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TOPIC 1 INTRODUCTION
This work equips Geography teachers with appropriate techniques of teaching Geography in secondary Schools and other institutions. It deals with methods and approaches used in teaching Geography. Be aware that each area of specialization has its own techniques though some are similar.
Classes of Geographers – we have two classes of Geographers
(a) Geographers with content - those who have learned Geography content from lower levels to the highest levels (primary to university). Some of them are reputable Geographers in teaching.

(b) Geographers with content and methodology – Those that have learned Geography content right from primary to the University/Diploma level in some cases they have been classmates in group (a). They have an element of teaching methods for Geographers.
In case two, content is integrated with methodology.
NB – A teacher’s teaching methods will motivate or demotivate/discourage students from enrolling in Geography. Nature and Content of Geography

Definition of Geography
Geo – Greek word meaning the earth, graphia – meaning to write/describe
Literally means – descriping of the earth/writing about the earth. Thus, there is no total consensus on the definition of Geography. Geography has diverse content leading to conflicting definitions, concepts and aims. Geography is a science of place/space (spatial characteristics). Geography as a science deals with description and explanation of the spatial distribution of physical and human phenomena and the inter-relationships or interactions among phenomena and human beings.

However, this definition leads to the following Geography concepts
(a) Space – mainly concerned with location in terms of location (latitude and longitude. This is absolute location. Direction and distance can be used to describe location. In relative location – in relation to other factors are considered e.g. time.
(b) Phenomena: Features in/on the earth’s surface (natural or human). Landforms, climate, vegetation, soils, settlements, transport networks, it Looks at the spatial variability of phenomena and how they affect man. It also Looks at interaction among phenomena.
(c) Distribution – main feature of Geographical study. This distinguishes Geography from other disciplines. Geographer examines patterns with three distinct patterns: Linear pattern – roads, railways, Points/nodes – towns/factories/wells, Surfaces (areas) – areal features e.g., lakes, forests, among others.
(d) Interaction/Inter-relationship – A Geographer does not study phenomena in isolation but how phenomena interaction with each other and human beings.
·Interdependence of phenomena Inter-relations (areal associations). A number of elements influence phenomena.

How the teaching of Geography contributes to the attainment of the goal for education

(1) Education should promote international consciousness: cultivate positive attitudes to other countries/international community. Through teaching global geography, understanding of other countries is possible.

(2) Education aims to promote and develop cultural heritage. There exists a variety of culture that needs to be understood.

(3) Promote national unity: For Nigeria people belong to different ethnic groups, race and religion. Education for mutual respect and living together. Education should enable people live and interact as Nigerians.

(4) Promote national development: Education aims to meet the economic and social needs of National development.

(a) Economic needs: provide citizens with skills, knowledge, expertise (domestic skilled labour) for the growing economy.

(b) Social needs: cultivate positive attitudes and relationships among learners. Necessary for modernization, Assist youth adapt to changing environment.

(5) Individual development: education offers opportunities for the development of individual talents and personality. Develop potentials and abilities

Encourage good moral and religious values

Help students to be self disciplined, self reliant and integrated citizens.

(6) Social equality – Education promote social equality.

Provide equal opportunities for both sexes (male and female, men and women, boys and girls).

Give opportunities for collective service.

SPECIFIC METHOD OF TEACHING GEOGRAPHY:

Teaching Method: This is the overall approach of organizing, planning and delivering a Geography lesson to achieve stated objectives.
Broadly divided into two:
(i) Teacher centered methods/Expository methods: in this method, the teacher is the main source of knowledge 70-80% of the work and students doing less than 25%.
Students are passive recipients of knowledge.
(ii) Student centered/participatory methods – The student is the master and the teacher is the referee.
The learner plays a central role
The teacher is a supervisor Students do 60-70% of the work.

Factors to consider when choosing a teaching method
(a) The level of the learner – methods of teaching Form I students may vary from those of teaching Form IV. Respective levels of students have different abilities. Even in the same class, abilities may not be the same thus calling for a variety of teaching methods.
(b) Target population – The group of students a teacher is going to teach may influence the choice of a teaching method and examples given. Think of children, youth and adults.
(c) Class Size – Some classes are too large while others are small. Interactive/participatory methods are good for small classes. Lecture method is for instance in teaching large numbers.
(d) Available resources/physical facilities e.g., books, equipment, maps among others. Incase of limited resources, teacher centered methods serve well. With enough resources, use learner centered methods.

USE OF MAPS AS TEACHING RESOURCES IN GEOGRAPHY

A map is a representation to scale of all or part of the earth’s surface on a paper or any other drawing media such as a tracing paper, piece of cloth among others. Communication of Geographical material is incomplete without the use of a single maps or maps. Spatial information is best communicated through the use of maps.

Why use maps
(a) Maps are used to show distribution of Geographical phenomena.
(b) Maps can be used to show the relationship among Geographical phenomena
(c) Maps can be used to identify Geographical problems for further investigation
(d) They can also be used for descriptive and statistical analyses

Types of maps
(i) Cadastral maps
These are large scale maps also known as plans. They show full details e.g., boundaries of fields and subdivisions. Town planning maps are an example.

(ii) Topographical Maps
Also large scale maps though not as big cadastral maps. Depict relief, drainage, vegetation, crops, settlement and transport routes among other physical and human phenomena.
- Some are 1:50000, 1:250000, 1:100000 among other scales. They are used for map reading, analysis and interpretation

(iii) Atlas Maps, Small in scale than cadastral and topographical maps. They show large areas such as country, continents or the whole world on a single page. However, they have less details than cadastral and topographical maps. Show boundaries, roads, railways, towns, natural features, crops, mineral deposits among others

(iv) Geological Maps, Show different types of rocks and their distribution as well as evolution

(v) Weather and climatic maps, They deal mainly with temperature, air pressure, winds and rainfall among other climatic elements.

What are the stages in the study of maps?
There are three stages in the study of maps
(a) Map reading – This is the most basic level. It involves finding out which features are found on maps and which part of the map. Make use of grid references, contours, direction and even bearing.

(b) Map Interpretation
This stage involves making decisions why certain features occur where they are. Map reading precede map interpretation

(c) Map Analysis this involve evaluation of the interpretations made about the map features

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