Discovering a passion for geography: Insights from California teachers

Social Studies Review, Spring 2003 by Schell, Emily M

As a child, I dreaded taking the front seat during our family cross-country trips. The front passenger seat meant accepting certain duties - duties that related directly to geography, such as map reading, explaining a thing or two about where we were, how far we had to go, and when we might arrive at the next destination. It was frightening, intimidating, and nerve-rattling. Geography. Yuck. What could be worse?

Liberation finally came as a young adult, with a driver's license, red Dodge Colt, and a passion to travel. This is when I discovered those geography tools were essential, especially the maps! I relied on the AAA services when charting a course from San Diego to Chicago for graduate school. I could read signs, follow the highlighted maps, and find my way without asking anyone. In those days, that about summed up what I needed out of geography.

Entering the teaching profession I was appalled at the geographic illiteracy of my 4-6th grade students, who could not differentiate between a city or state, country or continent! Each time I pulled down a map there were heavy sighs and nervous shuffles. They knew little about global warming and cared less for recycling. There they were - all sitting in my metaphorical front passenger seat. I recognized the challenge and committed myself not just to improving geographic education, but to make it fun as well! I just did not know where to start.

As the social studies resource teacher for San Diego Unified, I recall K-5 teachers explaining how they did not-and could not-teach this "why of where" subject. I always wondered why they felt compelled to clarify this. Their explanations ranged from, "It's enough that I have to teach all this California history", to "Kids aren't ready to learn geography in elementary grades." Why does geography make students and many teachers squirm? I could have been one of those writhing teachers, but instead charted a different course.

My personal and professional experience with geography has led me to think and rethink my work for years. Understanding the importance of geographic education, which extends far beyond maps and place names, has triggered a personal commitment to improve the teaching and learning of this discipline in our schools. The seed that rooted in my isolated classroom immediately blossomed when I discovered the California Geographic Alliance [CGA (www.humboldt.edu/cga)].

In San Diego I came to know the local alliance as The Big Three - Stephanie Buttell-Maxin, Larry Osen, and Steve Prendergast. These teachers were geography nuts, authentic geo-evangelists! They would stop at nothing to provide geography services to the teachers, students, and communities of San Diego. They knew something about geography that I didn't. They felt something that I did not feel. That had something that I wanted. They were close-knit, professional, very smart, and lots of fun-and they loved geography!

Meeting after meeting I came to appreciate their passion for geography. I realized that it was the rope that tied this trio into an effective team. And they were in cahoots with local college professors, administrators, and numerous other teachers who simply loved geography. This diverse cohort would voluntarily work together to make plans for the Geographic Bee, a local Geography Olympiad, literacy fairs, workshops, summer institutes, field studies, map-making contests, and informal gatherings. They were all over the county, too. They held workshops in unique locations, such as the zoo or on a beach. They saw geography everywhere they went! I wanted to be like these people - I wanted to be passionate about geography, too.

It did not take long for The Big Three to endow me with their fervor. They are an inclusive group and welcomed everyone. I am now in the thick of it with them - and loving every lesson, workshop, institute and Geography Olympiad we complete. And it turns out that we are not alone. There is a huge network of geo-buffs throughout our state and across the nation.

In an effort to better understand their passion, I recently queried a few about their work in geographic education. Stephanie Buttell-Maxin is a 3rd grade bilingual teacher at Kimball Elementary in National District. For 22 years she has worked tirelessly to provide a primary grade voice for geography. Martha Jordan is a K-12 teacher at the Salvation Army Door of Hope, a Juvenile Court and Community School in San Diego County. Martha works with pregnant minors and finds geography essential to her lessons. Larry Osen is a 9th grade geography and AP Human Geography teacher at San Marcos High School in San Marcos Unified District. He has been teaching for 20 years and successfully lobbied his district for a mandatory 9th grade course in world geography. Larry is currently struggling, however, to maintain district support for this mandatory course in light of state assessments and other mandates. Here is their perspective on teaching geography:

When and how did you first become interested in geography and geographic education?