From the editor

Social Studies Review, Spring 2003 by Rocca, Al M

Response to our Fall/Winter issue "Teaching About Islam" has been very positive. Readers found the theme articles well-stated and balanced in their treatment of the issues. Teachers responded to the section on teaching resources about Islam, stating that new doors had been opened for lesson activity ideas. I also want to take this opportunity to thank those authors who contributed to our "Special Interest" sections. Nancy Gallavan's article on integrating social studies and literacy with effective pedagogy will help pre-service teachers understand the importance of connecting their content material to reliable teaching methods. Robert Morris, in his article on the use of artifacts to teach ancient history laid out an exciting approach to the use of learning centers that engage the learners in critical thinking activities. A wonderful link between past and present was made in Patricia Swanson's article on the Crusades and the events of September 11, 2001. Lastly, Tony Waters revisited the controversy over relevancy of the Academic Content Standards for History-Social Science. I thank each of them for their desire to publish their research in our journal.

Today, more than ever, it is vitally important that our students are well grounded in geography. National and world events that impact the lives of these students must be understood in a manner that begins with a geographic foundation. For years, I have argued that every unit of study in the Framework and Standards should begin with a thorough understanding of the geography of that area. Geography affects the course of historical events in profound, ongoing ways that our students need to know. In many cases, the effect of geography is unique-such as the development of isolated Greek city-states including Athens and Sparta, or as you will see in my article in this issue, how expanding military geographic concerns frustrated British leaders trying to plan strategy in the American Revolution. Too many textbooks and teacher guidebooks only hint at the impact that geography plays in historical events and I urge you to take another step to explore the powerful connection between geography and history.

In this issue Emily Schell (San Diego State University) and Stephen Cunha (Humboldt State University) explore the teaching and learning of geography as a "passion." The theme is certainly appropriate, as geography is an exciting topic to teach and teachers can't help but become passionate about revealing to their students the beauty and wonder of our world. In addition, passionate teachers can inspire students to become aware of local, state, national and global environmental concerns that leads the way to a lifelong appreciation of understanding geography.

Al M. Rocca, Editor