‘Geography’ tends to be imaged only memoried or uninterested study. Students have many interests in unknown world and want to know how people live there. Then why students don't like to study ‘geography’. Auther thinks because they are disgusted at a lot of things what must be learned. It is natural that they don't have interests in traditional teaching of ‘geography’ what is only enumeration of articles. Teaching of ‘geography’ lacks students' own discovery and surprise. It becomes good motivation that they feel delight when they discover something of themselves.
Simulation games play a part of motivation. In Japan, simulation games aren't so much put into practice, but HSGP and textbooks in England have adopted them positively. In this paper, first the auther defines simulation games, then investigate simulation games in textbooks in England; Basic Geography and Patterns in Geography.
‘Simulation games’ is a term what gives a teaching method. In a word, it is “a form of learning and training that are practiced simulation method in a form of games”. Simulation games are more dynamic than traditional teaching method, so player is important factors. Thus the auther define ‘simulation game’ as follows: about a subject selected from real phenomena, player is given natural and social conditions surrounding it as data, rules and chance events, and experience its real process in shorter or longer time than real one.
The functions of simulation games are abstracting of real world, structurizing of concepts, attaching importance to basic process, motivation, development of geographical concepts, learning of geographical investigation methods, and development of moral and attitude of co-operation.
In England, simulation games have been adopted with following three points for a background. First is a request of improvement in geography teaching, second is a proposal of ‘new geography’, and third is an effect of ‘new social studies’ in 1960' United States.
One of English geography textbooks, Basic Geography and Patterns in Geography insert many simulation games. The former is affected by ‘new geography’ more directly than the latter. In this paper a simulation game in Patterns in Geography Book 3 is reported. It's named “An industrial game”, which aim at making students understand industrial location. Students play a role of four companies called Hitachi, Mitsui, Mitsubishi, and Sumitomo, and compete to obtain the best locations for factories.
In tradition, simulation games are suited to learning geographical concepts, but they can be used in leaning topography such a case as Patterns in Geography. Simulation games can make topography more dynamic. There are many problems when simulation games are put into practice. But they will contribute much to acquiring one's own point of view which is very important now ‘information age’.

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The purpose of this paper is to clear the factors determing the construction of truck farming regions related with the physical environments.
The auther has done the field-work in the town of Ozima, Gunma pref., located in the middle basin of the Tone river, which is the typical region of the truck-farming constructed during these decades.
Before 1965, sericulture and cultivation of wheat and oats were main crops in this town. And average acreage of land areas held by these 1129 farm-steads are much smaller than that of the surrounding.
However, high productivity of soils, which are covering the natural levees around the basin, make smaller-sized agriculture possible, specialized with cultivation of YAMATOIMO or a kind of cultivated yam with high quality.
Most products are now marketing in Tokyo metropolitan area.

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After the independence day August 17, 1945, education system of Indonesia was not established because of the confusion in economic and political problems. However, step by step the Government made the policy for developing national education.
The first curriculum was not developed in 1956 and then renewed in the year of 1963 and 1968. Recently we have the new one, developed in 1975.
By the way, we had the education system since the Hindu culture entered Indonesian society, and the Hindu religion penetrated, so the education activities were usually held at the Hindu temples, which we called Pade pokan (about 700 BC).
After the Islamic religion came on, we had Pesantren system for the Muslim who want to study deeply about Islamic religion, and the center of the education activities were in the mosks. This Pesantren was opened after about the 15th century.
During the Dutch colonial days, the national education was not developed, but Pesantren education system were continued.
Since the year of 1908, the Dutch colonial government opened schools for both their children and the common people. Therefore the people who entered schools were not many. After 1928, schools belonged to the educated-class and it was more necessary to develop and spread education among all the common people in the Indonesian archipelago.
Today, we have two school systems for the same purpose, but they different in responsibility and management administration. One is organization of school system under responsibility of the Ministry of Education and Culture, and other under responsibility of the Ministry of Religion Affairs.
Generally speaking, the education of Social Studies field in Indonesia has been using this system since the 1975 Curriculum was established. However, before using this system, for example in the 1963 Curriculum, we used many different kinds of courses for learned Social Studies. For example; History, Economy, Cooperation system, Geography, Sociology, etc, were established as one field to study.
Since the 1975 Curriculum, the system has been changed as following:
1. For the Elementary Schools and Lower Secondary Schools, we teach Social Studies above mentioned.
2. For the Upper Secondary Schools and up we use continuing system like the 1968 Curriculum.
And basic purpose of national education is PANCASILA which is the 1945 Constitution as the declaration of the independence of Republic of Indonesia.

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