Teaching Human Geography

Edited by Erin Hogan Fouberg, Professor of Geography and Associate Provost, Northern State University, Aberdeen, South Dakota and Janet Stuhrenberg Smith, Emeritus Professor of Geography, Department of Geography and Earth Science, Shippensburg University, Pennsylvania, US

• Contents:Foreword by Donald Zeigler xvPART I THEORIES AND PRACTICE IN THINKINGGEOGRAPHICALLY1 Introduction to theories and practice in thinkinggeographically 2Erin Hogan Fouberg and Janet Stuhrenberg Smith2 Thinking geographically 11Janet Stuhrenberg Smith3 Learning geographic concepts 39Erin Hogan Fouberg4 Learning, visualizing, and thinking through maps 58Janet Stuhrenberg Smith5 Personalizing geographic knowledge through fieldwork 86Erin Hogan Fouberg6 Plasticity and change: lifelong geographic learning 100Erin Hogan FoubergPART II EXERCISES IN GEOGRAPHIC THINKING7 Introduction to exercises to promote geographic thinkingand learning 112Janet Stuhrenberg Smith and Erin Hogan Fouberg8 Engaging group-based exercises 116Larianne Collins, Erin Hogan Fouberg, JodySmothers-Marcello, Jamie L. Strickland, Caitlin Finlayson,Sunita George, Amanda Rees, and Janet Stuhrenberg Smith9 Powerful field-based and place-based exercises 178Raymond Greene, Jacqueline L. Waite, William G. Moseley,Matthew R. Cook, and Alex Oberle10 Integrative project-based exercises 209Thomas R. Craig, Leslie McLees, and Ronald V. KalafskyIndex 229

‘In Teaching Human Geography: Theories and Practice in Thinking Geographically, Fouberg and Stuhrenberg Smith focus on how educators can help learners to foster a deep engagement with geographical concepts. The central tenet of the book is that geographic thinking is more than the recitation of facts, but rather a transformative approach for students to interpret the world around them. The book is structured around two main sections, the first focused on the theoretical underpinnings of geographic thinking and the second, a more practical guide of example exercises that educators can use and adapt in their own classrooms. [...] The structure of the book as both theoretical and practical makes this resource a welcome addition to the scholarly literature and easily accessible to the reader. While aimed at educators at the undergraduate level, the book will also be a useful reference for upper secondary teachers, providing direction for how to engage students in the process of their geographic thinking.’