the task of mak-

Cnhmrs F. Gntrz.NEn and Plump B. LArumosx are instructors in the department of geographyand imthropoloa, Looisiam State University, Baton Rouge 70803. Both are active in the field ofmedia and geographic education. Mr. Critzner is chairman of the NCGE Committee on Audio-Visual Education, Mr, Larimore is director of the Cartographymedia Laboratoty, School ofGeology, LSO. This is their third co-authored paper on a media topic.

MAY 1967 7

lug gt"rlphy light in the mind, rath-er r1o(II I luau the memory.-

IMPROVING VIC USE OF "OLD" MEDIA

The greatest amount of care ;uul it-tention should be foensed on the properIlse of conventional teaching media. Nof-tolount of new media used in a class-room can compensate for poor employ-ment of the traditiouil teaching meth-o(1s. Some suggestions (many of yhichmay a)pear naive owing to their obviousnature) inelndc:

1. Oral presentation, J)ep;ii-t when-ever possible from the ',lolly lecturemethod of instruction; increase studentresponse and involvement; substinacpictures or other visuals for words whenpossible: and consider the nse (if guestspeakersthey can provnle a highly in-formative el iange-of-pace.

2) l'he chalkboard. Of 1111 muvention-ol 'India, the chalkboard is generallyused with the least imagination. Possibtl-itieS for elltialictog itS List! iiiclude Ow useof colored chalk ( if the composition ofthe board will allow it ): the tracing ofmaps, block diagrams, or other featureson the board with chalk (or hard pencilfor permanence) following the mainly ofprojected inciges (using the slide. over-head, or opa( ue proJector); the drawingof block diagrams and other thrce-di-roensional features, and 'king parallellines (easily made with innhi-chalk hold-ers a':ailable in most music departments)for graphs, scale, and devotional differ-ences.

:3) Bulletia boards. The use of dry-mounting and lamination (spray or stick-on ) , manipulative,' felt, and .magneticbulletin boards, maps in association w-1

ifillor display inalcrials, and pictures ofgrca; variety, can enhance the qualityii bulleini hoard dkplavs. C,archil atten-

sliould he paid to the composition ofbulletin boards,

j lbws am/ otobcs. laps and glol iesshould lie eardully selected for specificinu-puse!-:. The entire story of geographycammt be told from a single Niereatorpolitical map. ['se a variety, of maps andprojections. Manipulative maps-r can pro-vide a degree of desibility not odic.' wiseavailable through the use of commercialprodlicts. When possible, Ilse more thanOne map at a time to develop the con-cept of interrelationships. A globe promi-nently displayed will serve to remindstudents that the maps tl-ley toe are sim-ply representations of the sphericalearth. The use of free service stationmaps ot the 'ionic state or city can servethe diud purpose of teaching map read-ing while learning spatial relationshipswithin the inmudiate environment. ( Ut-member, service station maps are theonly type which the majority of Ameri-cans ever use.) The confreison of mapswith aerial photograplis or the making ofmaps from air photos (the image beingprojected on the chalkb(iard or heavypaper) can make maps meaningful tostudents. Provide c.o.reises with the to-pographic map of the local arelL Thvywill imt onlv devolup a better un(ler-standing of local physical and ciilturalpatterns, but also teach the basic skills ofmapreading.

5) Books. State or local laws may limitthe flexibility, of textbook selection. Thishould not, however, limit the use of pa-

perback books or other inexpensive sup-plemental readings or prevent full use ofthe school's library resources, A textbookshould never be considered the outerlimit of inquiry into a region or topic.

'Philip B. Laranoru and Chi;iiles F. Gri_zner,"Creating Visual Impressions; Using Mvdia in0.0graphy Teitelnnv,- Audiovisual /nstructionXI, 5 (May 1006), 349-352. ' IbicL

THE JOLTI1NM, OF GEOCIIAPHY

THE OPPORTUNITY AFFORDED BY"NEW" MEDIA

\ colisideriltion or "newGiaside the c((l(tt til this

paper. Nonetheless, the N.;iriety of teach-ing, aids opportunities thevshould lie imesii,.zatcd hy ;ill teachers,

slipervisors administrators. Far tooolten, the most endinsiastie teacherdist-mil-aged hy the lack of equipment

. . two overhead projectors aud onefilmstrip slide pmjector for all twch.teachers . .", etc. ) or hy the time andtremble. involved in scheduling equip-ment, setting it op for use.. darkening theclassroom \\ hut mainkiiiiing adequateventilation, and other strictly me-chanical problems. AN a minimum re-ql lirement. all classrooms should he

eipapped with a permanent screen andoverhead pnajeetor and 11;1VC II projectioncart which call, with little effort, byrolled into place for film, filmstrip, orslide sliow ii lg.

Mc greatest degree of flexibilityoll (Ted hy the 11(AC. 101111d in

tIi MIrhi`ild prOiCetni", It C111 1W used toNhOV: transparencies in black, color, ormulti-color (1)cl-111;11H-1a or tompirarvstep-hy-step, concept-kidding overlays,color lilts of sonic photographs: andopmple ohjec.q. Om, should not overlookthe variety of possibilities offered by7inull slides and timm or 16 min motionpictures. Each mcditon aflonls the teach-er ;1 means of preparing visuak to suitspecific individual instructional needs.Tile impact on pupils of homemade visu-als, prepared by the teacher for a spmificpurpose, is frequently greater than thatof commercially prepared media.

LOCAL MEDIA RESOURCES

The variety and nature of teachingresources available within the home en-

ment will vary depending upongeographic location, the season cf theyear, the size of the community, the local

MAy 1967

economy, :old tliv grade level(s) taught;Simee limitations will allow only a lim-ited number of suggestions to he made.It is hoped, however, that these willopen the door to implementation, as wellas hint at other possibilities for utilizinglocal media sonrees,

Field Trips

The field i., the illtima geographiclaboratory. Globes, maps, models, pic-toresall other mediaare nothing morethan attempts to reconstruct the realityof the earth's physical and cidtural envi-ronments. Every possible effort shouldbe made to provide students with pwldstudy experienc(.

I )(Tending on circumstances, fieldtrips may lw conducted in a number Ofwaysin large groups (travel being bybus rather than in a number of automo-hilis to insure all students equal oppor-tilintv to benefit from observations andcomnients 1, in small grolips, as incliyid-rods (each student being provided witha particular assignment, followed byclassroom correlation of their observa-tions), Or the teacher can bring the fieldto the classroom through the tise ofslides, photographs, or homemade films.Regardless of the method used, carefulattention must be given to thorough pre-trip briefing ("what you will see, andwliv-); students should be provided witha map or maps of the area to he tra-versed; and, depending on the nature ofthe trip and the grade level for which itwill be conducted, a work-sheet shouldbe provided keying students to a numberof geographic factors they should lookfor and "discover" on their own. Duringthe trip, the teacher or other source per-sonnel should provide the necessary nar-ration and explanation to make it ameaningful experience. A post-trip sum-mary, perhaps with individual assign-ments, will serve to bring into focus the

eographie elements observed. One of

11

the gre itest of field trips isprovide pipits s 1111 the skills needed toIorm their interpo 4,itions II it I that-

II geie_Iralillic-,t1

\Vith fc.s exceptionl . it is ift to

sume that Indents (Ion t holm- as mu( liabout locii/ ( ()minions ;is they tlunl, they(I(). Local industries. .e.,,rienItnral

;old other enterprises are offctioverlooked entirely. simply hecause it Is

assiinic(1 that thcv are understood..re(piiretnent ()I )2()(1(1 cit

ship. all students slumIll have :t souildlidsie understanding ()I :ill LATIN ()I thelocal ec(inomy. This 1111(leristatalitig canbest lie pro\ Heil lix itetnal site

Vations loal, state, or federal a(.4co-\\ hich often has( rescarell stations,

ease-study models, or other resonrces ofinterest to stmlents. the I.. S.

"eather Bureau, I. S. Forest Service,Suit (:oaservation Serviee. L. S. (1eologi-(al Survey. V. S. 1)e1iartructit of Interior,comity agents. and iirli.111, city, ill' re-

gional platinitej anialeies (the latter eon=stitlititeJ., a particularly inyortaitt sourer)of information re,)arilitig population air(lei ()mimic gru\\ th. transi)(irlation net-

\vorks, and lanclusi of the common .

(4ravel sancl 1,iL serve s (tit excel-lent site Ior stuck:in., geonuirphohigy lilta micro-scale. If \\-itter is lanining, it is

()Hen purssilile to see 1:111(11'orms resulting

1551 111.0, . 1.54 1111.1

1.ir this m-yknig tc, iuirjtIiNtil(11./It: tutu rstuiliug ci llt Icci, .11 (.10. Iron=

Weld Arcs I I,r1)..0 II. colp, I lir Dom,-OJ N:ttiolt:(1 1,)r. Crw.11,1111lic F.flit-

( Anon -Do It This NV:1\-- scrtes, (N. (;. E.,11111piri St.th. t HI\ t1,11.,617011. no: D. r.

11,111- 1,, Jjitil unit \Vriii. ft, I937) (11.1.-4,411.

Niirtil I trulilid t.lir-r.iihe A law, N. C.. 2S; SO i),

f Font 1111\ si I proce \\-ater erosionrapid

111.111,:ctti I ntis lilt HI ideal fahorat(iry in\\ lad, Iii q111h. cecaminie ;HO true:port:I-

neograpliv. readni,, labels stu-dents can learn the source or valiotis

prolai.ols iii d'AillillitN%

perishahles, supply :mil(leinitod. and transportation can be dis-cussed in the classroom, perhar.s \Sidithe store mailager or buyer as it speaker-guest. Nhiscoms, parks, monitinents, out-

10( al points of interestallshould l)e yisit(.(1 :aid ( l)y stu-dents.

Speakers

6nest speakers furnish sill informativeellati(4e-of-pacc in instruction. If careful-ly selected, they can often aad a greatdeal to the understanding of local geog-mpliy. Possibilities include the local teie-vision wcather forecaster, representa-tives ol government agencies, spokesmenfor local industries, buyers for localchain stores, gc(igraphcrs from nearbycolleges or universities, and district rep-resent:16\1's of meilia-producing compa-nies.

CONCLUSION

ant. inany brilcilts to he derivedfrom utiliiing local media resources totheir utmost. 'Own' exploitation providesfor variety in classroom presentationthat needed change-of-pace that holdsand aceentnates student interest. It pro-vidrs a better understanding of localgi'ographical patterns and.. of paramountsignificance, geography "comes alke." Itbecomes a reality in thc mind's cyc, rath-er than an abstract exercise in memoriz-ing information totally remote from ev-eryday life.

THE JouIux.L Or GEOCHArilY

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crenvrali/c11 ..--4ets of elements t that re-tionsi lips between and arnuntr them canbe, disco-vercnI. The extensiv( literati ireon awl) reading, then, must he vic ss-ed is

servirlg Map interpretation rather than asan end in it5(11. Cc!rtainly, there must hetr;aitn ng in tie language of the map sothat :syniboh-; are correlated vvitl i °Nee-trNe 14c-writs rather than with wordsalone R tE ti,achers knoNv that invento-ries of locations Just like series of datesare sterile ,,s.-ithout attention to the pro-cOssc:'t that illuminate their significanceand relate diem to lone amother. Ennher-

Ore, evidence implies that highly-trained inall read VrS d performsignifiearitly better thr-in moderatelytr ain ed r/nos

Mepo iii Edtgationrues back-pretirig maps r

gtOnfid lauraledge. Oii tho elernenturylevel, then, (me is well-advised to com-bine neigh-borhood and communitytildi vith map interpretation. The lo-

cale is fannilittr to the child and the in-structor elicits his rea.sons for the corn-nionplacc, While they are, probably quiteunsvgtematio and only moderately ana-lytic, learning can progress from thekunwn ( hooNver superficial) to the un-kuown. 'New sets of understandings, a tti-tude.5, arid 51ills are critically examined

and vial the learner in the light ofwhat he has learned ()gesso, and learningbeeoines consistent and mutnally sup-p

Soson, hio'ever, currie-thrin Organiza-tion sequire that the ehild bc drawn to

hurrzoos well beyond the nearbyand familiar and frequently to exotic

"...kCnriy and Salisbtry, Visual Coin-pariso h of Isopleth Alaps ON a Roans of Doter.tabling Corrolaiions between Spatially Dis-tributed Phenamana, state University of IowaStudies irk CeographN No. 3 (Inwa City: IheDepartment of Ceography, 1961), p. 30.

14

hunk where whollv new natural and cul-tural elements exist and have their ownunique explanations for being. Here,beyond the real experience, media in-cluding maps make their contribution.Although die satisfactions of map inter-

.

pretatUm illuminated by real experiencecaonot be foresworn, efficiency calls forthe nse of vicariens experience to extendthe learner's observations beyond the im-mediate. Thciefore, limps of more dis-tant places vill he useful media in pro-portion to how readily tliesz can be trans-lated into and rebted to new visual lin-agys.

"Nature" versus "Nurture"

I,earning theorists have debatedwhether the development of perceptionand pidgment in children sterns prMci-pally from the inventions of the matur-ing individual or from his culturally-transmitted skills and experiences. Co-gent argum -Its on either side suggestthat 'loth fas.t.as are important, althoughPiaget's and Bruner's insistence on thelatter has given impetus to the inclusionof more varied and sophisticated expe-riences in the primary grades.'

Evidence exists that the child can con-tend with more experience with materi-als that call for part-whole integrationsthe rattional scheme by which mappedgeneralizations, tor One, arc synthesized.While studies show a positive correlationbetween increasing age and ability toperceive parts first and then parts andwholes, it has been demonstrated thatby age nine three out of four childrencan satisfactorily achieve part-whole

J. Getzels and Ic, Elkins, "Perceptual andCognitive Development; Perception in Spaceand Perception et Form," Review of Educa-tional Research, XXXIV (December 1964)563, 566; E. Peel "Experimental Examinationof Some of Piaget's Schemata ConcerningChildren's Perception and Thinking and Dis-cussion of Their Educational Significance,-British Journal of Educational Psychology,XXIX (June 1959), 100.

TIlE JOURNAL OF CE

integratio Another i1l'(NtiLatiufl am-plifies on this conclusimi. lii trt inter-esting experiment that involved the com-bination of liquids from two of fourbeakers with that of a vial to produce acertain color, eliddren between sevenand eleven years of age consistentlycombined the contents of die vial witiieach of the beakers separately. At twelveyears, enildnn experimented with CCM-bining the vial with combinations of twoheaktirs, and, even after having beensuccessful in reproducing the desiredcolor, they tried to deterniine whetherthe color could be produced from otherpossible combinations of two with thevial. From fourteen years, three-at-a-time combinations were tried even whensuccess had already been achieved at thetivo-iit-a-t fine level.' It w,ould sc'ern,then, that vhilc. proficiency, in perceptionand systematic analysis certainly in-ereases with age, classroom concern %viarefitting mapped but unseen elementsmight be initiated earlier and extendedto morc sophisticated levels than muchof the recent literature suggests.'

D. Elkind, it. Koetder, and E. Go, -Studies inPerceptual Di:velopinunt: 11 Part-Whoic Per-ception,- Child Development, XXX11I (Sep-toutios 1962, 619-630, as reported in Getxelsarid Elkins, Review of Educational Research,p. 562.From the work of Piaget as reported by NI.

INallach, "Research on Children's Thinking,"in Child Psychology, ed., II. Stevenson, Na-tional Society for the Study of Education Year-hor,k No, 62, Part 1 (Chicago: The Universityof Chicago Press, 1963), p. 265.5 H. lloppell, -Some Mop Concepts for HighSchool Social Studies, Social Studies, NLVIII(Nevernbcr 1957), 249-252; L. Ilowitt, "Mapin the Social Studies," High Points, .XXXIX(November 1957), 73-78; E. Mitchell, "Intro-ducing Maps: A Skill," Childhood Education,)(XXVII (February 1901), 279-283; C. Whip.pie, Flaw to Introduce Maps and Globes, Na-tional Council for the Social Studies, Haw ToDO lt Series (Washington: The Council, 1959);L. Witueki, "Skills and Processes in the SocialStudies," in Soria: Studies in the ElementarySchool, ed. J. Michaelis. National Council forthe Social Studies 'Yearbook No. 32 (Washing-ton: The Council, 1962), pp. 196-205.

MAY 1967

Types of MapsThere are maps and there are maps.

Some vie with restaurant place-mats incomplex undigestible detail. Others, inthe effort to provide on ore map thosegeneralized sets of phenomena thatwould make relationships apparent, runthe risk of not being able to incorporatethe variety of categories of elements thatare especially significant in certain areasbut not in others." For this reason com-parative wall maps are suggested so thatpertinent generalized phenomena fromseveral maps on the same locale can beexplained analytically and synthesized inregional studies. The aim is not to usevisual comparisons to show the degree ofassociation between mapped phenomenabut rather as a guide for geographic in-quirya means by which a student canhypothesize relatedness between two ormore of several alternative mapped setsand then summon scientific explanationsfor their apparent connection. Compar-ative map analysis, then, is a basis for anopen-ended "dialogue" between studentand map all in full earshot of others inthe classroom. Cloture comes when allfunctionally associated elements ofplaces are asserted. And since systematicexplanations for mapped phenomena re-quire the consideration of other elementsthat might not be mapped, the inquiry islimited only by ignorance.

Of the commercially available com-parative wall maps, the Philips' Series ofComparative Wall Atlases, World Scale,'

"McCarty and Salisbury, pp. 2-3.'McCarty and Salisbury, p. 78.'Density of Population (Pal) with PredominantWorld Economics (P79e); Climate-NorthernSummer (P97) with Clirnate-Northern Winter(P9w); Belief of Land (P9r) with Annual Rain-fall (P90); Soils (P79s) with !Natural Vegeta-tion (P9v). Double-mounted as indicated onMounting No. 24 and available through theDenoyer-Geppert Company, 5215 RavenswoodAvenue, Chicago, Illinois 60940.

13

is recommended. Like the Hand NkNal-ly wall map versions of world distribu-tions found in Goode's World Atlas, theyeach throw into bold relief a single gen-eralized phenomenon which on a moredetailed map might he obscured. Whatdistinguishes Philips irorn Goode ( andthe Philips' continental maps 'as well) istheir relatively stnall number of cat-egories of phenomena which are widelyexplained in existing texts and whichproduce patterns that are larger andmore easily compared with othermapped elernents, To the writer, thischaracteristic more than offsets Philips'use of stereographic projection which,unlike Goode's homolosine projection,does not provide equal area maps. Onsixteen linear feet of map molding, eightdouble-rmumted Philips' maps replicatefor a class what amounts to an atlas withpages_ torn out and magnified. Thus pre-sented, 60 make for a synoptic view ofvarieties of distributions which can thenbe analyzed and interconnected after theway of the geographers and in the besttradition of inquiry.

Principles of Mao UseTeachers know that an important con-

ditiori of perception is the setting or salt-ation in which perception occurs. The

ting or situation could presumably beassociated with a stimulus in the externalworld or it might be influenced by themental sct- of the perceiver. Just as bothhave implications for advertisements andtheatre settings, they have importantsuggestions for the creation of maps.")Since, however, this article deals withdu, use of available materials rather thantheir creation, it will be important for us

Carty and Salisbury (pp. 9, suggestit a student will be more successful in visual

comparison of mapped distributions if they aredivided into fewer class intervals and havefewer narked local contrasts,

McCarty and Salisbury, pp. 78-79.

Ii

to ask how these general conditions ofperception relate to comparative mapanalysis.

The relations between and among de-ments in places are not always hest con-veyed through maps. Since we know thatthey are at times better asserted throughthe use of other graphic forms (such asdiagrams, models, or still pictures) ornumbers or words, there is obviously aneed to complement map analysis andsynthesis with vicarious experiences fromother media.1' Thus comparative analysisof maps of natural vegetation and soilsand population density for the study ofequatorial areas is made more meaning-ful by recourse to, say, the printed wordin Hudson's Green Mansions, the ency-clopedia under "rain-forest" or latosol,"the still pictures of a Pendleton, themoving pictures of a de Hochemont. Bythese means, perception is extended toremote vistas, there is understanding ofunfamiliar processes, and the general-izcd phenomena of maps ean be visual-ized and interrelated. In other words, thereadiness of the child to perceive mappatterns as generalizations is efficientlycared for by pictures of the phenomenabeing generalized; and his ability to re-late such a spatial generalization to asimilarly formed pattern on another mapof the same locale is enhanced by someknowledge of the systematic process thatexplains why certain things tend to coex-ist areally or co-vary in space. In a sense,then, the teacher must be something of amagician by creating in his classes a

readinessan expectancywith respectto what is likely to occur with, or as a re-sult of, something else. To this end, twoadditional suggestions of psychologistsare mentioned in conclusion: the use ofredundant information markedly int-

"W. Ealchin, "Graphic:icy Should be tbeFourth Am in the Pack," ( Undon) rirItesEducational Supplment, (November S. 1985),947.

16 TIIE JOURNAL, OF CEOGRAPEr

lw"vcs 11( Aiuti' and coneentratfim oncore!, rather t kin peripheries reducesvariation in the perception of areas.'

Maps and IndustryMaps, thn, can become a significant

springboard for inquiry. The analysis ofpatterns and their synthesis to form re-gions is nothing more (or less) than thecreation of au intellectual configurationfront parts in operations Hat arc loOcal

Gibson. "Pereoptual Development,' nYrarhook 62. Part I. pp. 144-1

. Wallach, "Resea rch on Children'.;Thinking," in .VSSF Yrorbotik No. 0i2. PartI, pp. 2:t6-276,

in nature, And, after the flexibility forregional stitches suggested in the litera-ture, the initial inquiry might be variedso long is the des-dorm-lint is nothazard lit cfrect, then, Lii ! child should1:e able to use maps to formulatepropositions that relate generaliyed phe-nomenon to gcrwralized phenomenonand, with increasing sophisticationthrough the grades, make logical link-ages between propositions. This kind ofthinkiiig--ron.rpropositional," so-calk dor a higher order than the youngerchild's achievements in classifying andseriating phenomena is nonetheless de-pendent upon it and can also be a pre-dicted Outcome of map interpretation.

TELE-LEARNING: EXCITING METHOD FOR COMMUNITY STUDY

Current technology niakes it possible for ekmentary school pupils to study their home com-munity, to make -visual recordings of seLeted community elements, and to share this informationseitli pupils at distant points, This kind of project was initiated when the fifth wrade of thelaboratory school at Ccncordia Teachers College, River Forest, Illinois, under the supervisionof Margaret KruSe, and the fifth grade at Margaretville Central School, Margaretville, New

under the supervision of Betty Martin, each studied its own community with the purpose.munirating this infornatlon to the other class.

hq.uming s the puriis exchanged pictun: ,,,,;tc:Irds and letters in which they men-tioned sinne things abiiot tbnr respective communities, desciibed their school activities and

crsonal interests, and gave tho occupations of their fathers. The classes also exchanged localarca maps and newspapers.

As second step the Top tcmk presentative pictures of selected aspect if their cnIn-rinalitics and had these city aloud into clides. The slides depi:Aed, the school setting, typicalresidences of the pupiis hurtle ronummitr, contrasting residences ot nearby communities, mainbusiness districts, selected indostrivs, traisportation routes, and physical features of the COM-munity. Each class seleocd the slides It wanted to exchange with the other class and arrangedthern into an order mold., would tell the community story. The set of slides developed by each

sLhanged.Small groups within each class prepared talks on certain slides. As they were doing this,

they found it necessary to gather additional information about their own community throughresource persons and field trips.

At a pre arranged time the fifth grade in River Forest, illinois,placed the telephone callfrom their classroom to the fifth grade at Margaretville, New York. As the Margaretville classviewed the slides of the River L',..rest area, the fifth grade in River Forest told its story. Thenthe Margaretville fifth grade told its story while the River Forest fifth grade viewed the slidesI.1 tf,. Is.fargaretville arca. The presentations lasted 45 minutes while.the spontaneous ques-tions-answers and the free conversation took 25 minutes. Some questions were asked and an-s,vered during the presentation.

Pupils of the two classes were able to engage easily in two-way eunveriation because of thetelephone Mstromentation which was used. Each small group of six pupils had a speaker-phonetransmitter immediately available to it so that each pupil could speak from liis own desk. Theinstrument is hands-free so that the pupil can take notes or hold his note pad. Spa-ers werearranged so that the voice volume would be distributed at a conversational le,el throughoutthe classrooms. The conversation took place over existing telephone drains.

Worthwhile? rry it someritne.Lloyd C. Foersier, Concordia Teachers Colleix, River Forest.

N' AI 1967 17

rbert I-I. Gross

Globes rank among the best of instruc-tional inedia in geography. They serveadmirably to demonstrate the following.

I. Shape of the earth2. Size, shape, and relative location

of land and water bodies3, Hemispheres (north-south, east-

west, land-water, davligli dark-ness, yours .mtipodal)

4, Grid of the earth5. Directions6. Distances (great circles)7, Timc ( hours and days)S. Earth as an astronomical body

( Milky Way, solar system, earth-sun relations, earth-moon rela-Fons)

9. Satellite orbits10, Relief and drainage pattern of the

earth11. Political pattern of the earth

The question tuaclwis often ask is"What kind of a globe shookl I buy todemonstrate all of the things listed?" Theanswer obviously is, `No single globewill do the job." Globes are of great va-rietY and quite specific in the servicesthey can effectively render.

GLOBES WITH RELATED EQUIPMENT

1, Celesti I globe. A small globe ismounted ins de of a hollow transparentsphere that shows the location of thestars. It can be set to show their posi-tions in the sky at any time.

2 Solar system. The model of thesolar system shows the size and positionof the earth relative to the other planets.

3. Planetarium. This instrument wasat one time called an orrery. Its basicfunction is to show earth-sun-moon rela-tions, It serves admirably to demonstraterotation daylight and darkness , revolu-tion hci season eclipses, and phases ofthe ni on.

4. Map projection model. The globe istransparent with a light in its center. Thegrid and surface features of the earth areprojected onto fiat, conical, and cylindri-cal surfaces to show basic map projec-tions.

5, Satellite globe. The relationship ofan orbiting satellite to a rotating globecan he demonstrated with this model.

lirstia-,nr II. Cnoss is editor of the J0UNAL o GEocnAcuy and professor of geography at Con-wrdia Tc,ichers College, River For,.st, Illinois 60305. He served the National Council of Coo-gniphic Education as director of coordinators and as president. Dr. Cross is the senior authorof a ',cries of social studies books and bas published articles in a variety of professional journals.

16 T JOURNAL OF GEOGRAPHY

LB

SIZES OF GLOBES

Globs are available hi many diin.sions. Those. most commonly used inclassrooms have S-inch 12-inch,16-inch diameters.

Fhie S-inell ghthe is designed primarilyto serve individlial students. The smallsue permits ease of manipulation. Thisglobe has an approximate eiremnferenceof 25 inches, consequently each inchrepresents 1.000 miles. This is an obvionsaid in making distance calculations.

The 12-inch glolw has 'client] class-m utility. Thc globes used in the

rimary grades ordinarily have this di-mension.

The 16-ineh globe is the most popularclassroom globe. It is large, hut notdifficult to manipulate. Another favor-able feature is its 50-inch circumference.Since the earth has an approximate cir-cumference of 25,000 miles, each inch onthe globe represents 500 miles. This fea-ture permits rapid distance estimates.

TYPES OF GLOBES

Primary globes. These globes inarily have a 12-inch diameter. Several dis-tinctively different kinds are available.One kind accents the physical elementsof the world with the political organiza-tion playing a secondary role. Anotheraccents tbe political features. Primaryglobes carry a relatively small number ofplace names. The type conforms withthat fmind in primary readers.

Adeanced globes. These globes haveeither a 12-ineh or a 16-inch diameter.Some arc basically political. Their primefunction is to show the pattern of nationsand cities.

The political-physical globes have apolitical accent with some relief shown

;nading. A variation of this kind ofglobe is an illuminated rendition whichhas a double layer of gores. The lower

MAY 1967

1 9

layer has the relief shiaeliiig and theupper layer shows the political features.The shaded relief is visible only whenthe light is Om

'Phu physical-political glolics accentthti pin sical features of thc ealth and thepolitical elements perform a. secondaryrole. Belief is usually represented by col-or and shading. At times a thirddimension is added so that the relief canbe felt as well as seen. Of course, the re-lief has to In exaggerated so that it canbe made observable.

On some physical globes the colortised is supposed to represent the ap-pearance of the eartb's surface when anyparticular part of the world has summer.Color elevation is sacrificed for air-viewappearance.

The project globes ordinarily bave adiameter greater than 16 inches. Thelarger ones are slated. Information ofgeographic value can be drawn on tbesurface with white o colored chalk. This

mation can range from the earth'sgrid to trade routes. Desk project globesarc usually small. Ordinarily they areconstructed so that crayon marlcs can bewiped off.

MOUNTINGS OF GLOBES

I. Cradle. Some cradles serve no otherpurpose than to bold the globe in posi-tion. Some have pegs so that the globecan he rotated with a 23N° inclination.Some cradles are designed so that half ofthe globe is clearly visible above thestructure. This kind of cradle makes pos-sible lucid demonstrations of hemi-spheres and great circles. One kind ofcradle globe has a hinged-horizon ring.This ring significantly augments the edu-cational value of a cradle globe, sincesuch things as the height of the noon sunat various seasons, the directions inwhich the sun rises and sets, and thenumber of hours of daylight and dark-

17

ness at the time of thIL. C(1LI1UOXCS and sol-stices can rem lily be demonstrated.

2. Fully-mot-able snerialau. me-ridian frame of this kind of mounting isusually marked in degrees andliii inenthitiol, of Ow globe's axis can bealtered.

3. St,,,j-nicrjeljaii ha this iiiotiiititigthe globe remains fixed with a 234 ut-elination. The globe con spin freely todemonstrate the earths rotation and dayand night.

4. Ad/us-table. Globes hvc been builtby several companies that have adjust-able mountings, An adjustable mountingincreases the serviceability of a singleglobe. since a greater variety of thingscan be demonstrated with this kind offacility than with a fixed numnting.

SUGGESTIONS

L globe repu, thc sphericalcharaetenstic of ti 1.1. noweyer, forpurposes of demou auiug the shape, itis probably best to !no c a globe that eaube removed from the mounting. Further-more, to show the relative size and dis-tance of the moon, hold a tennis ballabout :30 feet from ," 12-incholobe,

2. Size. shape, and velatiye location ofland and water bodies are best shownwith a -free" globe. Globes attached tomountings prevent easy manipulation.

To show relative size, cut the shape ofthe 48 states or India or Australia or anyother nation from rubber slweting. Obxously, the size must be identical to thaton the globe. This cutout can he placedOyer any other part of the world.

3. I mispberes are easily demon-strated with globes in cradle mountingsthat expose exactly half of the sphere.Some of the globes with adjustablemountings render this service verv wellalso.

IS

4. The _tb's grid can best be demon-strated by drawing it on a large slatedproject gl be, The use, of colored chalktor speciat attires, such as the equator,Tropic of 1...(liccr, rfropic of Capricorn,Arctic Circk, Antarctic Circle, PrimeMeridian. and International Date Linehas merit. To draw parallels, hold thechalk firmly and spin the globe. Use 15°intervals for II-lurid ians to show the posi-tions of thc tine zones.

Directions can be demonstrated onany globe that has a grid. Someone atthe poles, where the meridians converge,has the possibility ef traveling only inone direction when he decides to leave.

6. Di-'ances can usually be deter-mined yiekly by using the data on themountings of many globes. The manu-facturers of globes at times supply aflexible ruler when the mounting doesnot make the measurements possible.Since an inch on a lfi-inch globe repre-sents 500 miles, and en inch on an 8-inchglobe represents 1,000 miles, a tape mea-sure can be used for estimating dis-tances.

Great circle routes and distances canhe demonstrated with some of the cradleglobes, most of the globes with adjust-able moan tings, and with satellite globes,

7. Time zones can be demonstratedwith a project globe, the globe with afully-movable meridian, and with someglobes that have adjustable mountings.

S. To demonstrate the earth as an as-tronomical body usually requires special-ized equipment. One of the best is theplanetarium (orrery). Its functions havealready been discussed.

A globe with, a fixed axis is often usedto demonstrate rotation and revolution.The globe is carried around a source oflight in a darkened room to show revolu-tion and seasons. Daylight and darkness

2 0Tirt JOUBNAL OF GEOCRAPIIN'

are deron its :I, n west to east,

glube

Globes that have adjustable mountingsand can be "rectified" serve admirably todemonstrate, earth-sun relationships asthey apply to any place on any uay."ReetificAion" means to have the se-lected place "up" and the North Pole tothe north. The axis of the globe is thenparallel to the earth's axis.

It is an interesting exercise to rectify aglobe outdoors when the sun is shining.Put a toy man at the place where youlive. Note the parallelism of the shadowcast bv the tov with that of the child.

9. Specialized globes have been con-struQted to show satellite orbits as theyrelate to the United States, However, anvkind of satellite orbit can be demonstratedixith globes that have adjustable mount-

gs. Cradle globes that ean be used toshow great circles can also be used to

demonstrate satellite routes,

10. A globe is used to discuss the deri-vation of maps. It should be pointed outthat only globes show distances, direc-tions, shapes, and areas correctly. Allmaps have sonic error,

11. A primary function of globes is toshow location. Where is it? Globesshould be used diligently so that mentalimages are formed of both absolute andrelative locations. Frequently, locationalimage can develop from the answer to aquestion such as "Over what placeswould I fly if I wanted to travel theshortest route from Seattle to Tokyo?" or"Which city is closer to London, Mon-treal or New York?"

At which grade levels should globes beused? All of them. Globes rank amongthe hest of instructional media. It be-hooves every teacher to acquire the skillsessential to manipulating them,

MATERIALS CONCERNED WITH GLOBES

(PPrimary: NIMiddle; JIIJuolor High, SI ISenior High)

tomm Films

GIACV, ltdrOdfletiOn, Indiana University NI) 10 minutes

Illfroducing (;lobrN, Bailey ( P, M, inutes

Filmstrips

Uhtbrm r Most a (a lluias. INIcGraw-Hill (M,

ntroduct ion to the Globe, Jam Handy (NI, JH)

Continents and OceansUp and DownNorth, South, East, and WestNight and DavHoc and Cold Places

The Glebe, Eye Gate (JII, SH)

Using the Globe, Eye Gate (JII, SI!)

Maps, Globes, and Graphs, Eye Cate (M, Jil)

Using Maps and Globes, Society for Visual Education

Taken from Bibliography: National Special Media IristitutesGcographg, Michigan StateUniversity, East Lansing, Michigan, 1967

MAY 1967 2119

Paul F. Griffin and Ronald L. Chatham

The greatest rcsponssbilitscs of the ele-mentarY geography teacher are to helpcadi child grow year by year in under-standing the world in which he lives andin appreciating his role as an intelligentand useful citizen. It is not enough justto teach Climate, topography, regions, oreven resources of the earth. How menlive, where men live, how men's ways ofliving are influenced by their cultural in,beritanee, their economic problems, theirpolitical structures, and their social ex-periencesthese are the fundamentalconcerns Of any modern geography pro-

Growth toward understanding themeaning of responsible citizenship is along process. No child can acquire suchunderstanding unless specific problemsand significant learnings and skills arecontinuously available to him as hestudies geography. Furthermore, theselearn ings must be organized in a mean-

ingful sequence based in child develop-ment. No geography program can de-velop basic understandings in a child'smind without developing at the same

_e his ability to use the essential skillsand tools of geography. AMong these es-sential skills is the ability to read and un-derstand pictures. Eisen points out that"learning to read in geography includesreading verbal material, landscape-read-ing, picture-reading and mapand graphreading." She further states that eachof these reading skills must be taught.

Still pictures include all pictures with-out motion. Besides the flat pictures,which are the most common, there arefilmstrips, slides, and stereographs. Thestill picture supplies one of the bc. ! rep-resentations of reality and can contribute

Eisen, Edna. "Beadin-- Lri Geography," Jounal of Geography, (Marc 1948), 107-109.

Nu'. F. GtuFriN is a professor of geography at Oregon College of Education. His researchspecialties are Anglo-Ameriea, Ecorionm2 Geography, and Educational Geography. He has hadextensive teaching experience at Columbia University and Stanford University prior to joiningthe stair at Oregin College of Education.

FioNALn L. GnArniat is a professor of geography at Oregon College of Education, Monmouth97361 flis research specialties are Anglo-America, ELonornie Geognaphy, and EducationalGeography He has had extensive teaching experience at Sacrarnento State College and StanfordUniversity Prior to joining the staff at Oregon College of Education.

THE JOURNAL OF CE0CHAPHY

22

bringing realn use photo-;till picture isactual land-

y is shown in

n their geo-aims do not'he followingable in geog-s showing theAires showingmanmade ac-ombining thees.3

y of Education,Thirty-Second

Public School

21

Az%

Figu 2

Pictures that show the natural land-scape are useful in developing conceptsof features such as landforms (moun-tains, plateau, hills, plains) and indefining terms pertaining to form orshape (island, peninsula, isthmus). (Fig-ure 1) From this type the child learns totranslate the picture into an accurate im-,Agery of the real landscape. The princi-pal purpose of this class of pictures is tobuild up concepts and to define terms.

Pictures that show cultural featuresare those which portray how people look,what foods they eat, what kinds ofhomes they build, what clothing theywear, how they travel and transportproducts, and how they work and play.(Figure 2) Tbe purpose of such picturesis to develop an understanding thatother peoples are not strange or odd, andthat their ways of doing things are usual-ly reasonable.

222 4

Pictures that combine natural featuresand cultural items are the most useful inteaching geography because from thistype the causal relationships betweenman's activities and the natural environ-ment can be developed. These picturescan be valuable tools in teaching thechild to reason causally, to think geo-graphically, and to visualize the geo-graphic personality of a region.

Pictures may be used for many pur-poses, and a satisfactory picture-readingprogram will make use of the variedways in which pictures can help a childto understand his world. Svec lists thepurposes for using pictures as follows:(a ) for general survey, (b) for detailedstudy, and (c) for testing.'

svec, Nt. Melvina. "Still Pictures." GeographicApproaches to Social Education. NineteenthYearbook. Washington, D.C.: National Coun-cil for the Social Studies, 1948, pp. 130-39.

Tim TOUI1NAL OF GEOGRAPHY

General stave)to arouse the chia region at the I:to orient the el

Detailed study&fine terms andto verify facts,scapes, to clarifyimpressions, to

raise questions,atnplify textual tparisons, to rd _

and to brickre t

Hence and tinder

A picture testunit in geographing and evaluati,economy of theing strengths,prehension of f

MAY 1967

3 used states, -Too oftenreview with cooperative di:.dv, or activities are terrniett, and-buggy' test. A F

ftil tobecause it appeals t

2 to check; and it giv(iccpk. cOrrect Wrong inland-

wroi Great care mustDn, to tion of pictures forms, to In picture selection_corn- pects and instructii

'dings, considered. Certaireve- picture selection at

cchanical Asp,n of a clear and forceful?pr test- large enough for s

is ancheck- 'Brockmeyer, Irene. '

ccm- Journal of Geographmcver 57.

m'e

Figure 3

2 5

pidures shwild contain a familiarobject Ni serve as a measure by whichthe children can grasp size. A childstanding beside a date palm tree, or by atelephone pok, along a highway, or in asugar cane serve to help thestudent make comparisons Fig-

ure -I)

The use of pictures is not self-taught.As in reading, the child needs to have hisattention directed to the things he canexpect to find in pictures. He needs todevelop the habit of going to pictures tofind ways of living and of making a liv-ing in all lands, to notice features whichindicate the nature of the surroundingsin which these activities are carried onand features which indicate all the manyother things that help him understandwhy people live as they do, Too longLeachers have assumed that pupils studypictures of their own accord; too oftenteachers also have assumed that becauseevery child can see the picture, he un-derstands and interprets it in the rightway. However, research studies revealthat the majorqy of children do not evenglance at pictures in the text. Those whodo notice illustrations learn little fromthem.

Before a teacher can train a child inthe use of pictures, he himself mustknow how to read and understand them.He must train the child first in observingpictures, actually looking at them atively and seeing what is presented.Children need to be taught to 'see" rath-er than merely te "look." Then they mustbe led to interpret what they see and todraw conclusions. For example, by thetime a chikl has studied regional-typegeography in the fifth grade, he maydraw these conclusions from a pictureshowing sheep being herded in a highmountain pasture: the probable time ofyear, the temperature, rainfall, and cli-mate by noting the clothing worn by theherder and by the abundance or scarcityof vegetation.

Children should have a specific pur-pose in studying each picture., and thispurpose can be established through a se-ries of questions. When studying pic-tures, such directions as, "Look at thepicture" or "Study the picture" are notsufficient. It is much better to say, "Lookat the picture and find out what ldnds ofwork the people are doing." This givesthe child something definite to look forand at the same time puts the emphasisen man's activity rather than on naturalenvironment. Such) a viewpoint will ii -

ally give rise to other questions suchas: "Why do they use the machineryshown?" er "Why do they work byhand?" The most important 4nterrogativeword for a geography question is "why,"not "who" or "what," since "why" is athought-provoking word and to answer a"why" question a child has to beginto think geographically in terms ofsignificant relationships between man'sactivities and his environment.

Other factors in using pictures includethe following:

1. Skill in reading pictures mustdeveloped consistently.

2. Too many pictures should not beused at once since this tends to con-fuse the child.

3. Picture study should be correlat-ed with map work.

4. Filmstrips and slides can often bemore effective than sound movingfilms because the former can bestopped for comment and discus-sion.

5. The same picture can be used atdifferent grade levels. In the firstgrade it might be used to identifya particular item, while in the in-termediate grades it might be usedto interpret relationships.

G. Pictures which show typical geo-graphical features rather than thosewhich stress the unusual should beused.

be

MAY 1967 25

2 7

7. Size of objects, distances, re-lif patterns need to be interpretedin tenm of what the Child knows.only questiolis to which answerscan be found in the picture shouldlw used. It is bad pedagogy to askchildren how many sheep dwyCan count m a vWw of a closelybunelied flock, The child becomesfnistrated at attempting the impos-sible. Such a picture could bc usedto define the word "flock" or to showhow the herder and dog move theflock trom pa.sture to illother.

Some schools arc rich ill piciureresotirees; others are poor. Some haveaccess to t well-stocked and well-admin-istercd visual education department:others have no library or visual aids ma-terials. Some children come from homesrich in books and periodicals: otherscome from homes completely dey(:)id ofsuch materials. But schools have text-books, and research has shown that pic-tures account for 20 to 25 percent of allmaterials in geography textbooks for thevarious grades." Most textbook illustra-tions today really illustrate; that is, theyconvey geographic information ratherthan merely break up a page of print.In a well-illustrated book, picture andtext are closely tied together not milv incontent and meaning but also in posi-tion. If there is text relating to the pic-ture. then associated text and materialshould appear on the same page or onfacing pages.

Besides textbook illustrations, thereare few teachers who cannot supplementthe picture resources through advertise-rnents and illustrations from their ownmagazines or by securing free materials.However, great care must he used in theselection of pictures from such sources,

° Mcibo I H., and Waterman, I. B. eturcsin Geography Textbooks." Elementary Sehoo!Journal (fanuary 1936), 362-76.

26

The National Geographic, Life, Holiday,and The Saturday Euening Post alxiondin illostrations which may contribute di-rectly to the stiwly of geography. TravelIolder ii of materials supplied by cham-bers of cominerce often contain manygood geography pictures.

The captions of pictures should be ap-propriate and suitable on the basis ofthought and of phraseology, The thoughtshould challenge the pupil to study thepicture and should bc limited to the act-ual ideas obtained from the picture. Thephraseology should be simple, direct,free from wordiness and high-soundiugterms, and based on the child's expe-riences. Analysis of many texts revealsfragmentary phrases, needless repetitionof words and phrases, introduction ofirrelevant materials, and even questionswhich the picture does not answer,'Sonic texts do not refer to pictures intheir contents; some merely refer tothem; and others discuss and explainthem quite fully. Practical captions pro-vide for the expression of worthwhilegeographic relationships. The possibili-ties in a picture are often limited by theidea stated in the caption. In the sameway, the most significant feature may beignored and sonw small detail empha-sized.

Conclusions from this study indicathat-

1. Still pictures are considered todayan important tool or device in teach-ing geography. They are no longerjust to be looked at, but to be read.

9. In order to gain the valuable learn-ing inherent in pictures, childrenmust be taught to observe carefullyand to interpret what they see.

3. Learning from pictures is not ac-

1 Svee, M. Melvina. "Better Captions for Pic-ture Study." Journal of Geography (October1944), 226-70.

TIlE JOUSNAL OF GEOCRAPIIY

quired inekkntally, l, it results fromcarefully Hamad study activities.Skill in reading pictures is usefulin developing geographical con-cepts, but pictures alone are not

Books

REFERENCES

ra West, Edith.vial Stud Secondary

Schools, New York: Ronahl Press,1961

2, James, Preston E.. editor. NewViewpoints in Geography, Twen-tv-Ninth Yearbook. \Vashingtnn,D.C.: National Council for theSocial Studies, 19,59.

3. lcn%vOrtJiv, Leonard S. Guide toSocial Studies Teaching. Belmont,Calif.: Wadsworth Publishing Co.,1962.

4. Kohn, Clyde Y., editor. Geograph-ic: Approaches to Social Education,Nineteenth Yearbook, Washing-ton, D.C.: National Council forthe Social Studic;, 194S.

Moffatt, Nlaurice P. Social StudiesInstruction. EnglewoodN.J.: Prentice Hall, 1952.

6. Nationol Coun- l of GeographyTeachers. Geography, How toTeach It. Bloomington Mc-Knight and McKnight, 1934.

7. National Society for Study of Ed-ucation. The Teaching of Geogra-phy. Thirty-Second Year000k.Bloomington, Ilk: Public SchoolPublishing Co., 193:3.

S. _Roeder, Edwin EL Ceo grapliq for

MAY 1967

suiflicicuit. Geographic understand-ings are acquired by the combineduse of still pictures, textual mate-rials, maps, globes, and observationof real landscapes.

Public School Administrators, NewYork: Teachers College, Colima-ilia University, Bureau of Publi-cations, 1931.

9. Thralls, Zoe A., and Reeder, Edwin H. Geography in the Elenu 11-tary School. New York: Rand ML.-Nally and Co., 1931.

10, Williams, Catharine M. Learningrrom Pictures. Washington, D.C.:National Education Association,1963.

Periodicals

1, Allard, Lucille. "The Use of VisualAids in Teaching Elementary Ge-ography," Education 64: 428-33;March 1944,

2. Brown, Ralph H. "Testing in Ge-ography at the College Level."Journal of Geography 36:140-48;April 1937,

3. Crawford, E. Winifred. "Picturesin Geograph) Teaching." &Inca-tin» 64:438-41; March 1944.

4. Cropper, Floyd A. "An Experi-mental Evaluation of the Abilityof children to Interpret the Pic-t ues used in Elementary Text-books in Geography," Journal ofGeography 34:89-101; March1935.

5. Eisen, Edna E. "Reading in Ge-

2 927

ngrapliv. Grograithy47:107-109; March 1948

Ii Halverson, L. II. "'A yuantitativeAnalytical Comparison of Geog-raphy Textbooks." Journal of Ge-ography 35:60-67; February 1936.

7. Hile, Martha Haile. "The Use ofPhotographic Nlaterial in theTeaching of Geography." Journalof Geogrephy 37:55-63; Febniary1938.

S. Knscii, Monica II. "Geography: ALaboratory Subject." Journal ofGeography 29:203-206; May 1910.

9. Lindy, Dorothy. "GeographiesThen and Now." Journal of Geog-raphy 48:38:11-70; December 1949.

10. McChisky, F. Dean. "Visual In-struction and the Teaching of Ge-ography." Vilmiltion 61:101-403;Mardi 1944.

11. Melbo, Irvin B., and Waterman,Ivan R., "P:ctures in Geographv

tbooks." Elementary SchoolJannuil 36:362-76; January 1936.

12. Merton, Mineta "Ehectiye Use ofStill Pictures in Elementary SocialStudies." Social Education 4:189-92; November 1940.

13. Miller, E. Willard. "The Use ofColor Slides as a GeographicTeaching Aid." Journal of Geog-raphy 64:304-307; October 1965,

14. Parker, Edith P. "Pictures as Lab-oratory Materials in Geography."Education 04:434-37; March 1944.

15, Prondfoot, Malcolm J. "The Use

3 0

of Photographs in Teaching Ge-ography at Emir Primary Levels.'Journal of Geography 34:61-67;February 1935,

16. Riley, Norma. "A Picture Libraryand Its Use." Journal of CrOgra-phy 37:202-205; May 1938.

17. Scarfe, Neville V. "Testing Geo-graphical Interest by a VisualMethod." Journal of Geography54:377-87; November 1955.

IS, Schnorrenberg, Kathryn, "VisualMaterials Vitalize Geography."Education 64:423-27; March 1944.

19, Stathuider, Elizabeth. "Pictures inCeography, An Experiment in In-dividual Versus Group Study."Journal of Geograplm 35:360-64;December 1936.

?ft Svec, M. .7\ lelyina, "'The Still Pic-ture." Journal of Geography 47:111-12; March 1948.

21, . "Better Captions for PictureStudy." Journal of Geography 43:266-700; October 1944,

Teske, Alfred E. "Geography FieldTrips Via Colored Slides." Journalof Geography 58:334-40; October1959.

23. Vayette, Kenneth. A Study ofChildren's Responses to Geogra-phy Pictures." Journal of Geogra-phy 40:262-73; Ocotoer 1941.

24. Vegter, Dorothy 0. "Using StillPictures in Geography." Journal ofGeography 48:334-36; November1949.

TFM JOUBNAL OF GEOGRAPHY

A Road Map

to GemodraphyGeorge Vu cich

Last year the tr. ' . Bur_I ids reported tiler ,vere approximate-ly 80 million private lutomobiles regis-

I in the United States. Cranmiedinto the glove compartments of nearly allof those ears is at least one road map.Millions of youngsters have ,_an ex-posed to this type Of man if only throughbeing asked by frustrated parents to at-tempt to refold it correctly. It wouldseem, therefore, that the geography orsocial studies teacher who passes up theopportunity to hriug into the classroomsuch a timely and ubiquitous teachingdevice is missing a good bet. It alsoNvoukl seem that this introduction Mtothe characteristics and use of maps couldtake place effectively anywhere fromgrades 3 through 10.

Students could easily be introducednot only to the general notion of what amap is but also become familiar with thecharacteristics of legend, scale, grid, andsymbols. How a geographer uses a mapas an analytic device could also bedemonstrated nicely by leading studentsinto an inquiry of the relationships be-

,n the physical environment and theroad pattern; the relationship betweenthe size, number, and spacing of urbanplaces; the interaction which takes placeamong cities and people; and the rnpactof culture and physical environment onWe political divisions represented on themap.

QUESTIONS AND DISCUSSIONS

The suggested questions and discus-sions which follow are only a few ofmany which could be developed andwhich could extend through several classperiods. In fact, a unit of a week orlonger could be constructed. Althoughthere is a conscious effort herein to beginwith the simple and proceed to the com-plex, the sequence of discussion ques-tions need not be rigid. It is recom-mended, however, that students work inpairs inasmuch as the interchange be-tween them could be stimulating. Thediscussion questions can be listed eitheron the chalkboard or given to studentson a work-study sheet. Or, the teachermay want to raise them at opportunetimes during class discussions.

CEolica, i currently iist.ut director of the High School Geography Proiect,Box IN5, Boulder, Colorado 80:301 IL is on leave from his position as professor of geographyat Wisconsin State University, Eau Claire. He has extensive teaching experience at the secondaryand college levels.

M AY 1967

31

The maps are usually available at nocost [mom local gasoline 4lhng stations orfrom branch office,: of many petrolei oncompanies. Another source is the StateHighway Department. If students live ina large city, it wonld bc beneficial tohave them woik with a city ,,freet map aswell. Having city and state maps wouldpresent a variation in scale from whichinteresting comparisons could be made.Whichever maps are used, it would seemdesirable to use maps issued by the samepetroleum company.

ORIENTATION AND INQUIRY

Even though students have some de-gree of familiarity with the road mapthey should be allowed time to acquaintthemselves further with the map. Thisorientation period could be directed ornon-directed; i.e., students could beasked to look for particulars or theycould be allowed to explore iandomly.

Following the orientation session in-quiry could begin by raising the ques-tion, "What are some of the objectsshown on ,,our map?" The answers willprobably include the specific objectsshown and the symbols used to portraythem. Emphasis should bc on objects atthis point. The answers could includeroads, urban places, counties, rivers andlakes, state parks, points of interest,shaded relief, and a variety of other ob-jects. Such a listing should be followedby the question, "How do you know?"The answer is, of course, the map legendto which students' attention should bespecifically directed.

Upon receiving their maps, one of thefirst things students will probably do islocate their home town. For thi, reason itmight be desirable to begin the inqairyby using this curiosity to develop an uuderstanding and an ability to use thegrid Iystem for locational purposes. (Ifthis option is used, questions dealing

30

with the objects shown on the map canhe integrated into the discussion when

:sible.) This can be initiated simplyby asking students the location of theirhome town. Answers will vary de-pending upon the map reading level ofeach student. Some vill locate theirhome town by saying it is in the centralpart of the state; or that it is about 45miles from the state capital; or that it isnear a particular city. Because these an-swers are correct, but not necessarily ac-curate, students sould be urged to bemore precise. If no one has realized thesignificance of the system of numbers atthe top and bottom and the letters alongboth sides of the man, their significanceshould be brought out. The discussioninvolving the use of this system shouldbroaden into a consideration of the lati-tude-longitude system. A comparison ofthese grid systems with the earlier andless precise way of locating objectsshould be brought out.

MAP SCALE

Attention should now be focused onthe map's scale. This can be initiated byasking how far it is from one city to an-other. Some answers are bound to beprecise figures obtained by adding themileage figures shown on the map. Al-though this is acceptable it should bepointed out that it is time consuming. Afaster method would be to use the scaleshown in the legend. Onee their atten-tion is drawn to map scale, studentsshould be exposed to a line of inquiryinvolving the following types of ques-tions; "What is map scale? How do werepresent map scale? What is meantby 1 inch represents 60 miles or byI:4,000,000? Why are there maps withdifferent scales? During the discussion ofscale, staidents' attention ought to becalled to the inset maps shown on thestate road map as well as the city map, ifone is being used. The scale of the inset

3 2TILE JOURNAL OF GEOGRAPHY

maps is usuallc. m tii t of theroad map and call, (licreforu, be i.sed forcomparison juirpows, .uparsonscales shotdd include any wall mapswhich might be available. The ohicci ofthe comparisoo is to help stu(Ients seewhat hitppcns as map scale is changed,Two notions should be developed. First,as the scale ef the map becomes smallera) the amount of detail possible on themap also decreases and 170 the sizes of(he area shown usually ir,creases andsecond, as the scale of the map becomeslarger a) the amount of detail possibleon the map increases and b) the size ofthe area shown usually &creases. Nowstodents ought to search for answers tosuch questions as "What does the statroad map show that the map of 'Eurasiaor North America does not, and viceversa?" and "What are some of the ad-vantages and disadvantages of smallscale and large scale maps?" if time .-utdthe teachers background permit, itwould be advantageous to carry the dis-cussion into the area of map distortion.

MAP ANALYSIS

Up to now emphasis has been on fam-iliarizing students with the map's charac-teristics with no attempt to use it as ananalytic tool. In other words, there hasbeen no attempt to use the map to teachgeographic notions. The questions whichfollow attempt ',c) bring about analysesat an elementary level, However, de-pending on the background of the teach-er, some of the notions presented mildbe osed as springboards into a meehmore detailed investigation later in thecourse,

TAY 1967

In this context students ought .`o lookat map with a different perspective.'I !4C- h 11cm gain this perspective it isrecommended that they view the mapfrom a distanceat least arm's lengthsothat patterns are more readily discern-ible. The clarity of them_ patterns skillvary from one state to the next but in al-most all cases some semblance of patternshould be recognizable. For example, inlooking at a road map of Colorado onecan see the changLit in the load network,the orientation of the highways, and theorientation of county bowidarics as oneprogresses from t:,e eastern plains por-tion of the stat.. into the central moun-tainous area m, tgain ort of the moun-tainons area aril into the intenoontane

gion in the cxtr me western portion ofthe state. Easily visible ate the rectilin-,ear counties so characteristic of theAmerican Land Survey system in theeastern and extreme western portions ofthe state and the forced abandonment ofsuch a system in the mountains. It is alsosignificant that there will be little varia-tion in patterns from onc part of a stateto nother, as is the case in many of ourGreat Plains states, and this should benoted and explained. On many maps theassociation between physical relief andpatterns and density of roads and urbanplaces becomes more obvious throughthe use of shaded relief.

There is much more that the gina-tive teacher can extract from a carefulvrutiny of an ordinary road map. How-ever, even though this be all that stu-dents are exposed to, we can hope thatthey will look a second time before theyreturn the map to its resting place untilthe next family outing.

In 'flatly of our elementary schoolstoday overhead projectors are availablefor use by the upper grade teacher. Infact, in most of our better elementarysystems the overhead projector has be-come standard equipment. Yet, even inthe schools where overhead projectorsare readily available, they often remainunused or untried by the majority of ele-mentary geography and social studiesteachers.

The overhead projector is one of themost effective ways for the elementarygeography teacher to teach map skillsand understandings. With its accompa-nyLng transparencies, it constitutes oneof our best means for teaching map cor-relation and for illustrating one of thefundamental concerns of geography andthe geographerthe interrelationship ofphenomena within a given region. A se-ries of overhead transparencies, con-structed to match a standard base, canmake comparAive map study an enjoy-

OverheadTransparenciesfor theUpper GradesRobert E. Gabler

able and rewarding experience in thefifth and sixth grade classroom.

If the use of overhead transparenciesis so practical, there must be an excellentreason why so many overhead projectursrest quietly on closet shelves. The rea-sons mav well lie with the relative un-availability of appropriate commercialtrnisparencies and overlays for use ingrades five and six and the high cost ofthose that might be appropriate. An ad-ditional reason might be that mam,teachers are much more inclined to usematerials they have prepared themselvesthan materials which have been pur-chased from commercial sources.

THE NEED FOR TRANSPARENCYOVERLAYS

Wh0t is needed most in the fifth andsixth grade classroom are sets of over-head transparencies, organized on acountry-wide or nation-wide base, andprepared to illustrate various phenomena

Itomirr E. GAnt.En is a professor Of geography and chairman of the department of geogra hy andgeology at Western Illinois University, Macomb 61455. He. specializes in geography in e ucation,has directed three NDEA summer institutes in geography, and is the director of coordinatorsfor the National Council for Geographic Education.

THE JOURNAL OF GEOGZIAPHY

4

stedied by geo lers. Thc currictiluuilin grades five and six generally dealswith particidar regions of the world, forexample, Angle-Ameri i, Latin America,the Western I lemisphere, or the EastemHemisphme, But more specifically. whatis actually studiod is the country or polit-ical unit within tlwse major regions, Al-though geographers often tend to over-look the fact, most of our educated citi-zens tend to subdivide the world polit-ically and not into qricultural, climatic,physiographie, or landuse regions. Placenaming by political subdivision is thebasis for most "geographic" references intextbooks, literature, newspapers, andother oommunication media. Hence,there is an emphasis on political subdivi-sion in our schools and there is a needfor educational media which recognizethis emphasis.

Many transparencies may be con-structed for an individual nation or, inthe case of a large nation like the UnitedStates or the Soviet Union, for a smallerpolitical subdivision within the nation.Aiid, if the majority of the transparenciesare made by the teacher, they can bemade at relatively low expense. If posst-We-, the teacher should choose a land-form transparency as a base map andprepare additional transparencies for useas overlays. It is likely that the teachermight wish to purchase the landformbase transparency, as it is the mostdifficult to prepare accurately. In addi-tion, this type of physical geographytransparency is most universally avail-able from commercial sources at compet-itive prices. (See Fig, 1)

It is recommended that the teacherprepare a standard set of transparenciesfor use with each physical base. A stan-dard set seems a logical choice becausecertain mappable information is readilyavailable for all the world's regions and,hence, will be available for all the polit-ical subdivisions to be discussed during

MAY 1967

the school year. There is also consider-able educational value in the exarnina-tion of maps which show rnuch the samephenomena for several political subdivi-sions. Relationships observed early in theyear may be reinforced or modified. Asthe year progresses, the students willalso be working with data that will be-,wine more and more familiar and in-creasingly sophisticated inferences canbe drawn as the procedure is repeated.

Considerable care should be exercisedin the selection of the maps to be includ-ed in the standard set GI' overlay& Thesemaps should illustrate phenomena thatmay well have relationships to ,be phe-eomena shown on the other overlays. Asthe transparencies are used in the class-room, they may be superimposed one onthe other so that the student can readilyobserve the coincidence or lack of coinci-dence of the various phenomena beingstudied. Herein lies the real value of theoverhead projector and transparencies

notmg 1The Landform hale map of Pent. (Reminted by per-mbAon of Paul F. Griffin and Ronald L, Chatham,Oregon College of Education, Monmouth, Oregon.)

33

which may be used as overlays, Test- THE SELECTION AND USEbunks :Lint :It lases ha\ presentedmaps showing different phenomena It is naturally difficult to choose a twithin the same region side by side. or transparencies equally applicable toTeachers haye urged the study of the all major political subdivisions, but mostsimilar or dissimilar Pitt- geographers would generally approve ofterns illustrated by these maps. The use A Aa oastc ost mat memoes the louowingof overhead transparencies greatly phenomena :Ind hmdamental distribu-plifies this task of comparison. lweause tional patterns:the similiaritv of distributional patternsbecomes readily lipparent,

OF OVERLAYS

Just s the geographer studies tia.1

seeks to explaiii relationships betweenphenomena in the field, the geographystudent can undertake similar study inthe fifth and sixth grade classroomthrough the use of transparent overlaysThis is a classic opportunity for learning

discovery and for inductive reason-ing. As the transparencies arc superim-posed upon the screen, the student canobserve relationships between phenom-ena for himself, lie can draw his own in-ferences and seek his Own explanations.However, it is at this point that theteacher is strongly advised to proceed

caution. The elementary teachermust be ever mindful of_the too-easy an-

or of the misleading assumptionthat any coincidence of distributionalpatterns immediately proves a cause andeffect relationship. It is exceedingly rarewhen cause and effect ean be directlyestablished between two phenomena inspace and it is the search for the addi-tional phenomena or factors necessary_tocomplete the explanation which may bethe most challenging. It is the struggle toreconstruct the total picture which isoften most rewarding and stimulatingfor the young geographer. Within theframework of budget, available data,and the skills required, the student mayeven suggest additional phenomenawhich need to be mapped, and he shouldbe encouraged to construct the transpar-encies himself.

Physical Base

'Hie physical base map should illus-trate as much information concerninglandforms, elevation, and general topo-graphic katures as it is practical to in-clude on the transparency. The landforrnbase is obviously a stage upon whichman constructs his economic, political,and cultural "scenery." It bears a closerelationship to a variety of other phe-nomena. Study of the physical base mapallows tlic fifth and sixth grade child todraw inferences corcerning land use,agriculture, mannfacturing, and addi-tional economic activity. Subseque-.1ely,these inferences can be examined in thelight of other overlays included in theset.

Population

The distribution of population maywell bc on the basic pattern which needsexplanation and which can promptmeaningful thought on the part of theelementary child. The population patternis closely related to all of the otherhuman geographic or cultural geograph-ic patterns. It is the population mapwhich raises many of the fundamentalgeographical questions which the inter-mediate grade child can recognize andattempt to answer for himself. The bigquestion is always present: why has manchosen to live in one place in a region insignificant numbers when he has obvi-ously avoided another?

31 THE JOURNAL OF GE

38

Average Annual Precipitation

The map of average annual preeipita.tion is the distributional expression ofone of the two major climatic factors.Cony led with the growing season mapand the physical base, the rainfall maphelps to characterize the limits of the

natural envhonment with which mandeal. The rainfall map has obvious

rc ips to the distribution of natu-ral vegetation and to agricultural landuse; and, in the search for an explanationfor certain aspects of the precipitationpattern. to the physical base as well.

Growing scasan

The transparency overlay which tdi-eates the average length of the growingseason is the companion map of thatwIlich illustrates precipitation. The mapof growing seasons helps to complete thepietnre of climate for the elementarychild. In the upper elementary grades itis not realistic to introduce the averagechild to climatic regions and their clas-sification. Because of the sophisticatednature of the concept this is usually post-poned until the junior high grades. How-

it is a step in the right direction toexamine maps of precipitation and grow-ing season together. Growing season is a

adily understood expression of temper-ature, and temperature and precipitationare the major building blocks of the cli-matic factor.

Growing season data facilitate thebroad climatic classification of a regioninto tropical, mid-latitude, or polar. Likethe precipitation map, the growing sea-son map bears a close relationship to ag-: oltural land use and may contribute to

the explanation of population distribu-tiorn

Transportation

To round out the standar( set of over-lays, some easily recognized distribution-

MAY 1967

al pattern vhiieii wpresents the works ofman is needed. The map of transporta-tion fits admirably. The availability of

transportation provides considerable in-

ht int() the important geographic phe-Iumenon of accessibility. Trade, as wellas the transfer of people and ideas, is di-rectly related to the pattern of availabletransport. Indeed, the relative availabili-ty of transportation provides consider-able evidence concerning the stage oftochliological development and the eco-nomic status of the nation under consid.eration, The nse of the overlay whichshows transportation ,may pose somespeeial problems to the teacher. Generalinformation con.:erning the location ofall-weather roads, railroads, navigable

erwavs, and major air routes is readi-ly available; but information concerningthe relative importance of each may beespecially significant and less attainable.Such information might be necessary asthe teacher may wish to offer some dataor general guidelines concerning the rel-ative ante ()I each t)pc ol trans-portation when the children comparethe transport map with others, such asthe physical base map or the map of

population, precipitation, or growingseason. Consider the situation in SouthAmerica where air transport plays such amajor role; yet a simple map of transpor-tation routes would probably not proper-ly illustrate this fact,

Special Purpose of Additional Maps

The suggestion of a standard set ofoverlays is not meant to preclude thepreparation and use of a wide variety of

other overlays representing additionaldistributional patterns of interest to thefifth and sixth grade student of geogra-phy. The selection of additional maps isleft to the discretion and initiative of theindixjdual teacher. Overlays illustratingland use in broad classification, nativevegetation, the distribution of ethnic

3 7 35

groups, religions, or languages, or thelocation Of specific economic resourcesyould (iften be of real value in pro-inoting skills in map correlation and re-constructing tlic geography of a specificregion. Informatimi for the preparationof all these ot erlays is nsually easy to lo-cate. In addition, the resourceful teacher111:IV abb. (l) VahlableSpCCp1I1[M5c erlays utilizing intor-mation found ill major newspapers,professional journals, or national newsmagazines,

THE PREPARATION OFOVERLAYS

hiiif smut., of information fin the(instruction of transparencies would in-

clude ni.ijor college, secondary school,and e% en elementary seta_tol atlases. Ele-mentary school textbooks often have in-dividual maps or atlas suctions whichcan be modified with a mioinunn ofc.ffort. NN ith appropriutc adaptation, highsehool and college textbooks may con-

nom= 2Pent: The Distribution of Fopukdon.

FIGURE 3Peru: The Dis "tuition of Annual

tain information on n ps which willprove suitable. The physical base mapcan take the nmost tIme and skill in prep-

Peru: The AvereFIGUTIS 4

Length of the Gr

THE JOURNAL OF GEOGRAPHY

hit.rathThe overlays of major transom ,

distribotioo soperitopoNeELnwit build ft railroad in rent?

routes and porn.'here might y inn

arat ion, althougli it need not xi as elal,o -rate as the example shown in Fig. 1. Aspreviously mentioned, many teachersmay choose to follow the example illus-trated here and select a landform basewhich is commercially available.

It is highly recommended that thetransparency overlays be simple copiesof black and white line drawings. Thedrawings can he prepared on pla:n whitepaper utilizing a soft lead pencil.

The copy can be made with any one of anumber of commercial copying machineswhich make transparencies, It is likelythat a thermal dry-copy machine will hemost readily ayaiLble to the teacher.

All of the transparencies illustrated inthis paper, other than the physical base,were prepared during the recent Instruc-tional Media Institute for Geographers FiGtinz 6held at Michigan State University, The The map of annual rainfall d1gtribu6on suparimposed

2odny 2mhysaireal ITstel;eTshaims ew=dmmaiike ifinvirtti:esting

only materials used were a No. 2 lead and Oregon! " o as- mg?"

pencil, a pail ot racing 1.i1jer, and astra igl it edge. The only sources of infor-mation were three general-purpose col-lege atlases and an elementary textbook.Average time consumed in preparing asingle transparency varied from one to

hours depending upon the difficultyadapting the original map to the

pper elementary level. Each transpar-ency was limited to four patterns for thesake of simplicity.

The line patterns chosen for the popn-lution, rainfall, and growing season os er-lays can be easily drawn by the teacher.Although they may not conform with thebest cartographic practices, they arereadily understood by children who soonassociate the increasing density ef linesper inch with the increase in phenomenarepresented. (See Figs. 2, 3, and 4) Alllegends and titles may be freehandprinted using the lead pencil and theywill reproduce well. The illustrationsrcpreent quite faithfully the quality and

MAY 1967

937

(pian itv hat can he don by ateacher dining I hc tree hums ol a week-end.

Fignies 5, 6. ind 7 ;ire photogr,iphs oficttial superimposition of ooe transpar-

ency on The extent of cot-116-

'1'11"i hutstuuu emmplirca Ithcl"":" isoften readily apparent (as in Fig 5 and6 ). However, \Own two transparenciesbearing line oatterns arc (.0 LIC

pOSCd, the teadier is first strongly urgedto have students carefully examine eachindividual inap. the general dis-tribution of the phenomena to be com-pared k firmly fixed in the minds ()I' tlwstudents, exam nation le two trans-parencies together earl then be under-taken successflilly. (See Flo% 71 It is alsosuggested that use of color, now readilyavaiLd de in the thermal dry-copv process,

signiticainlv improve the qualityand increase the value of the overlays,

CeNCLUSION

Nlost elementary hoots today haveoverload projectors as standard e(joip-mem-, but these projectors and :lecompa-!lying transparencies arc overlooked aseducational tools by many geographyand social studies teachers. This is trueeven though the use of a physical geog-raphy base map and transparency over-lay is an especially good do ice forleaching map correlation and for pro-viding titildiAltti with the opportimity tolearn by discovery and to suggest andtest hypotheses regarding the relation-ships of various distributional patt-rns.One solution to this problem would seem

.1111 Iliii loll 4.

1111,11 ifp11

I: IN 11 1i4 1.1111191.6M

",11 PIP 10111 P !PI1:111; iiiu.iuiii . '

:40,L

FIGcutuTIi lila iLty if lii ii tiiiIiIl distribution and point-

I 141,Y clo you explainII P,,I)111;it 11111 Lotwellt ni I Ii along the or:1 to;Pit?

to he in the developmeot and use by theteacher of a standard sct of transparentoverlays. The set would include overlaysrepresenting the distribution of land-forms, population, average annual pre-cipitation, growing season, transporta-tion. and selected additional maps. Thenecessary transparencies can he pre-pared from readily available inforroationat a mininvirn cost and with a reasonableamount of effort on the part of the teach-er. There is every indication that theeffort expended will be justified by theresults attained in the classroom throughthe use of the transparencies.

Utilizing theAudio -Tutori

ApproachRichard Het kinan,

Rohm! , a HI ;ilb-

For many years there _His been asteady inert ase in the size of introducto-ry college classes.' Although learning cantake place in such situations, teachersmust make provision for individualizedlearning experiences. Research indicatesthat-the learning process is reinforced bythe utilization of a variety of differentreal and vicarious learning experiences.Postlethwair has said, "While much stillneeds to be known concerning the pro-cess of learning, one needs not to awaitclarification of this process in order toemploy activities and create situationswhich are well recognized to contributeto learning." Recent technological ad-vances permit us to create a variety oflearning experiences. We can now ap-proach the educational process by cre-

' An impublished study of introductory cone egeography courses conducted by Albert Jac -man and Gilbert Tanner with tSe cooperationof the AAG Central Office 1966.'Letter of 14 December 1966 from S. N. Pos-tlethwait.

ating activities and situations which mo-tivate and involve the learner so thatlearning becomes exciting.

The challenge that exists for educatorsis to provide learning experiences whichare expertly conceived, ingeniously cre-ated, and logically sequenced!

The authors are currently engaged in acurriculum resource development pro-gram designed to produce a wide rangeof materials and procedures for theteaching of introductmy physical geog-raphy. These will provide a variety ofstimulating experiences promoting great-er student participation in the learningand appreciation of spatial relationshipsand processes. These factors are theprimary concern of geography and canbe understood more easily and learnedmore effectively when students are ex-posed to a variety of imaginative ap-proaches. This program will provide avast library of resource materials de-signed for introductory geography pro-

flicanno BECKMAN 5 director of audio visual services at Wisconsin State University, Eau Claire54701. He has studied at Stout State University and the University of Missouri. His chief interestis in the improvement of instruction by well-programed resource materials.

ROBERT Jasaa: is an assistant professor of geography at Wisconsin State University, Eau Claire,and a candidate for the Ph.D. degree at Michigan State University. His academic interests arephysical geography and cartography.

GiLiwirr TANsrn is an assistant professor of geography it Wisconsin State University, Eau Claire.His primary academic interests are cartography am physical geography. His current researchinterest is the development of resource materials for introductory college geography courses.

grams utilizing the Audio-Tutorial Sys-tem as the instructional core.

The Audio-Tutorial concept was de-veloped by Dr. S. N. Postlethwait at Pur-due University for a freshman hot:mycourse, as an attempt to adjust to the di-verse backgrounds of students.

Because his students had attended awide variety of high schools, some hadleceived CNt client training. while other,had received relatively poor training.Students with equal capacities could notperform equally well because of thisdifference in their backgrounds. Dr. Pos-tlethwait decided to make a specialtaped lecture weekly to assist the stu-dents with poor backgrounds. The tapeswere filed in the audio-visual library.Students were permitted to use this fa-cility to listen to the supplementary lec-tures. While preparing these lectures, itoccurred to Dr. Postlethwait that the stu-dents might bring their textbooks alongand follow the subject matter covered bythe tape. Later, it seemed logical to fol-low the laboratory manual in the samemanner. Still later, it seemed feasible toprovide the students with plants and ex-perimental material so that these couldbe related to the laboratory manual, tothe textbook, and to the taped lecture.Ultimately, the discussion on the tapewas no longer a lecture, but a teacher-to-student discussion, in which the teacherwas tutoring the student in a sequenceof learning events.

These events included a wide range ofexperiences such as reading from thetext; conducting an experiment; col-lecting and analyzing data; manipulatinga microscope; watching time-lapse mov-ies; observing plant specimens, charts,diagrams, photographs; and listening tobrief lectures or discussions.

'S. N. Postlethwait, J. Novak, H. Murray, AnIntegrated Experience Approach to Learning(Minneapolis: Burgess, 1984).

40

The current botany course at Purduecenters around an independent studysession which the student attends at hisconvenience ( the laboratory is open 14hours a day, 5 days a week). He signs inat a self-study booth, and then is direct-ed through a series of varied experienceshy an audio-tape prepared by the seniorinstructor. The personal tone of the pre-sentation makes each student feel thatthe instructor is tutoring him individual-ly. Since each carrel is a self-containedunit, the student may proceed at his ownrate and repeat acii step as often asnecessary. At lt.t one laboratory in-stnictor is available at all times to helpstudents with individual questions.

When the student has completed theindependent study units for the week, heattends a modified seminar-quiz session(8 students), participates in an oral quizand is Oven a score based on his perform-ance. This quiz session also enablesstudents to review concepts and relation-ships and at the same time enables theinstructor to receive an effective feed-back which can provide clues for im-provements in the course structure.

In addition, students may attend anoptional one-hour general assembly ses-sion each week conducted by the seniorinstructor. This session establishes thepersonality of the course, students havean opportunity to meet the voice on thetape, and guest lecturers and longerfilms are presented to enrich the coursecontent.

Geography has used visuals, especiallymaps, both as research tools and as in-structional media more than most otherdisciplines to explain the complex spatialrelationships wMch exist at scales toogreat to "experience" by other methods.So many of the basic concepts of geogra-phy such as areal differentiation, pat-terns of distribution, regional interac-tion. diffusion, and dispersion readilylend themselves to visualization and, as a

THE JOImNAL OF GEOGRAPHY

result, are more quickly and completelyunderstood.

A discipline which has tlitst cl racter-istics is a "natural" for the audio-tutorialapproach, provided the proper programsand materials can be developed to fit thesystem. Without expertly conceived ma-terials and procedures die system cannotfunction. As Harold Howell, Commis-sioner of Education, aptly put it. -Like adrug for which there is yet no disease,we now have some machines that cantalk but have nothnig to say.'

Many talents are needed to create anandio-tutorial learning system. We arepast the era when the "ivory tower"thinkers arc the only respected membersof the academie conummity. Today weneed doers as well as thinkers. We must

draw from the talents of the best geogra-phers, the best educational psychologists,the best programers, the hest audio-visu-al specialists, and the most experiencedadvisors and consultants. These men, asa team, need to use all the imaginationand enthusiasm at their command tocreate the action necessary for boldlyproviding the activities and learning ex-periences which will stimulate thelearner. We need to make the learningexperience a challeage instead of dol-drum. Talent and teamwork are the mostimportant elements in the developmentof a !milling system.

The procedures which are followed inthe curriculum resource developmentprogram referred to above are herebriefly described. The initial step of this

MAY 1967

4 3

41

program is to make an inventory of all ofthe significant concepts, principles, andfacts which are usually included in thecontext of introductory physical geogra-phy colases, This inventory, resultingfrom preliminary examinations of text-books, laboratory manuals, referencematerials, and course outlines, visits tocolleges of various kinds, conferenceswith outstanding teachers, and finallydiscussions with several consultants, willdefine the items which are developed inthe subsequent steps,

\Vben the inventory is cinnpletc. theinternal sequence, or order n 1' the ideasnecessary to the best understanding ofeach of these items, will be established.Our experience with this method revealsthe importance of a non-geographer as ateammate to keep the geographer fromleaving out elementary steps of sequen-tial ikvelopment, which, because of hismore complete background, seem to himunnecessary.

As the internal sequence of- each con-cept is completed, it will be assigned toa nnit. At this point several team mem-bers (geographers, educational psycholo-gists. audio-visual specialists, and var-ious tcchnieians ) 611 take over the de-velopment of procedures and materialsto support each of these units, which willbe completed by the various technicians.

Au important concurrent activity willbe a review of the existing materials, in-cluding the following activities:

1. To search out the mane excellentmaterials (such as 2 X 2 slides, handouts,examinations, study questions, field tripprocedures) which have been producedat colleges and universities, as well ascommercial materials, and adapt them tothis program,

2. To examine the procedures and ma-terials developed by the several secon-dary curriculum projects such as the

4 4

Earth Scien e Curricultun Project andthe IIigh School Geography Project)and supplement and coordinate this in-formation.

3. To adapt and utilize the single con-cept films which have been reviewed bytlic Michigan State University Film Clipproject.

4. To secure supplementary illustra-tions from I ) publishers, such as the Na-tional Ceographie Society, Time-Life,and Look, 2) major picture agencies,such as Black Star and Ewing Galloway,and 3) government agencies, such as theGeological Survey, Department of Agri-culture, and Weather Bureau.

5. To collect, revise, and adapt otheruseful procedures and materials as theyare discovered.

As units are completed, limited pre-liminary classroom tests will be conduct-ed and the results evaluated. As the pro-gram develops some time will be spentdiscussing and developing broad proce-dures such as:

I. Shorter lecture periods (e.g. 25 min-utes ) which will permit fewer conceptsto be presented at one time and permitgreater absorption by students.

2. Philosophy of group dynamics andrelated procedures. ("What should hap-pen in a discussion section?")

3. Grading and evaluation procedureswith test and control groups to check theresults.

4. Critical appraisal of field trip pro-cedures with an opportunity to developnew techniques.

5. Procedures for other broad seg-ents as they are discovered.

When the units are complete, fairlyextensive field testing will be carried ouLA variety of different schools will be se-lected for the field trials and a profes-

Tug JOURNAL OF GEOGRAPHY

sional will he retained to supervise theevaluation procedures. As materials arecompleted they will be published in aform suitable for use by the profession.

SUMMARY

The population and knowledge explo-sions, coupled with a relative decrease inqualified teachers, have placed steadilyincreasing pressures on our educationalfacilities. At the same time higher educa-tion has become available to a largersegment of the population. This has re-sulted in an accelerating variation inbackground and preparation of the stu-dent bodies. To solve thc instructionalproblems caused by these and other re-lated factors, we must turn to moreefficient and effective educational meth-odologies. Technology lias provided the

iiiaeliiiics which will make these changespossible. It is up to us to create learningexperiences with exciting materials andprograms. This can be accomplished bestby teamwork.

"daily of the ideas contained in this articleare the result of a series of informal confer-ences of geographers from Carroll College atWaukesha, Visconsin, %Vestern Michigan Uni-versity at Kalamazoo, and \Visconsin StateUniversity-Eau Claire, which began in June1966. As this article is written, plans are un-derway to implement an audio-tutorial systemfor introductory geography courses at a num-ber of schools, including those mentionedabove. Carroll College installed an audio-tu-torial laboratory during the sumsner of 1906and began a program in the fall semester. (SeeJournal of Geography, April 1967) The au-thors woukl appreciate any information fromother centers where a similar system is con-templated or in existence,

A BRIEF BIBLIOGRAPHY ON EDUCATIONAL MEDIA

GENERAL BEFERENCESBrown, J. W., and J. W. Thornton. eds. New Media in Higher Education. Washington,

D.C.: Department of Audiovisual Instruction,_ National Education Association, 1963."Instructional Materials: Educational Media and Technology," Review of Educational

Research, Volume XXXII, No, 2, 1962,Me Lillian, Marshall. Understanding Media. New York: McGraw-Ilill, 1904.Trow, \V. C. Teacher and TeehnologyNew Designs far Learning. New York: Appleton

Cyriturofts, 1963,GENERAL AUDIO-VISUAL REFERENCESBrown, J. W,, R. B. Lewis, and F. F. Harcleroad. A-V strut' ials and Methods,

2nd Edition. New York: McCraw-Hill, 1964.Erickson, C. W. H. Fundamentals of Teaching with Audiovisual Technology. New York:

The Macmillan Co., 1965.

MANUALSEQUIPMENT AND MATERIALSThe Audio-Visual Equipment Directory, 12th Edition. Fairfax, Virginia: National Audio-

Visual Association, 1960,Educational Media index. 14 volumes. A project of the Educational Media Council

under a contract from the U.S. Office of Education, New York: McCraw-Hill, 1964.Minor, Ed. Simplified Techniques for Preparing Visual Instructional Materials. New

York: MeCraw-Hill, 1962.

4 5

MAN 1967

Color LiftsThomas G, Gault

There is a treiid toward greater ose ofthe overhead transparency project( Ir for

instruction in geography. This instru-ment is especially effective since it canbe used in a lighted classroom with theteacher facing the class in the usual man-ner.

The overhead pro ector is an extremely versatile teaching tool. It allows thegeography instructor to use either singlemaps or a series of overlays. FIe may alsodo freehand drawings on an overlay. Orhe may show color pictures withoutdarkening the classroom or using a spe-cial daylight screen.

This presentation is concerned with010 latter usetransparent color pictures.Many excellent pictures can be found inslick paper magazines. Teachers do not,as a rule, make good use of these coloredpictures except for bulletin boards be-cause of I ) limited visibility when shownat the front of the classroom, or 2) dis-turbances created by circulating the pic-tures. If these pictures are converted totransparencies they can be enlarged forexcellent visibility.

Color transparencies can be made atvery low cost with the use of "Con-Tact"kitchen shelf paper. The following is astep-by-step procedure for making them.

I. Select the picture to be made intoa transparency from a slick papermagazine.

2. Purchase some "Transparent Con-Tact" shelf paper. This may bepurchased by the yard (490) atyour local variety store. (If notavailable at a variety store, thehome address is: Cohn-Hall-Marx Co, Division of UnitedMerchants and Manufacturers,Inc., 40 West 40th Street, NewYork, New York 10018. Thereprobably are other usable brands.)

3. Remove the picture from themagazMe and select the portionto be used (approximately 101' by10") and cut the remainder away.

4. Cut a square of "Con-Tact" pa-per slightly larger than the pic-ture. (At this point the "Con-Tact" paper and its backingshould be left together).

5. Place picture face up on a smoothsurface (such as kitchen counter).

6. Peel the -Con-Taet" paper fromthe backing, being careful not tolet it accidently touch the picture.(Keep finger prints out of the area

Tuomas G. G,kuur is chairman of the department of geography, Indiana State University, Indiana,Pennsylvania 15701. Previous articles written by Dr. Cat* have appeared in the Journal ofGeography, Southeastern Geographer, Pennsylvania Geographer, and Proceedings of the Penn.syl-vania Academy of Science,

44 4 6 TILE JOURNAL OF GEOGRAPHY

4

of "Con-Tact" to be over the pic-ture, as they will show in the fin-ished product.)Carefully place the "Con-Tact" pa-per (sticky side) on the pictureso that no wrinkles occur. (Re-member, wherever the "Con-Tact"film touches first it will adhereand cannot be removed. Puttingthe "Con-Tact" on smoothly is themost difficult step in the process.)

8. Using a smooth object, such as aplastic ice scraper for windshields,back of a spoon, or a slightlywarm iron, rub from center out-ward, removing all air bubbles.(Any grayish areas indicate thepresence of air between the Ton-Tact" and picture. Any air re-maining prevents the "Con-Tact"from adhering to the ink.)

9. Two trays or basins of wateneeded (a two-basin sink is per-fect). To one basin add one-halfteaspoon of liquid detergent, suchas joy, Ivory, Lux, etc. Leave theother basin of water, clear, orclear running water is even better.

10. Place picture and "Con-Tact" intbe soapy water and leave a shorttime (about two minutes) or un-til the picture paper peels off the-Con-Tact" easily. The picture pa-per will now be blank and may bediscarded.

11. Place the "Con-Tact paper, nowwith the picture, into the sink ofclear water, Wash carefully, using

"kleenex" for carefully rubbingthe picture under water. Do notuse a rough towel. Rinse until allthe whitish (clay) material is re-moved from the sticky side. Re-sults can be determined by remov-ing the picture from the waterand letting it drain for a minuteto see if the white material is allgone. (Be careful not to lay the"Con-Tact" sticky side down onanything at this stage, as it willadhere immediately. And remem-ber to keep finger prints out of thepicture area.)

12. Hang the "Con-Tact" transparen-cy with sticky side out on card-board or brown paper over a bul-letin board for the purpose of dry-ing. (Straight pins work fine forhanging.)

13. When completely dry and clear ofwhitish material (may be re-washed if necessary), the trans-parency is ready to be sprayed.Obtain an aerosol ean of liquidplastic, which may be purchasedat a variety store, paint store, orhardware store. Spray the picturelightly from a 10" to 12" distance.Allow it to dry five minutes andspray lightly again. Feel lightlyfor stickiness (remembering thatfinger prints show). If any sticki-ness occurs, spray Lightly again.

14. When all stickiness is covered, thetransparency is ready to bemounted on a frame.

MAY 1967 45

4 7

HomemadeMovies

in theClassroomMary Ellen Ko Ika

There is a strong case to support theuse of films in the elementary school,especially if they are planned by thechildren.

Homemade movies lend themselves toa variety of Imaginative learning expe-riences. While commercial films have adefinite place in the classroom, so dohomemade films. Commercial films aregenerally concerned with those expe-riences and topics which are not readilyat hand. A homemade film, however, canutilize local resources, which possibly arequite unique to this region of the coun-try.

In an era of inexpensive movie cam-eras and projectors, the average teachermight already own the necessary equip-ment for film making. Prices for ade-quate camera equipment begin at ap-proximately $20.00. Expense can be keptlow. A ten-minute movie, including thepurchase of film, developing, and splic-ing, costs about $15.00. Procedures whilefilming, such as plane rental for aerialshots, could increase the cost by another$12.00 or $15.00.

The filming must be carefully plannedin advance. The teacher may choose tofilm the movie, or the students may do itwith the teacher serving only as a techni-cal director. Because I favor student

participation, the following descriptiondiscusses the latter method.) Studentsshould study thoroughly the topic theyplan to film. It is helpful to divide theclass into groups, each being made re-sponsible for a specific aspect of thefilming operation. A field trip prelimi-nary to the "shooting" is vital so thateach group may gather information. Thefilming of an industry, for example, willrequire the gathering of information rel-ative to the assembly of raw materials,processing, packaging, and marketing.

The selection of precise scenes to beshot is an important consideration. Ac-tion should be an item of vital concern,otherwise onc may as well use slides. Ifaction scenes arc not apparent_ at first,imaginative ways in which to bring inmovement present the class with a chal-lenging problem to solve.

One group might work on soundeffects. Many schools now have tape re-corders, some of which are transistorequipped and easy to move from placeto place. The effectiveness of the finished

m can be greatly increased by dubbingin taped sound effects.

When the preliminary field trip hasyielded the information desired, the nextstep is to return to the classroom andwrite the script. Each study group re-

Tnr JOURNAL OF GEOGRAPHY

4 8

lates its findings and _ ntribua logical sequence.

Also, at this point in the development,each group decides definitely whatscenes will be filmed. A committee ischosen to accompany the teacher hack tothe field trip site to ao the actual filming.

After the movie scenes have been de-veloped and spliced in correct sequence,the script is added. The script, careful-ly synchronized with the appropriatescenes, may be read aloud while the filmis being shown.

However, the script may be put ontape, and sound effects made at thescene of filming may be coordinatedwith the narrative. One student, severalgood readers, or the teacher may tapenarrative segments or the entire narra-tive.

SKILLS DEVELOPED

The skills developed by movie mak-ing, in addition to the first hand knowl-edge gained from exploring the topic,are:

a) inter- and intra-group cooperationb) Good interview techniques and ac-

curate note takingc) Library and other data source

utilizationd) Good listeninge) Movie camera and tape recorder

operationf) Idea organization and writingg) Dealing with primary sources

Subjects which could be filmed suc-cessfully are practically unlimited. Theimaginative teacher, along with his stu-dents, could select from many possibili-ties. The following ideas either havebeen or could be used for filming home-made movies.

Film a cranberry bog ( Wisconsin orMassachusetts). The movie could consistof short sequences made during eachseason of the year. It would show thecranberries during their growth period,harvesting, and processing. Finally, a

"dramatic" ending could reveal an arrayof finished products, from cranberryjuice to "crandy bars."

Another interesting topic might befrom peanuts to peanut butter."

A catfish farm has possibilities for filmstudy. Breeding ponds, problems relatedto diseased fish, feeding the fish, keep-ing the ponds healthy, harvesting thefish, and marketing the fish could befilmed. An aerial view of the pondswould be impressive.

Land use lends itself to effectivefilming. Time lapse shots taken at shortintervals throughout the year could showthe development of crops and othervegetation during each season.

A dramatic and meaningful film studycould involve time lapse photography ofcloud formations.

Other regional possibilities for moviemaking could be citrus fruit raising, ironmining, cattle ranching, oil drilling,cheese making, cotton growing, andChristmas tree farming. It is apparentthat one no sooner suggests an ideawhen another one comes to mind.

Movie making for educational pur-poses incorporates the use of technologi-cal advances that lend themselves well tothe teaching of geography. Movie mak-ing stimulates the child's appetite forlearning, develops enthusiasm, and en-courages him to see and learn with amore systematic and succinct perspec-tive.

MABY ELLEN KOLKA is a sixth grade teacher at Centennial School, Lawrence, Kansas 06044.She assisted in the Summer Institute for Elementary School Teachers of Geography at the Uni-versity of Kansas during the past two summers and attended the NDEA National Special MediaInstitute held at Michigan State University, East Lansing, February 0-10, 1967.

MAY 1967 47

49

Aerial Photographs inSecondary SchoolsRichard Silvernail

The direct observation of the land-scape and its representation on aerialphotographs and symbolization on mapsare two of the most valuable vehicles forcommunicating geographical concepts.Unfortunately, most secondary schoolsand many institutions of higher educa-tion rely on only one of these vehiclesthe small scale map. This heavy depen-dence upon the small scale map tends tooveremphasize the development of geo-graphic concepts in the abstract. Thestudy of aerial photographs combinedwith associated field experiences can fa-cilitate understanding of such geograph-ic phenomena as the spatial extension ofsuburban growth, location of agriculturalland and industrial complexes, and thedistribution of various landform types.Regardless of the location of a givenschool, its local environment will containa variety of specific phenomena whichcan be used to demonstrate general geo-graphic concepts. This article a ) presentsa hypothetical land use situation and b)outlines a field exercise, using aerial pho-tography as a vehicle for problem solv-ing.

DEVELOPING THE CONCEPT OFLAND USE CHANGE

Assume a secondary school located ina suburban area. A class in world region-

al geography will discuss the growth ofurban centers sometime during thesemester. The teacher wishes to developthe concept of urban-suburban develop-ment. It is recognized that whereverurban centers develop, the resulting in-crease in value of land contiguous to theurban areas is often associated with landuse change. This phenomenon occurs inboth "developed" and "underdeveloped"economies. The only variable is usually

e degree of land use change.

The teacher would like to show hisclass both the quantitative and qualita-tive measures of this process of land usechange. Set within the limits of his pres-ent educational situation, the local envi-ronment can serve as an excellent labo-ratory. Most teachers have seen the pro-cess taking place. In many cases the stu-dent has not, hut if he has, he has notrecognized or appreciated it as a dynam-ic nrocess and the speed at which it istaking place. Too often the student'sonly experience with such a process isthe reminiscing of his parents or perhapshis teacher with statements such as,"When I was young, that part of townwas all farm land, or swamp, or forest."Thus, the major objectives in this exer-cise are to identify the process and to ap-preciate the speed at which land usechange may occur.

RicuAnn SIINERNAM iS an associate professor of geography at the University of South Carolina,Columbia 29208. Dr. Silveroair s research specialties are Resource Use, Physical Geography,and Field Technique& In addition to his extensive college teaching experience, he has taught forthree years in secondary schools.

48 5 0 THE JOUBNAL OF GE HY

Procedure

Prior to the clai.= clisetissinit of landuse change coiilitioned by urbangrowth, the students will plot their resi-dences on a large scale road map of thelocal county. The 011tIMe of the regionoccupied by their residences will delin-eate the general study area from whichthe field samples for the exercise will hechosen. At this point the teacher mustuse eare in delimiting the specific studyarea. He must select a section of rela-tively recent suburban growth. Next onthe arrenda is a visit to the county officesof either the Soil Conservation Service orthe Agricultural Stabilization and Conser-vation Servict% These offices have indexsheets of aerial photograph coverage forthe County and order forms for photo-graph purchases. The index sheets arcsmall scale mosaics of mdividual aerialphotographs.

The general study area should be out-lined on the index sheets and a recordshould be made of the individual clas-sification numbers of the photographsrelated to the delimited area. The teach-er allows the students to draw atrandom a selected number of the listedphotographs for future study.

Photographs are then ordered (allowat least 2-4 weeks for delivery ). Theteacher should try to obtain aerial pho-tographs taken at least ten or more yearsago, since they provide greater contrastthan those taken in the recent past. Asuitable size photograph for this exerciseis a 9" X 0" contact print with a scale ofone inch to 1667 feet. Each photographincludes approximately nine square milesof area.

When the class reaches the urbangrowth part of the course, the teachercan then set the exercise into operation.A simple classification scheme may bedevised to take care of gross land usetypes, C for all varieties of agricul-

MAY

tura] land B _ sidential area; I forindustrial areas; F for forest. This is notan exhaustive breakdown and it may bemodified or expanded to meet the localsituation,

The class is then divided into fieldstudy groups of 2-4 students and eachgroup is given an aerial photograph, usu-ally one taken close to their residences.Since 9 square miles is a sizable area,only a part of the photograph may beused, or One photograph may be dividedinto several parts with a different workgroup assigned to each part. The stu-dents will he able to identify the landuse at the time the photograph wastaken. The students do not mark on theaerial photograph, but they are given asheet of clear acetate (about .075 inchesthick) to place over the photograph, andthen both are placed on a clipboard. Ifthe teacher needs assistance in air photo-graph interpretation, he can invite thecounty soil conservationist to his class tolead a discussion on air photograph in-terpretation.

The field exercise can be assigned ashomework to be done over a weekend.The study group goes to the assignedarea and proceeds to map (or record) thepresent land use on an acetate overlay.The acetate will accept grease pencil,colored pencil, regular soft lead pencil,or ink. When the _acetate mapping iscompleted, the student returns to classand a base map is traced from the aerialphotograph. The outlines of the pastland uses and their classification are puton the tracing-paper map. Next they willconstruct a similar base map from theaerial photograph and will map the pres-ent land use classifications on it.

Foil!ow Up

At this point the student has in hand anumber of facts which the teacher canuse to help identify relationships. liemay encourage a discussion of the

5 1

arriount of change between the Iwo timeperiods represented on the maps, thetype of change involved, and the relativespeed of the change, Studmts should beable to make comparisons with WIWI"

Of the county, state, or nation.Data for these comparisons arc a ailablein the agricultural censtis publications.The teacher mav be able to lead the stu-dents to discover the relationships be-tween past use and the elements of thephysical environment, such as drainageand land forms, or the impact or culturalphenomena on the changing scene, suchas zoning laws. Future problems result-ing from land use change and suburbangrowth might be discussed and relatedto the local situation, The high school

51)

mathematics teacher might talk aboutproblems of int erenee from the givensampling procedure. In addition, theconcept of scale can be developed easily.

Similar exercises can be designed tosnit other environments Rural studentscan school lms routes to recordagricultnral change along their routes oftravel. Urban students can inveslioateoccupance of flood plains or changes intypes of land use along major transportarteries. The initial per pupil cost for ex-ercises of this nature may seem highap-proximately $1.50. However, the aerialphotographs, with reasonable handling,can lie used many times and the acetatecan be washed clean with soapy waterand reused.

A BRIEF BIBLIOCRAPHY ON EDUCATIONAL MEDIA

VSYC/IOLOGYMETHODOLOGYBloom, B. S., ed. Taxotunny of Edneotim Objectives. Ilandhcok miitive milli,

New York: David NIelcav Co., 1956.Bruner, Jerome. The Prooss i,f i-.cluca/turu. Cambridge: Ilarvard Universit Press, 1960,Kratlovohl, 11 B. S. Bloom, and 11. B. Nia,;ia. Taxonomy of Ethwational Obteetices..

Handbook :2: Affective Domain. New York: David :McKay Co., 1964.Smith, Karl U., and Margaret F. Smith. Cybernetic Principles' of Learning and Ednea.

tional Design. New York: Holt, Binchatt ;Ind W Justin!, 1966,

PROGRAMED INSTRUCTIONMager, Hobert P. Preparing instnictional 0/c/ecu

196:2.Schramm, W. rri. lotruction Today and Tomorrow. New ork: Fund fo

Advancement of J3tluut'.itjoui Ford Foundation), 1962

I Fran( Fearon Publishers,

TELEVISIONDiamond, Robert

SCHOOL, BUILDINGS"Media's Influence on Scl11,01 Indiocisual In.stru- Volume 10, No.

(Fehr-nary, 1965)"Tremors in the Ivory TiEducational Faculties c't

Instniction, National Ed

COPYRIGHT LAWSReport :1.12237 on Copyright aw rivion. I

Office, 1966.

the

I:nide to Insin TeleriNion. New You k: ) k-Craw-I fill 1964,

Audiovisual InAtruction, Volume S, No. 4 (April, 1963).Nov Media. Washington, D.C. Department of Audiovisual'ation Association, 1966.

5 2

S. Cur ernnie'ot Printing

THE JOURNAL OF GEocroana

Use of theGemini SlidesWayne B. White

Since the creation of the NationalAeronautics and Space Administration,and especially since the commencementof the Gemini Project, a number of agen-cies have produced a great variety ofvisual materials taken on the Geminiflights. They are admirably suited forgeographic instruction. These materialsinclude all of the standard motion pic-ture and slide sizes, still photographs ofthe former, and descriptive narratives.*Each of these, depending on the topic ofdiscussion, can be utilized selectively ininteresting and informative presenta-tions.

This article suggests some possibleuses of the colored Gemini slides, No at-tempt is made to compare them withthe conventional aerial photographs orslides. Bather, the major purpose is toexamine their virtues in geographic edu-cation.

Some Major Concepts WhichCan Be Presented

A broad concept which can be pre-sented by most Gemini slides is that of

o A catalog of films may he secured fromNASA, Manned Spacecraft Center, flouston,Texas 77058, A list of slides and still picturesof vacious sizes and a price list eau be ob-tained from Creative Arts Studio, Inc,, 814 11,Street NW, Washington, D. C. 20001. Thislatter firm commercially produces these ma-terials under contract with NASA,

WArx1--.mon(I 41)

the three h -es"the geospherc, thehydrosphere, and the atmosphere, andtheir interactions. In scenes involving allthree, the processes implied in termssuch as the following become quite obvi-ousindraft, windward, condensation,orographic, humid, leeward, arid, anddeserts. Cloud formations, densities, anddirections of movement are usually easi-ly observed and interpreted, and: theirrelations to global patterns suddenly be-come real and alive. At larger scales,produced by images taken at lower alti-tudes, other types of information can beobserved and discussed.

Because the Gemini slides encompasslarge areas, several well-defined spatialvariations in the patterns of vegetation,landforms, and drainage systems maysuggest cause-effect relationships to cli-

matic patterns. From such observationsand associations, the concept of the ho-mogeneous physical region can be trans-lated into reality much better than isnormally accomplished by several hoursof conventional oral instruction. Studentscan usually determine the general loca-tion of the scene with some degree of ac-curacy.

A third major concept that can be de-veloped by the use of these slides in-volves the relation of generalization andscale. By comparing a Gemini slide withan aerial photograph of the same area, a

WniTi: is an assktaut professor of geograp at Eastern Kentucky University, Rich-(3, I le has been active locally and statewide in geographic education and research.

MAv 1967 51

5

student (an observe that at Vdriousscales some phenomena are visible andothers are not. Also, a student can seethat only gross generalizations appear inthe Gemini slides. For example, in theclearest slide of the Sstt-ch'uan Basin,wadi a popuhition of approximately65,000,000 people, no manifestation ofman's presence ean be obsened.

Another concept that can be de-veloped through the use of Gemini slidesis the earth's sphericity. In classroom sit-uations, when the curvature of tbe hori-zon is to the right, left, or bottom of thescreen ( even thoogli the slide is properlypr leete(l ), students iiivariably tilt theirheads in direction of the curvature.

Specific Examples of UseOne of the more interesting uses of the

Gemini slides is to arrange them in theseqoenec of a lift-off from Cape Kemie-dv a trip around the earth. Theslides are available in sufficient quantityand variety that such an experience eanbe provided with numerous slides orwith Math ely few. Because of the orien7tation of the Gemini flights, the slides

52

available fall within relatively narrowlatitudinal limits. Consequently, any tripmust be generally equatorial instead ofpolar.

Slide sequences can also be arrangedto present changes in gross regionalcharacteristics ( for example, a seriestaken above North Africa) for the pre-sentation of a particular topic. A well-prepared narrative integrated with a yof the sequences can become an infor-mative and meaningful experience forstudents.

A Getnini slide can also be used as a"map." By carefully analyzing theone can be chosen to illustrate some par-ticular element or relationship betterthan a wall map. If the slide is projectedonto some material such as cardboard,cardboard covered by mylar or Char-Tex, then any type of information can bedrawn onto the projected image toillus-trate various regional concepts.

The slides from the Gemini Projectcan also be highly useful in testing andevaluating either individual students orlarge groups of students.

5 4 THE JOURNAL or GE A Y

Qiality Contre_

in Graphics13. Larimore

Seldom has any teaching method Ortechnique been accepted by teachersand experienced such rapid growth in ashorter period of time than has audiovis-lial nrc,-,entation. While this is especiallytrne for the overhead projector, it is alsotrue of most other A-V media. Technicalnno vat ion s, better projection cq nip-

men t a nd improved and varied materi-als are hnt some of the reasons for this-media explosion." Of equal importanceIti till' fact that today most teachers arcbeing trained to use these materials toimprove their classroom presentations. Ithas bccn proven that the use of mediaincruascs the speed of learning and theretention of information. Furthermore,teachers !teed help. The -explosion ofknowledge" and the increase in numberof students has made the efficient use ofnew instructional media inoperative.

The overhead projector is but one ofthese "new tnedia," but one of the betterones. Vic advantages gained by usingtransparencies and the "up front" teach-ing station have been cited in manypublications, so there need be no furtherdiscussion here. Today the ratio of oneteacher to one overhead projector is wellaccepted by most principals and admin-istrators. Many schools now have oneoverhead in every classroom and manyothers are working toward this goal.

Those teachers who Ilse the ovcrlicadwith regularity find it to be one of thegreatest time-savers and one of the mostmeaningful teaching aids to be intro-duced in many years. Instruction in theuse of the overhead, for those who donot feel secure in its operation, can beobtained in most college or universityaudiovisnal education courses, from salesrepresentatives of media-producing com-panies, or in NDEA and NSF sponsoredinstitutes. Some of the latter are eithercompletely oriented toward media, andmost have a portion of their programsdevoted to the preparation and presenta-tion of mcdM.

Those teachers vvorking with over-heads know that with all of the advan-tages there is still considerable work in-volved in the proper preparation of ma-terial. There ar;r; many devices that willallow rapid transfer of material to trans-parencies. Unfortimately, there is still agreat disparity in the quality of visualspreduced by the various copying ma-chines. Before you buy, compare! Thereare systems which will allow copyLng di-rectly from a book onto a transparencyin four or five seconds. This type of trans-parency, while produced rapidly, doeshave certain disadvantages. Most maps,charts, or graphs in texts do not have let-tering designed for projection. It is gen-

Finr.rp B. LAsolortE is director of the Cartography-Media Laboratory, School of Geology,Louis:41mo State University, Baton Bouge 70803. He has taught a course in "Audio-Visual Geog-raphy for Teachers" in two NDEA. Summer Institutes in Geography at LSU.

NAY 1967 5553

erallv much too sinall to he h.giblethe serecII, prilitil)(4

iiiair; in honks an. (11.sigued formultiple purposes and make use of ei-ther color or tones to aid ill reading com-prehension. \\lien dies/. graphics are re-proiliwed li ime color and projected,they tend to confuse ratIRT than aid Oil'i.icW(T. TOO much material is projectedco the screen at one time to in. readilyunderstood, information in individualprojectuals should he kept to

ad(litional data can he presented ei-ther on oN..eria\-s; I IF on aclilitional (lois-);tiI1l(II'S iti visual presentation_ it is

deiirahlr to present new infon nationslowly and in small increments, WhenlionI iii thiq manner, there iN assurancethat it 55ill umlerstood ancl

Tie preparation of transparenciestAes time, kiiowledge, and a fairiltiuiiitit of etplipment, `Hie more sophis-ticated projectoids require 'Imre knowl-edge of graphic production and more ex-pensive equipment. But of thu three fac-tors, time is the one item seemingly inshortest supply today. It is little cornfort

tell 1 teacher that extra time spentmaking transparencies this year willmean tittle saved in the future, Thoughtri le to a degree, the teacher knows bet-ter for next year \sill bring- a myriad ofoilier things to be done,

One might answer this problc,m byjilt prepared material. Today, allmedia jonnials and many of the profes-sional publications are filled with adver-tisements offering all types of preparedmaterial for teaching. To thc averageperson with little knowledge of mediaproduction, Or the time or desire to

Ham this seems to be the answr to aprayer. But before spending the school'smoney, keep in mind that preparedmedia have certain limitations.

Commercial material often does notfit the teaching methods of individual in-structors. Sonic questions should be

asked lit'forr vent purchase, Does themedium present its information in ail ac-customed inannor'7' Does it use terms orconcepts that ;ire iinfamiliar to you oryour students, or that you do not want touse because they are not pertinent tovonr method of presentation? And, if youpurchase a set of transparencies, will itbe feasible to spend consickqablc timerewriting your unit to fit them?

In their rush tO get material on themarket, some companies have producedtransparencies or masters containing in-correct information,* Por example, it isobvious that no competent physical ge-ograplwr was allowed to edit one sct ofgeography masters now on the market

because of this oversight, many ofthe physical features were incorrectlyidentified or drawn, This same set makesma, of terms not considered propertoday. Few available sets W011id pass thecritical eye at a professional geographerwith regard to technical quality. Manysets have such snmll lettering that, whenprojected on the screen it is not legibletor most sh iticuts, even from the front ofthe romm Ono company sells a bound setof maps on acetate (a projectable atlas)for about one hundred dollars. The mapsseem to be photographic copies of thecol npany's published wall maps. The let-tering, when projected on the screen, isnot visible from any distance. Manymaps in this same set have poor color val-ues for projection purposes. Some of thecolors used actually reduce legibility.The company points out that each stu-dent should have a (lea atlas (availableat a modest extra cost ) so that he does

° The twenty-olio geographers attending theNDEA. Special Media Institute at MichiganState University, East Lansing, Michigan (Feb-ruary Ci-10, 1967), were highly critical of mostcommercial transparoncies, The group recom-mends that teachers mho detect errors 11 ro-jectuals, filmstrip captions !naps, etc.., conveythcir opinions to the publisher. Only throughthis type of professional censure can we insurebetter quality in the future.

5 I THE, JO1JBNM OF GEOC ApHY

5 6

not burr to be able to read c cry woql field. They know that too many teacherson the screen! in this case, wliV Inn; the simply lack the hum to prepare theirtransparencies? own material. Time, in many instances,

is a now critical factor than moile,,. it isI portant Qualities in Transparencies important to remember that not every-

published and presently availableA t400d transparency Hills( be able tois good. 'file selection! is up to the indivnstand alone, erv word on the projec-nal teacher and/or media supervisor.null should he 101,ible to (T(TIJMIC theBequest, in fact. demand that you he al-

room. II hoe of du, words cannot helowed to see the Intl set of material thatread, theii thi lettering is too small. Col-interests von. Use this material for aors are added for emphasis or for delin-short time in your classroom. Check datacation or separation. color is used justto make certain it is correct. See that in-to make tlit. picture "pretty," it is uselessformation, as presented on the projec-as a teachin, tool. The transparency istools, is suited to your course presvntu-proiected on the screen to Mtroduee in-tiolL or that von would be able to alterform:It ion to ;Ild in the teaching-

, vour presei dation to fit the visuals. MakeIcarnint4 process. Color is important, bu,..sore the printing is legible on the sercenmile as an presentanim If color

point in the room. If color isincreases the aesthetic Noble, so Flinchused, see if it helps increase understand-the hiJtc hut this pn-iperty is sccon-

(LuAr.Mg or adds emphasis. Determine if themethods of presentation arc, or can he

Still another comisany IntS availabl made, clearly tinderstandable to von andset of pripared color transparencies uu vont- shidents. If von have satisl:icd your-American History. This set was edited self on these points, then and only thenby a histuri:m and i.s factoally more cor- will your money he wisely spent. Thewet than umst (even if the tIadsden For- same critical analysis of quality shouldchase was omitted on the transparency be given to maps, film-strips, slide sets,depleting- tiny westward expansion of the single-concept films, and all other typosUnited. States 1. l'he ctnnpany attempted of visual material you plan to purchase,to reduce costs by having four to six Don't take for granted that all materialsoverlays on each fmme. Tlik set lias so available on the market have accuratemulch information that the publishers content or good visual properties, re-found it necessary to include a book of gardless ef the reputation of the compa-directions on bow to use each projectual. ny producing them.A teacher, to inake Ilse of this material,must study the guide in detail and fol- If transparencies aud other media arelow it carefully. Far too much infonna- correct, well done, and fit your methodsthin is presented in toci little space. Buy- of presentation, then you will have mato-ing too notch information presented at nal for more pleasurable and effectiveone time tends to confuse the viewer teaching. It will then become apparentand, at the same time, inakcs the tnins- bow visual presentation can help youparencv more difficult for the teacher to teach new and more complicated infor-use. illation faster than before and still have

In couiehumskuui. the commereial compa- your students truthfully say, "Mew Inies were quick la move into a lucrative sec!"

5 7MAY 1967 55

Bibliography of

Journal Article on

Educational Media

195G 1966Sll atore j. Natoli

This I- lioff on educati( 1 media m elected from the last _ volumesJournal of Gcograithq. It indicates the sustained interest of the Journal in

nnproving geographic education. This special media issue, therefore, simply con-timies and hopefully epitonnzes the Journal's efforts to respond to teachers' needsin keeping abreast of advances in classroom media and techniques,

CLASSROOM TECHNIQUES AND IDEAS

!Willa Ohl 1 11-11). J. "(4't PtNel \ tO

(NM% 19561, :38S-3S9.

dnd Fidwmd ;old Aipoccr jo,ird Pint

Effective Geographic Concept Bnilding,'' LAIL 9 (Dee, 1958), 468-469.

Delano'. Arthur A. 'Blotter Emsiort,- LVIII, 3 (Mardi 1959), 141-143,

"The Geographic 'Crossword Puzzle' ", LX, 1 (Jan. 19611, 24-25,

Greco, Peter V. "Objectifyin istics: The Ilythergraph," LXIV, 5 -lay 1965)205-210.

Ifeimonen, I lenry S. "A Laboratory F.xercise in Aerial Photo Interpreta _ion," LV1,0 (Sept, 1957), 286-290.

Sister Joseph Maria, S.N.J.Nt. "Lys th 1iie,hwty,"19(35), 20S-270.

11111. Haywood mps: A Useful 'Teaching Aid," 1_,V, 3 (March 1956),144-148,

Ilillenberg, Franklin L. "A ,1963), 375.

Third Grade Project," LXII, 8 (Nov.

Hoffman, Hazel \7 rd. "Using a 1"Jaimelgraph ir Book Reports," LIX, 3 (March1960), 136-138.

SAIN r Nvtou is a geography specialist with the Social Sciences Branch of the Divisionof Educational Personnel Training, U. S. Office of Education, Washington, D.C. 20202, His re-sedrch spociality i urban geography. lie 11;ul extensive college and university teaching experienceprior to joining th0 If. S. Oilicc of Education_

56 THF. JC -7_ NAL OF GEOGRAPHY

Jacohsou, DanirL "Tho 1%rna-----AH Aid in cigIt>lIicLI Motivation," LV11, 9

(Dec, 1958), -161-167,

Koester, Sharon. 'Starch and D(tergcnt Belief lode!, LVIII , 1 ( Jan. 1,

Lokke, 1)unald. "Cloods Porn:a\ cd in Cott 1.N.11, 7 (Oct, 19031,

"Teadonu.; Clonds zuid NVeatluT bv I sing a Shadow-Box," 1,X1,W62.), 169-170.

itesucick, _Abraham. "Teaclier-Nkule Study-Aids Can 'i Heinen rv Text-

book," LXIL 9 (Dee, 1963), 419-422.

Smith, James B. "Bulletin Boards in C cograpl\." L 6 (Sept. 1959), 301 '

Stapleton, Peggy, -Observation Conser ition,- I XII, 5 (May 1958) 57-260.

Taylor, Harris Ni, "The Use of Problem Solving Groups in Teaching GoLIX, 4 (April 1960), 187-188,

\Vcruitaui, Ifenry J. -How to 'AI 1

253-256.

Wilk, Rcini 1.In .;10 .\ucicid Ku mulct,- LIN, 9 (Dee, 19 421.422.

LV1, Scot 1957

Zufelt, D:Jvid I., 'Two Dime i nal (_;raph Enlargement," LVII, 8 (Nov, 1958),

11.6-417.

CHARTS

Neph B. "A Flow Chart for Cli nate Classificatio LXI1I, 1 (Jan. 1964),

Flier!, Iloward II. -A \lovable Date Line Chnrt," LNII, 4 1 1963. ) 175-176.

Macomber, Lenore. 'Su iggcstiuocs on Preparing a Movable Date Line Chart," TAW,(NIay 1964), 222-223.

EXHIBITS

Bounds, lobo II. A (": q)graphY Science Fair," LXII, 7 (Oct1963)

James, Lionie B. -flow to Prepare and Lvaltiate Materials for ._tudent ExhibitsLVIII, 5 ( lay 1959), 251-254.

FIELD TRIPS

Tayli r, James kV, "The Air Field Trip," LIX, 5 (May 1960), 225.228.

Teske, Alfred E. "Geography Fiekl Trips Via Colored Slides," LVIII, 7 (Oct. 1959),334-339'

Thomas, Robert N. -An Extended Geography Field Trip," LX, 1 (Jan, 1961) 16-19.

Young, Hobert N. "Notes on a Program of Field Mapping for Undergraduates," LV,

3 (March 1956), 149-151.

MAY 1967 57

5 9

FILMS AND FILM STRIPS

.00r. 1 toward Slide-l'rojectiou 'leclittiqites itt the Geography Class, IN, 619561, 298-302,

Gritzner. Charles F., Jr. "The GeographicJ Filmstrip: A N ,glected Teaching Aidin Higher Ednea1ori," I AIN', 3 (March 1965), 105-109.

larris, \V. N. "Using Motion Pictures to Illustrate Certain Aspects of EconomicGeography," 2 (Feb, 1961), 72-73.

Kelland, Frank and Marylin. 'Techniques for Taking Colored Geographic Slides"LV1, 3 (March 1957), 109-116.

Phillips, Mary Viola. "The Effective Use of Filmstrips in Teaching Geography at theHigh School Level," IXII, 2 ( Feb. 1958) 70-74,

Smith, David A. Imne Movie in the Geography Classroom," LIX, 2 (Feb. 1960),87-90.

1 houi.ls. Alan Rmq), 11. F. -Intniugu,41)1) 14)1 Ow Teacher.'1.V. 5 (.\1.i !Tan 211-2.1n.

Trossell, Edith, Fhe Opagoe Projector as a Teaching Aid," LV, (Dec, 1956),

INSTRUCTIONAL MATERIALS

k.andv, Willard E. "Ire,tructional Patterns and Materials in the Teaching of Geog-raphy," LNIV, 2 (Feb. 1985 ), 72-76.

Guest, B, Ross. "Free and Inexpensive Aerospace Materials for the Classroom,"LAIL 3 (Nlareb 1963), 112-116.

Switzer, \V, J. "The Selection of Basic Teaching Aids for a Secondary School WorldGeography Course," LXI, 8 (Nov. 1962), 363-366.

GLOBE AND MAP SKILLS

Allen, Dwight \V 'Beginning a Map Study With Myth," LVII, 9 Dec, 1958), 459-463.

Arnsdorf, Val E. "Teaching Map-Reading and Geographic Understandings withProjectuals," EXI 2 (Feb, 1964) 75-81.

Balm, Catherine I "Moon Maps," LVIII, 2 (Feb. 1959), 98-102.

"Plastic Maps and Globes," LIX, I (Jan. 1960), 41-44.

Bathurst, Leonard H. "Developing Map Reading Skills," LX, 1 (Jan: 1 1), 26-31.

Chace, Harnett. "Using Maps in Teaching History," LIX, 8 (Nov. 1960), 380-384.

Christophel, Edna. "Checking Map-Reading Skills in the Elementary Grades," LX, 6(Sept. 1961), 285-286.

Dahlberg, Richard E. "Maps Without Projections," LX, 5 (May 1961), 213-217.

Delaney, Arthur A. "Making a Contour Map Model," LXI, 7 (0th 1962) 310-312.

6 0 UPNAL OF GEOGRAPHY

hIc..% :onus. N 1,N. !--;.pt. 19611, '2S:3-2S5.

Goodman, Nlariy ElYekner. -11n(vnt Nlaps of Interest to Teachers of Geography: IV,-

l.V. 5 (May 1956), 2:27=2:33. Scc ran. 1952\ larch 195:3 xxJ 1)ee. 1954 isstwx.

Goodman, Marjorie Smith. -1 .1)o-h-Vourm.11. Nlap Projeylor," I .X11, 6 (Sept, 1.06:3)

Joxyph \. -11o,,t_ "Good. 11,ups 1)o \()t l:( Pit-cc-firma! Svitil)01.. I,N1V, 2

(FT). 196.51, S)-N2.

Sister joscph I.XI, 9 (Dec. 1962), -115-116.

Euk..,,,, \L"-wird. 1,,ipicr-Nru,11(', Relict Map," 9 (1)cy. 1959), =157.

lIoxard F. 1tedlichP4 Dislortiim: Esehil Approach in Ain4inenting the1-11(lerst,ifiding 01 \Lip Projections,- 1,IX, 7 ((0, 196()),

I Itichl, bib» N-,tod ld,,entui Stud\ 1 In II NI;ip

lx11, | (tan. pi.5S), 13-16.

I foflinan, I \Vard. 'The Nlap _ilk-1.... IX, 2 (Fel). 1956), 77-7.9.

Ixcnatinl. ji. "1:1 I xpyilini-ni ix 11.Ip Ruddlog;- 1.\111, 9 (Du( 191)1),

1'27 r2S.

. "VisirafizatiOil L..0 Nod(' ;Old Longitude," f.X1, 1 (Jan. 1962), 0-11.

Kingxhory. "Thc World of ',idly 8 (Nov. 1964), 355-366.

NlyAulav, J. D. -t..:anR. NIaps for the Social Stiiclks in the Elumentary School," LATE,

( 11 x 19.59.1, 216-250.

NI/C.1111k, .111wi 1. 1).. and Randall, Maio I). -.1 I e.n !Ong Eon on thy 1?..c.c-

iangillai Lind 1.IN, 8 (No\ , 1910),

McKinney, NI. -Experimental Prools III thy Earth's notation," 1,X1_, 1 (April

19621. 171-174.

Miller, E. fuNin. faking Land Utili/ation Nlaps: \Vork tho Fiel,d with Nine-Year

LVIIE 4 (April 1959), 105-198.

Monn2nictx. Ixaihei me. and 1),,ixtet, titgemd. I lic C.cgtaph\ Nutchuok: A PuiposefIll Activity," INN., 1 (Jan. 19581,11-1:3.

Abruhani. "Merging Ma(), \Ian ;10(1 \Irdia h, Hx' 1.,letnentary Social StudiesPrgram,- I,XII, 4 (April 1963), 170.17

Bohertson. 1)o1vne. "The Glohc as a Geography Tol," IN, 1 (Jan. 1956), 35-36.

lio(h-enko, Peter. -1-liree1Diniension \lode! Illustrates Beading Belief by ContourLi! ICS I.X11, 2 (Feb. 195S ), 78-S2,

Sabaroff, Bose. "Improving the Use of Maps in the Elementary School," LX, 4

(April 1961), 184-189.

. -Maps and \lapping in the First Grade,' ',VIII, 9 (Dec. 1959), 445-45th

.11 i()I1,-

, "Using Maps in the Second Grade," LVII, 3 (Nov, 1958), 410-415.

M AV 1967 61 59

Vil linoA jack H. -Daily WI :her aps as Must tioir. -I Weather T es rt

One," 1,A7 1 I 9 (I k. 19)8), .15 58.

Weather :Maps as I Ilustrutiw is ui \Veather(Feb. 1960), 73-75,

PROGRAMED LEARNING

1.1X, 2

MeAul , J. D. ""l'he Place of PrOgla I I I .1-ning in Ekincnturv SeluaJI Geog-raphy LX1, 5 ay 1962), 215-221.

Shafer, Susanne M. -Geoffraphy Via Progiand Ins letion,- TAW, 2 (Feb. 196.5),

77-80,

TELEVISION

Christen. _ :.,xperinienting with Gcocr,raplo,, Teaching by 'Television," Lxiv,

2 (Feb. 1965

"Overhead Projector Use in 'id king Gco _phy," LXIII, 7 (( ct. 1964),

:319-.322,

Cramer, Hobert E. "College C 'e-graphv 1-Ciremt Tel 1," LNI, 4

(April 1961), 172-179,

Hatipert, John S. Televising Political Geo rapliv," 1,1X, 3 (March 1960 ), 127-1:31.

UM, Raymond T, "Maps for Television Use," 1_,XI5 (May 1962), 204-208.

Warman, Henry J. -Teleeasting "Fechnkpws in Gcogniph-y," IN, 5 (May 1956),

217-226,

FILMS

"Africa," LXIII, 5 (May 1964 ),

"Air and Atmosphere," LX11, 4 (April 1963), 180.

Andean Countries," LXI1I, 3 (March 1964), 12S,

"Brazil, The Amazon Basin," LAI, 6 (Sept. 1962), 274.

"Tlw City," !XIII, S (Nov. 1964), 379.

"Colton and Corn," LXI, 5 (Nlay 1962)

"Ecology," LXIII, 4 (April 1964), 179.

"Europe," 9 (Dec. 1964), 426.

"France," LAIL 5 (May 1963), 216.

"Geomorphology," LXI, 8 (Nov. 1962 77,

"japan," LXII, 3 (March 1963), 129.

"Japan," LXIII, 7 (Oet 1964), 329.

"Maps and Globes," LXII, 6 (Sept. 1 6.

THE JOURNAL OF GE APR

"Nletropolitan Planning," 1.X1, 4 (April 19621, 176.

"Population Txplosion",- 1,X11, 2 Web. 1963 ). SO,

"Southeast Asia," ',XII, 7 (Oct. 1963 ), 320-321.

"Southern Europe," LXIII, 1 (Jan. 1964). 37.

"Space Exploration," 1A11, 9 (Dee. 1963), 123.

"The United States," 1_Nil 1 1 (Jan. 1963), 33.

"U.S. Agricultnre." LX111. 6 (Sept. 1964),

"Water Conservation," 1,N1, 7 (Oct. 1962), 326.

-Wcither," 1,N1II, 2 (rob. 10(,4),

Sources of

Information on

Educational MediaAlfrcda Lichc'rnanti

GENERAL INDEXES AND GUIDES

&blew 11 Media Index. Educatiods most comprehensive, annotated listing offilms, filmstrips, pictures, vlionotapes and disks, slides, video tapes, kits, charts,

and programed materials Alphabetized and subject indexed.

Complete set includes 11 volumes:

Vol. IPre-School and Primary, G aVol. 2-1ntennediate, Grades 4-6,Vol. 12Geography and History.Vol. J4Mastcr Title Index.

A Project of the Educational Media Council under a contract from the U. S. Offl(2eof Education, MeGraw-Hill Book Go., New York, N.Y. 10036, 1964.

Guide to Programed 1.mq-ruction Materials. Available to Edticatoiw by Sept. 1963.Center for Programed Instruction, Government Printing Office, Washington, D.C.

20401. 1963.

ALAMEDA M. LIEBER:MANN is an education specialist in the Geography Section of the Social SciencesBranch th': the Division of Educational Personnel in the S. Office of Education. Mi5S Lieberalannreceived her geography training from the University of Marvland and served two years in thePeace Corps in Sierra Leone berfore joining the U. S. Office of Education.

MAY 19676 3

lii

Guides r Educati qia, Films. Filmstrip Plumo-Records, Radio,

Slides, am 'If hv Mariz,urct Bufsvold :old Carolyn Goss. Handbook de-

scribing avail,hk catalogs, lists, services, professional organizations, journals, andperiodicals whic.ir regularly provide information on newer educational media.American Library Association, 50 East 11nrou Street, Chicago, Illinois 60611. 1961.

Instructioilai Alaterials, Illinois Ciirricolum Program. Office of the Superintendent ofPublic histroction. Spriugfleld. Illinois 62706. 1961.

-Instructional Materials: Educational Media and Technology," :fames D. Finn andWilliam IL Allen. Beview of Fthwational Research, XXXII (April 1962) 115-221.

Ins:ructional Materials for Teaching Audiovisual Courses. An annotated list ofmotion pictures, kinescopes, filmstrips, slide sets, recordings, and tapes. SyracuseUniversity, Audiovisual Center_ Box 87, University Station, Syracuse, N.Y., 13210,in cooperation with the U. S. Department of Health, Education, and Welfare,Office of Education.

d Audiovisual Source and Reference LW. Division of Audiovis Instruc-Services, Natiomd Edlication Associatiim, Washington, D.C. 20036, 1964.

Bibliography of Related Resources. Carolyn 1. Whitenack. Apjthe several volumes of the Educational Media Index (see above).

Sot 'million on Fducatiowd irdia. John A. NIoldstad for the EducationalMedia Council in cooperation %Yid] the U. S. Department of Health, Education,and Welfare. Government Printing Office, Washington, D.C. 20401. 1963.

Teacher Education and Media, A Selective, Aimotated Bibliography. Desmond T.%Vcdberg, Teadwr Educatimi and Media Project. American Association of Collegesfor rfeacher Education, Washington, D.C. 1964.

PERIODICALS

Auclio-V:s,,al Communication Review. Quarterly anc special iSsues. Department of

Audiovisual Instruction, National Education Association, 1201 16th St., NAV.,Washingum, D.C. 20036.

Authorisual instruction. Periodic listing ot solaces of evaluation. Monthly exceptAugust. Department of Audiovisual Instruction. NEA, 1201 16th St., N.W., Wash-lgton, D.C. 20036.

Business Screen. Published at six-week inter\ als. Comprehensive annotation andsuggested use of films and filmstrips, largely sponsored. 7064 Sheridan Road Bldg.,

Chicago, Illinois 60626.

Educational Screen and Audiovisual Guide. Monthly evaluation of films and film-

strips. Educational Screen, Inc., 415 N. Dearborn, Chicago, Illinois. 60605.

Educatiolud Television Newsleticr. Quarterly. Committee on Television, AmericanCouncil on Education, Washington D.C.

Film News. Monthly reviews and suggested use for films and film- rips Film NewsCo., 250 W. 57th St., New York, N.Y. 10019,

Film World and AV News Magazine. Monthh% Sickle Publishing Co., Los Angeles,California.

62 TuE Taunr.i, OF GEOCHAPPly

6 4

NALoe.;

lima/. Published bimonthly, National .\ssociation of Educational Bra119 Cregiirv 11,111, Urkina, 111Mois 61801,

?V 1,:T Icii lime., au, ional Educational rl lcN. York, N.Y.

Tearhing Aid ?Vet Puhlished hly. Ljticitional News Service, P.O. Box50S, Saddle Brook, N.J. 0766:2.

n and Radio (cuter,

FREE AND INEXPENSIVE MATERIALS

iuraphY -f Bibliographies of Free and inexpensive Learning Aids." P. R.

Chid( 11. abort Bulletin. NVII, 216 (October 1)61).

Director! .)if Infornmtion licsources in the United Stotes, National Referra_ _,,enterfor Seiccite arid Technology, 1965.

Educators Guide to Ewe Films. Educators PrWise, ,5395.6. Bovised annually. ,Annotated listIlse. Other titles in the series include: Filticatorstors Guide to Social Studies :linter/as, Educator.awl Transcriptions.

Service, Box 497, Randolph,red materials fm classroomo Free Filmstrips, Educa-

de to Free Tapes, Scripts

EIC711('

catorsy Teachers Guide to Fret: Curriculum Aluterhils.-ogress Service, Baildcdph, Wke, 53956.

nerprnsire Li,arning Materials, 12th cd., Division of Survce George Peabody College for Teachers, Nashville, Tennessee

-ed annually. Edu-

FILMS AND FILMSTRIPS

nd Field_ 7203. 1962.

CutciIug 1965 Educatiomil Ph"! Visual Center, Indiana Univers' y,Bloomington, Indiana 47-101. 1965.

Directory of 16-mm. Ethwational Film Depositories. Lists a large number of filmlibraries, :;onie of which limit their circulation to a designated area. SuggestedSources of Recordings for Educational [`se and United: States Government Filmsfor Public ise are revised omisionallv. Recently the latter edition catalogsmore than 5,000 educational films on a variety of subjects, available for public orprivate use. Unitcd States Office of Education, Washington, D.C. 20202.

E(Ineational Film Guide, llth ed., 5-vear cnn-nilatcd supplement, 1954-1958. Annualsupplements, 1939, 1960, and 1961. FL W. Wilson Co., New York, N.Y. 1953.

EFLA Eraluatums. Continuing 3 7: 5 card service. Describes, rates, and suggests1M's for films. Published monthly sinec: 1948, Cumulative index. Educational Filmbihrarv Association, 250 W. 57th St., New York, N.Y. 10019,

Films for Librarics prepared by a slibcominittec of the ALA Audio-Visual Co mittee.Graded, annotated list of approximately 400 selected 16-inm films. 1963. 92 pp.American Library Association, 50 E. Huron St., Chicago, Ihir.ois 60611.

Filmstrip Guide, 3rd ed., 4-year cumulated supplement 1955-1958. Annual supple-nents 1960-1962. II. W. Wilson Co., New York, N.Y. 1954.

MAN 196 63

6 5

lAndcrs 11oitlii I Ander. Alitor. Monthly escept Jo and ). [gust.

Descriptive ivaluutive lotations of current filin On loose-leaf sheds. Landers.A.ssociates, -1930 Coliseum St,. 1,os .\inzeles, California 90016,

Library of Congress Citial(yr ,lituton Ph tares and Pdaistripv. Published quarterly,with annual and quinquennial cumulations, I ,i1 (ongress, Washington, 1),C,20203. 1953.

C. S. Corronnent Films for Ptlitcational t'se_ma Scerlcv Reid. _Kat! Tine. Clugston, for the U. S. Dcywhricnt of Health. Ediwation and Welfare. GOvCrfl-

inent Printing Office, Washington. D.C. 20101.

TELEVISION

nsructional Television Alaierials: A Coldc to Films, KinpscoAvallabl.- for Telcrised (rm.. An aimotated list of selected courses.Instructional Television I,ilirarv, Now York, N.Y. 106-1,

Selected Bibliography on Instructional Telcr niehard IT, De.liedwood City. California. 1963,

Tcicvision and Education: A Bibliography. 1 tin I iii orliOltl(iEi °thee,

N.Y., December 1960.

ci cd Nut

RECORDINGS

-s

zloc u Card4 og, Max V. Bildersc r 10 issues crirds. Continuing servicevhieb, through sets of printed curds, describes, evaluates, provides

Box 989, Larehmont, New York 10538,

The Cardalog,purchasing information, and cataloa disc and tape recordin(

Building Your Record Library. Bov II. t

330 W. 42nd Street, New York, N.Y. 10036. 195(3,1

!ifcGrim-

Children's Record Reviews. Published live times v ar since October II95 192,

Woodinere, New York, N.Y. 11598,

Library of Congress Catalog: Mush' and Phonorecords. Published semi-annuallywith animal and quincpLerinkll cumulatiolis. Library of Congress, Washington, D.C.

1953.

Natioaal Tape Reeordin Catalog. Departni of Audiovisual Ins _Atetion, Na ionalEducation Assoc:intim, Washington, D.C 20036. 1062. Supplement 1.64.

Recordings Pnitared IT the New York 1_,ibrary Association, Children's

and Young Adult Services Section. A selected list of spoken and music recordsarranged by age leyci and subject. Office of Children's Fervices, The New York

Publu 1.ilnaly, New York, N.Y. 1961.

PREPARATION OF VISUALS

Displat for king .ind Using Visual Materials. Marjorie East. Thyden

Ness, New York, N.Y. 1952.

Simplified Techniques for Preparing Visual Materials. Edward O. Minor. McCraw-Hill Brook Co., Inc., New York, N.Y. 10

hi 6 6 THE JOURNAL OF GEOGRAPHY