Chapter 11: Geography Summary: This chapter starts off by talking about how teachers should have a broad

definition of geography so that their students do not just memorize maps. It continues to explain how students can have a hard time comprehending a map because it is different from what they are used to. However, research does show that within limits student should be able to learn geography concepts. The chapter ends by saying how computer-based systems are becoming a useful tool when teaching geography. What I believe will be helpful in the future: 1) Asking Geographic questions, Acquiring geographic information, Organizing information, Analyzing geographic information, and Answering geographic questions are five sets of geographical skills that students should be able to do. (pg. 280-281) 2) The key concept for children to understand is that once a certain symbol stands for something on a map, it will always have the same meaning for that particular map. Younger learners should be exposed to maps with three-dimensional symbols that look a great deal like what they represent. (pg.283) Question: How should I go about teaching my students maps in a way that they can relate to? Assumptions: I never liked maps as a child, this chapter made me understand why, but always why it is important to teach students.