In this article, the author describes how an “I do, we do, you do” scaffolded approach for explicit instruction can be utilized to teach map skills to students in kindergarten through grade 2. She argues that classroom teachers who are familiar with explicit instruction may frequently use the model for reading and math instruction while overlooking its potential for teaching geography skills. Benefits of using explicit instruction to teach map skills include setting students up for success with ample opportunities to practice and supporting growth in spatial thinking.

World geography students discover Africa on their own with Internet-based interactive maps and geographic data.

Geospatial technology is gaining global momentum. The authors highlight five case studies that showcase how educators are mobilizing GIS and GPS around the world.

A curriculum developed in The Netherlands offers exciting opportunities for students to consider domestic water use, its impact on other countries, and the global need for water conservation.

The featured classroom-based project enables students to examine historical maps to consider the intentions and effects behind map production and design.

Using a school location as a starting point, this lesson addresses the question Whose place is this space? and explores how culture and experience can influence people's perceptions.