“Daddy, how did water get in our house? Did you forget to close the front door?”
Two questions from my five-year old son as he struggled to understand why our house had flooded. In the days and weeks that followed Hurricane Harvey, the questions continued. Why did it rain so much? What's a hurricane? Why didn't the house across the street flood? Why do we have to move to an apartment? What's mold? The range of questions impressed me. Over the last few months our conversation has continued. We have discussed Harvey using maps, videos, and diagrams of low-pressure systems drawn with crayons. All the while, I have been guest editing this special issue of The Geography Teacher.
This issue highlights inquiry-based lessons. Professional educators from all levels have shared their work. Some are experienced authors; others are publishing their work for the first time. National Council for Geographic Education (NCGE) President Audrey Mohan and National Council for Social Studies (NCSS) Executive Director Lawrence Paska introduce the notion of inquiry in social studies. Both authors recognize the importance of the College, Career, and Civic Life Framework for Social Studies State Standards—commonly know as the C3 Framework—as a structure for sparking questions, guiding instruction, and ultimately producing engaged citizens. The twelve lessons in this issue explore inquiry-based instruction in geography through multiple formats and at various scales. At the heart of each lesson is a question:
| • | What in the world are you curious about? | ||||
| • | Why do people move? | ||||
| • | How do you get oil out of Kazakhstan? | ||||
| • | What can a shipwreck tell you about trade in the ancient world? | ||||
| • | How can sustainable agriculture practices help the environment and farmers? | ||||
| • | What is the geography of marijuana dispensaries in Colorado? | ||||
| • | How did Apartheid influence the morphology of South Africa cities? | ||||
| • | How did the collapse of Yugoslavia affect agricultural patterns around Belgrade, Serbia? | ||||
| • | How do geographers define and use regions? | ||||
| • | What is the global geography of women's empowerment? | ||||
| • | What is the geography of current and future energy production and consumption? | ||||
| • | How do political and ethnic boundaries shape the modern political map? | ||||
“The twelve lessons in this issue explore inquiry-based instruction in geography through multiple formats and at various scales.”
The first set of lessons engage students from elementary through middle school to high school by asking them to explore their world using multiple approaches, from art to literature to google earth. The second set of lessons offer students a chance to learn using online mapping techniques, none of which require special software or knowledge about geospatial technology, but do benefit from a steady internet connection.
My hope is that you find the lessons useful and inspiring. Comments are welcome! Simply send your thoughts via email to me ([email protected]) or Rebecca Theobald ([email protected]). Information about this lesson format will be posted on The Geography Teacher “Instructions for Authors” page. We need to hear from you as to what kinds of resources are most useful to readers of this journal.
Additional information
Notes on contributors
Jeff Lash
Jeff Lash earned a BA in Art History from the University of Texas at Austin and master's and doctoral degrees in Geography from Texas State University. Jeff is an Associate Professor of Geography at the University of Houston-Clear Lake. He teaches a wide variety of courses and is interested in human development through geography education. Currently, he serves as Treasurer for the National Council for Geographic Education and is an active member of the Texas Alliance for Geographic Education.