Abstract

Overseas experiences provide educators with exceptional opportunities to incorporate field study, firsthand experiences, and tangible artifacts into the classroom. Despite this potential, teachers must consider curricular standards that direct how such international endeavors can be integrated. Furthermore, geography curriculum development is more relevant when teachers link tangible local processes and events with those occurring in distant world regions. As such, this article demonstrates how a structured international field experience for K– 12 educators incorporated geography curricular standards, and population geography as a common theme, to develop widely transferable curricular materials that advance students’ understanding of Chile and Latin American area studies.