Getting Lost – and teaching a Geography Class

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At the co-op planning meeting last Spring, one family attending by cell phone said that they could co-op with us if someone taught an upper level class on geography.  I love maps, my older boy loves to hang out with that family’s boy, so I volunteered.

I wrote an e-mail to all the world travelers I know (and had e-mail addresses for) and asked them what aspects of geography study had helped them the most in their travels, and would they like to show up at my co-op class with curios and stories?  I have one date set, many other visitors pending. (If I left you out, please let me know what aspect of geography was most helpful to you, and, DO you want to visit my co-op class?) Most people said they’ll have to think about it, because my question was bizarre.  One lady said that weather and climate helped for packing, but cultural knowledge was more valuable.  How to read maps came out a lot, and so did changing currency and staying flexible.

Geography is such a hodgepodge of maps, history, culture, and Earth science.  I’m trying to select the good stuff, and remember that I’ve got the 8th graders and up (the hour before the kids get to shoot off rockets in the back field – can they possibly concentrate?) Most of the library books are either aimed at younger students, or are tomes that don’t circulate.  I do have a copy of Operation World, the prayer manual, and various travel, missions, relief and persecution advocacy journals as sources.  But what is, "the point?" 

To understand history better? To travel comfortably? To welcome foreigners graciously and knowledgeably? To not become an "Ugly American?" To celebrate the culture of your ancestors?  To feel a connection with the country you were adopted from? To pray more intelligently for missionaries, and the church around the world?  To be thankful that you have clean water and no malaria?  To celebrate God for his creativity in humanity and the planet?  Is there one point? Are they all good?  Maybe I should count my points and take one a week – maybe I should do oceans and continents one a week…maybe I should do famous explores and missionaries once a week.

Now I love collecting information, but I’m over whelmed at the moment!  It’s like early co-op planning meetings where we tried to figure out the bones of our co-op AS WELL as what classes we would teach.  Now that we know we will do two 45 min classes with a long break in the middle, we spend our time just figuring out which subjects to cover, and who will teach them.  (And go home to our husbands and kids before midnight)  We can get creative and discuss a few things in detail (for the creative options people) but still cross off lists (for the we must accomplish something people).  Oh boy, where is my structure in this geography class?

I do know that I have no interest in having the class  learn lists of countries and capitals, or exports.  For one thing I’d be bored, and another they are not in the grammar stage of learning anymore, they are in 8th grade.  But if anyone wants to comment on the value of this as a project, I’ll listen (read). 

In my education, geography was mixed in with informal life.  My mom taught me about maps on our Saturday excursions together, and Orienteering meets.  I learned my cultural geography from reading National Geographic, and going to the missions meetings at church.  School only covered social studies sort of.  This bits and pieces approach allows me to get and average 3 out of the 5 questions on the wrapper of National Geographic right, and if I have a world map handy, to answer the geo quiz on PRI’s "The World."

Here is a juicy deep dark open secret: Not only have I not make the kitchen curtains, I don’t know my right from my left!  You’d think I’d never set out to bring the kids on a field trip, but I do.  I just practice with a map, give myself extra time on new projects, and think in compass points and land marks.   DH is most comfortable driving somewhere new if I’m riding shotgun with the map and directions, so I must actually do pretty well.

But does that mean I’ll confuse the kids with map work exercises as I have an a-typical approach, or that I’ll inspire them because if a person with a weird brain can do this, then they can too?  Well, it’s too late to worry about my credentials, I’ve already volunteered.  I’m gonna just have to pick something to organize this class about.

BLOGGOSPERE, GIVE ME FEEDBACK, PLEASE!

3 Replies to “Getting Lost – and teaching a Geography Class”

  1. What about having the kids each pick a country and having them make a tour guide for the country? What do they think is important? And then have a "travel fair" at the end when everyone mills around and looks at their travel guides. Or each week someone else presents, you cook a meal from the country…My travels taught me to appreciate: to appreciate the countries I visited, the beauty and quirks of their languages, and the joy of coming home.

  2. We have a wonderful book that we used with Sonlight curriculum called "Window on the World". Although we didn't use it as a "geography" book, geography could certainly be covered with it. It mostly covers the culture – native religions, customs and such. This would be good with younger elementary children. (I don't believe you mentioned what age the kids are.)