DOCUMENT BESUBE ED 051 161 SP 007 215 TITLE World Geography. A Guide for Teachers. INSTITUTION Missouri State Dept. ot Education, Jetterson City. PUB DATE 68 NOTE 263p. EARS PRICE EDRS Price hF-$0.65 HC-$9.87 DESCRIPTORS *Curriculum Guides, *Geography, *Grade 10, *World Geography ABSTRACT Grades or ages: Grade 1U. SUBJECT MATTER: World geography, ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into 16 units covering various aspects of geography. Each unit is in list form. The guide is offset printed and edition bound with a paper cover. OBJECTIVES AND ACTIVITIES: Each unit begins with a list of about five concepts to be taught. Suggested activities are then listed under each concept. Activities consist mainly of analysis of maps and discussion. Suggested times are indicated for each unit. INSTRUCTIONAL MATERIALS: A list of different types of maps and other materials needed for the course is included in an introductory section. In addition, each unit contains a list of references for teachers and students. The guide itself is illustrated with numerous charts and maps. STUDENT ASSESSMENT: No mention. (RT) WORLD GEOGRAPHY U S DEPARTMENT OFHEALTH. EDUCATION & WELFARE A Guide For Teachers OFFICE OF EDUCATION THiL', DOCUMENT HASBEEN REPRO DUCE!) EXACTLY AS R£CEVEDFROM THE PERSON CR ORGANIZATION ORIG ,`EATING IT POINTS Of VIEWOR ODIN IONS STATED DO NOTNECESSARIL REpRcsENT OFFICIAL OFFICLOF EDU CATION POSITION OR POLICY HUBERT WHEELER Commissioner o, Education TABLE OF CONTENTS STATE BOARD OF EDUCATION iii ADMINISTRATIVE ORGANIZATION FOR DEVELOPIN THE WORLD GEOGRAPHY GUIDE iv FOREWORD ACKNOWLEDGMENTS vi POINT OF VIEW 1 The "Why" of Geography at Secondary Level Structure of Geography 4 Objectives 16 Organizatio,, 18 Approach 18 Facilities and Equipment 20 Suggested Preparation of Teachers 22 INF;v1IUCTIONAL PROGRAM 24 UNIT I DISTRIBUTION AND CHARACTERISTICS OF WORLD POPULATION 25 UNIn' II THE EARTH'S RESOURCES IN RELATION TO WORLD POPULATION 43 UNIT IIIECONOMIC ACTIVITIES IN RELATION TO WORLD POPULATION . 59 UNIT IV DELINEATION OF WORLD REGIONS 70 UNIT V THE SOVIET UNION 76 UNIT VI EAST ASIA 98 UNIT VII SOUTHEAST ASIA 118 UNIT VIII THE PACIFIC WORLD 126 UNIT IXTHE INDIAN SUBCONTINENT 144 UNIT X THE MIDDLE EAST 168 UNIT XIAFRICA 178 UNIT XII EUROPE 194 UNIT XIII LATIN AMERICA. 217 UNIT XIV ANGLOAMERICA 229 UNIT XV GEOGRAPHY IN CONSERVATION 242 UNIT XVI GEOGRAPHY ,N PLANNING 252 ii 2 STATE BOARD OF EDUCATION JACK WEBSTER President F. BURTON SAWYER Vice President MRS. TRUE DAVIS Member T. A. HAGGARD Member J. WARREN HEAD Member ELSTON J. MELTON Member SIDNEY R. REDMOND Membei DALE M. THOMPSON Member HUBERT WHEELER Commissioner of Education MRS. ELLAMAE FLIPPEN Administrative Assistant toCommissioner andSecretary,StateBoardof Education iii ADMINISTRATIVE ORGANIZATION FOR DEVELOPING THE WORLD GEOGRAPHY GUIDE EXECUTIVE COMM!TTEE HUBERTWHEELER, Commissioner of Education, State Department of Education P.J. NEWELL, JR.. Assistant Commissioner of Education. state Department of Education RAYMOND A. POBERTS, Director of Curriculum, State Department of Education STATEWIDE WORLD GEOGRAPHY CURRICULUM COMMITTEE Raymond A. Roberts, Director MR. TRUMANSTAUFFER, SR., Fort Osage School District, Independence;Chairman DR. JOHN W. CONOYER, St. Louis University, St. Louis;Vice Chairman MRS. DOROTHY I. LELL, Southeast Missouri State College, Cape Girardeau;Sccretar,,, DR. JESSE WHEELER, University of Missouri, Columbia;Consultant MRS. JUDITH ANN BRONSON, Harris Teachers College, St. Louis MR. WALTER BRO1VNE, Northeast Missouri State Teachers College, Kirksville MR, DANIEL J. CONOYER, Orchard Farm High School, St. Charles DR. SIDNEY E. EKBLAW, Universiti of Missouri, Kansas City DR.HOWARD HIBDON,Central Missouri State College, Warrenslqirg MR. FRED A. LAMPE, Central Missour; State College, Warrensburg R. EARL F. QUIST, Webster Groves Public Schools, Webster Groves MR. CHARLESEDWIN WILLIAMS,Southeast Missouri State Co liege, Cape Girardeau iv FOREWORD The need for world geographic literacy today is obvious. The study of geography is recognized as one of the oldest fields of knowledge as well as the most neglected subject in the r,condary school curric- ulum. Historically, geography has gone through periods of emphasis and decline at state and national levels. For example, in 1940, 80% of the schools in Missouri offered a course in geography; 1965, 20%; 1967, 40%. The High School Geography Project, sponsored by the Association of American Geographers and funded by the National Science Foundation is responsible in part for a resurgence of inter- est in this field at state and national levels. After studying the recommendations of the National Project, c./Afer- ring with members of the Missouri Association of Geographers, and evaluating the empirical information from school administrators and teache.s of the social studies, the Division of Instruction, State De. partment of Education, recommended that a statewide committ,.e, composed of university and college geographers and public school teachers of geography, be invited to further study the trends in this field and to develop a course guideforteachers. The committee was appointed in 1966. This publication represents the results of the Committee's deliberation. The Committee is to be commended for the fulfillment of its charge and its untiring efforts in this study and development of this guide. 'I he special knowledge applied to this cooperative task by the indi- vidual members of the Committee is appreciated. The course appears to be functional and practical and is in keeping with national trends in this field. School administrators and teachers are encouraged to consider the Committee's recommendations when plannini; for a revision of the social studies program, at local district level. Th.s guide also represents tangible evidence of the Depart- ment's reiponsibility to give leadership in the improvement of in- struction in public schools of the State. Hubert Wheeler Commissioner of Education 5 ACKNOWLEDGMENTS The Committee acknowledges, with appreciation, the special efforts of Geraldine Wide ler, Art Instructor, Simonsen Junior High School. Jefferson City, for assistance in map drawing; Frei Lampe, Geogra- phy Department, Central Missouri State College, Warrensburg, for his extended efforts in the final editing; Dr. Peter V. Greco, Direc- tor of NDEA institute in Geography, Syracuse University, and Dr. IrvingMorrissett,ExecutiveDirector,SocialScienceEducation Consortium, Inc., Boulder, Colorado, for their permission to reprint inpartfromPublicationNo. 102,SocialScienceEducation Consortium, Purdue University. vi POINT OF VIEW "Why" Rationale Structure of Geography Objectives Organization Approach Facilities and Equipment Teacher Preparation 1 WORLD GEOGRAPHY A GUIDE FOR TEACHERS POINT OF VIEW "Why" Rationale Historically, the decline and reemphasis of geography in Missouri has been similar to the Nation- al pattern. In 1940, eighty percent of the school districts in Missouri offered a course in geogra- phy 1945-70%; 1960-35%; 1965-20%; 1967-40%. The High School Geography Project initiated in 1961, sponsored by the Association of American Geographers and funded by the National Science Foundation, coupled with international affairs involving the United States, is perhaps responsible for a reemphasis on geography. At the present time, about 200 school districts in the State report offering a course in geography. Geography at the secondary level, tenth grade recommended, prepares the setting for world his- tory recommended for eleventh grade offering. Without this geographic background, the student has little or no conception of the stage on which man plays his economic, sociological, political, and historical role. It is recognized by authorities in this field that geography is a basic prereq- uisite to the understanding of other social science disciplines, and to the understanding of national and international events. After reviewing the research studies available regarding this trend, conferring with members of the Missouri Council for Geographic 1.ducation, and after evaluating empirical information from Missouri sthool administrators, the Division of Instruction, Curriculum Section, recommended to the Commissioner of Education that a statewide committee be appointed to further study the problem and to develop a course guide in geography at the secondary level. It is interesting to note here that the statewide committee supports a "why" approach to geogra- phy "Why" it is where it is, rather than the traditional "what" and "where" a!,;roach. In final 2 POINT OF VIEW analysis, it was assumed that there is a definite need to eliminate geographic illiteracy rf tIe presentdav high school graduates. It is recognized that geography is cne of the oldest fields of knowledge, the study of the earth as the home of man. It undertakes to desc ribe and explain the differences, similarities, and interrelationships that exist from place to place on the earth. As a result, geography must necessarily be concerned with the life layer whic h consists of the earth's crust, the atmosphere, and the surface area. Geography also attempts /o interpret geographic distributions in terms of underlying processes and endeavors to show lo-w t: ,e distributions are retated. The world is much too varied and complicated to be readily treated as a whole unit; therefore. it becomes necessary to divide it into parts which can be studied effectively. There are many ways in which geographic knowledge can be divided. One way is