Abstract
This article provides a history of efforts to map vernacular regions as context for offering readers a way of using business directories in order to construct a GIS-based map of vernacular regions. With Michigan as a case study, the article discusses regional-naming conventions, boundaries, and inclusions and omissions of areas from regional labels in order to offer educators ideas that can enhance classroom content on regions. This article concludes by providing suggestions for classroom activities collecting, analyzing, and discussing vernacular region patterns and processes in accordance with National Geography Standard Five at the eighth-grade level.
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