21st century skills map for geography

21st Century Skills Map
DESIGNED IN COOPERATION W I T H T H E N AT I O N A L C O U N C I L F O R G E O G R A P H I C E D U C AT I O N ( N C G E )

This 21st Century Skills Map The Partnership advocates for the integration of 21st Century Skills into K-12
is the result of hundreds of
hours of research, development education so that students can advance their learning in core academic subjects.
and feedback from educators
and business leaders across
the nation. The Partnership The Partnership has forged alliances with key national organizations that represent the core academic subjects, including Social
has issued this map for the Studies, English, Math, Science and Geography. As a result of these collaborations, the Partnership has developed this map to
core subject of Geography. illustrate the intersection between 21st Century Skills and Geography. The maps will enable educators, administrators and
This tool is available at policymakers to gain concrete examples of how 21st Century Skills can be integrated into core subjects.
www.21stcenturyskills.org.

A 21st Century
Skills

B Skill Definition
C Interdisciplinary Theme

D Sample Student
Outcome/Examples

An example from the Geography 21st Century
Skills Map illustrates sample outcomes for
teaching Media Literacy.

177 N Church Avenue, Suite 305 Tucson, AZ 85701 520-623-2466 21stcenturyskills.org Publication date: 05/09 1

Geography and 21st Century Skills
Based on key geographic This map provides opportunities to engage students and teachers in geographic
concepts and principles and
inquiry that align with contemporary methods and concepts for studying Earth in
incorporating best classroom
practices, this document suggests terms of its natural and human characteristics.
ways to enhance classroom
Geography integrates the study of the natural and human elements of Earth to reveal their complex relationships. Such concepts
geography and skills relative
and skills are incorporated in Geography for Life: The National Geography Content Standards (1994), with an updated 2nd
to the demands of the 21st edition to be released in 2010. The study of the spatial relationships among the components of the human and physical systems
century. It represents a starting is enhanced by using the latest and most reliable geographic information available through technology. The opportunities by
point for ideas and discussions students and geographers to observe, synthesize, and present data from satellites, ground stations, and local observations represent
with an eye to the future. collaborative processes within geography that are adding value to a wide range of interdisciplinary studies in the 21st century.

Geography’s major contributions for 21st century skills development can be viewed through three lenses: 1) Scholarship; 2)
Stewardship; and 3) Citizenship. Scholarship reflects geography’s continued quest for knowledge about Earth and its systems using
the most appropriate technologies. Digital information and virtual representations of Earth and its systems are commonly applied
in geographic scholarship. Stewardship reflects the concerns for the positive relationship between people and the environment
through sustainable interactions. Responding to challenges of global changes in climate, population changes, natural resources
availability, and land use are within the realm of stewardship. Citizenship reflects equipping every person with the necessary 21st
century skills and access to information that will enable them to become responsible and effective in their active roles as citizens.

Geography for Life: National Geography Standards 1994 (1994). Washington, DC: National Geographic Society (available through the store at www.ncge.org).

It should be noted that most of the examples in this map are well-suited for cross-disciplinary approaches. For example, the
ideas contained in this map can and should integrate student use of other core subjects including science, mathematics, language
arts, history, art and world languages.


INFORMATION, MEDIA & TECHNOLOGY LITERACY

Information Literacy
4th Grade 8th Grade 12th Grade

• Accessing information OUTCOME: Accesses information OUTCOME: Evaluates information critically OUTCOME: Uses information accurately and
efficiently and effectively, efficiently and effectively, evaluates and competently and uses information creatively for the issue or problem at hand
evaluating information information critically and accurately and creatively for the
critically and competently competently issue or problem at hand EXAMPLE: Students use images from the
and using information web to compare and contrast classical and
accurately and creatively EXAMPLE: Using a variety of EXAMPLE: Compare and contrast contemporary art by Dutch, French, U.S., Chinese,
for the issue or problem sources (such as www.worldmapper.org, and shapes of different countries (e.g., Korean, Zimbabwean, and other artists that
at hand www.nationmaster.com), and working in small Italy and Chile as elongated, Japan and portray geographic landscapes. Students analyze
teams, students access information about places Indonesia as a string of islands, and Egypt and Earth’s landscapes (climatic events, volcanism,
• Possessing a fundamental around the world and create a poster display, Spain as roughly square); students explain how vegetation, people using the land, resource
understanding of the slideshow, or other multimedia presentation of the shape may affect political cohesiveness or a extraction) in art as evidence of environmental
ethical/legal issues 3 selected variables (such as high tech exports, sense of civic attachment to the larger political change on a dynamic Earth.
surrounding the access birth rate, percentage of youth in school) unit; discuss providing government services within
and use of information and how those 3 selected variables compare compact countries compared to countries that EXAMPLE: Students compare and contrast
between countries, and why. have territories scattered. Students analyze the natural and cultural scenes using repeat
effects that country shape may have on the time photography as an art form that presents
EXAMPLE: Students provide accurate citations and costs necessary to develop civic linkages in a evidence of geographic and environmental change.
and references to the information they use country with scattered territories.
from electronic and print sources to judge FIELD TRIP OPPORTUNITY: Local art
authenticity. They reflect how errors and gaps EXAMPLE: Students discuss the impact that museum, or see fine arts digital images available
can exist in the information that is gathered changes in communications, such as the Internet, on the web, including those from many countries
by the UN, national statistics agencies, and by World Wide Web, cellular phones, etc., have on and cultures.
other sources, and how those errors can be the flow of civic information in countries, such
recognized and managed. as community issues and governmental response;
forming responses to community emergencies.
TECHNOLOGY USE: Web-based access OUTCOME: Possesses a
to print information, graphics, maps, and SUPPORTING STRUCTURE: Web maps to fundamental understanding of the
photographs. show countries with different shapes; classify ethical/legal issues surrounding
countries on the map as compact or scattered. the access and use of information

SUPPORTING STRUCTURE: Map the EXAMPLE: Students use widely
OUTCOME: Accesses information distances and time necessary to support civic available public digital imagery from the web to
efficiently and effectively, evaluates activities, NGOs, and citizen groups from the analyze the information that can be observed on
information critically and competently national governmental center. the images, such as residences, swimming pools,
banks, parking lots, and parks. The students then
EXAMPLE: Students choose 3 countries discuss the ways that different people could
from the book Hungry Planet, collect food labels use the information, such as land speculators,
from their homes, analyze advertisements for


LEARNING & INNOVATION SKILLS

Creativity and Innovation (continued)

food, and use the web to classify information OUTCOME: Uses information accurately and burglars, or urban planners, and judge the ethical
relative to the categories on the food pyramid; creatively for the issue or problem at hand and legal issues that may accompany the use of
use digital map sources from the web to map geographic information.
locations where their food is grown; and discuss EXAMPLE: After identifying a local issue
how climate and culture play roles in food (i.e., recycling opportunities, congested traffic, EXAMPLE: Students evaluate the pros and cons
production. They assess how natural events excessive litter in a park, noise pollution, water of the following arguments: (1) Should countries
(hurricanes, floods) and human actions (wars, contamination, recreation facilities), students have the right to prohibit satellite images as
land use) affect food production and distribution. conduct primary research, gather numerical satellites orbit across their territory? (2) Should
data, convert it to statistical information (means, countries have the right to blur the satellite
EXAMPLE: Students compare foods grown trends, correlations), present it in graphs, charts, images in areas deemed sensitive (nuclear power
locally with foods grown in their 3 selected and maps, use software to develop community plants, military bases, etc.)?
countries to analyze the spatial pattern of food digital data bases, and present a position on
production and distribution. the issue by preparing an editorial slideshow EXAMPLE: Students evaluate the use of
presentation for a local governing board, or satellite images to collect data on human rights
EXAMPLE: Students analyze the spatial develop a website to use in presenting their violations such as mass graves, deforestation in
patterns of food production and transportation position, and make a multimedia presentation for protected nature preserves, and cultivation of
to judge the impact that agriculture has on the local service clubs, such a Kiwanis, Rotary, Library illegal crops, such as narcotics.
natural environment. Guild, etc.
EXAMPLE: Students discuss the spatial
FIELD TRIP OPPORTUNITY: Local farm EXAMPLE: Exercise civic responsibility by arrangement of surveillance cameras to record
or garden; local farmers market; digital maps taking a position on a local issue and support its activities at locations (parking lots, stores, malls,
on the web to plot the spatial patterns of food resolution through participating in discussions, along streets, banks) in a geographical area and
production and consumption. making presentations, being interviewed by media, the uses of the information and citizen’s rights
and writing narratives to be published. (invasion of privacy, legal rights).

FIELD STUDY OPPORTUNITY OR TECHNOLOGY USE: Remotely sensed
OUTCOME: Uses information accurately and INDIVIDUAL STUDENT PROJECT: images and digital images of Earth’s surface
creatively for the issue or problem at hand Local community issues may be observed and available on the web.
recorded using digital cameras, surveys, and field
EXAMPLE: Students gather original data, such measurements for analysis and presentation.
as observations of local weather (temperature
and precipitation) and climate (comparing daily
with long term trends), and create digital graphs
or charts to display the information.

EXAMPLE: Using the web and archival sources
students research historical weather patterns
(temperature and precipitation) in the area and



Creativity and Innovation (continued)

create a graphical presentation (e.g.climograph), OUTCOME: Possesses a
comparing the annual and daily variations using fundamental understanding of the
values such as mean, maximum, and minimum for ethical/legal issues surrounding
both temperature and precipitation. the access and use of information

EXAMPLE: Discuss the authenticity and EXAMPLE: Students create an
reliability of data from the U.S. Weather Service, address database of 3 types of
such as how the information is collected, economic activities in their community
stored, and used and its accuracy. Compare (service, governmental, production,
and contrast the reliance on the collection processing), map those addresses with virtual
of weather data remotely using ocean buoys, globe software such as ArcGIS Explorer, analyze
satellites, automatic instrument stations, and the resulting geographic patterns, and assess
weather stations with personnel in order to where gaps exist for a new business or service
get coverage of many places on Earth. Students not currently available in the community (e.g.: fast
describe that each weather station is connected food outlet; recycling center; big box store).
to computers that process and store data.
EXAMPLE: Develop and present a report using
EQUIPMENT NEEDED: Have students build digital information focusing on responsible civic
their own weather-gathering instruments; rely on land use in the community, such as parks, bicycle
local remote weather reporting stations located paths, walking trails, canoe/water trails.
at schools, industrial centers, and malls that are
presented on websites. EXAMPLE: Apply civic questions to the land use
decisions and resolve them through discussion
SPEAKER OPPORTUNITY: Invite the local and debate, such as: Does this land use abide by
TV weather person or meteorologist to speak zoning laws? Does the land use change traffic
to the class. patterns and have unintended consequences? Is
there an environmental impact on the site and
FIELD TRIP OPPORTUNITY: Local weather adjacent land uses?
station and/or Doppler radar center; TV weather
broadcast studio. TECHNOLOGY USES: Digital images and
maps from the web.

FIELD STUDY OPPORTUNITY OR
INDIVIDUAL STUDENT PROJECT: Use
digital images to locate and classify economic
activities and land uses. Make civic judgments
regarding the proposal for land uses within a
community.



Media Literacy

• Understanding how OUTCOME: Understands how media OUTCOME: Examines how individuals interpret OUTCOME: Understands how
media messages are messages are constructed, for messages differently and how values and points of media messages are constructed,
constructed, for what what purposes, and uses tools, view are included or excluded for what purposes, and uses tools,
purposes and using which characteristics and conventions characteristics and conventions
tools, characteristics and EXAMPLE: Students read and analyze the
conventions EXAMPLE: Students use digital positions on environmental issues taken by EXAMPLE: Students make an
weather maps to explain that organizations and posted on the web (green inventory of the way that geography
• Examining how individuals severe and changing daily and weekly weather groups, conservative environmental groups, content (landscapes, globes, maps, land uses,
interpret messages patterns are important in making sound civic property rights groups) to determine the issues cultural depictions, etc.) are used as company
differently, how values decisions about individual and group activities, on which there are major differences, where logos, web sites, backdrops, screen savers,
and points of view are such as sports, recreation , travel (e.g.: tornado there may be some agreement, and where the panoramas, etc. in the digital and print media and
included or excluded and watch, severe weather, frost advisories, travel issues addressed are based on different values categorize them by media and content. Assess
how media can influence delays, driving conditions, heat indexes, and wind relative to the natural environment. the appropriateness of the geography content
beliefs and behaviors advisories). used as a backdrop relative to the expectations
• Possessing a fundamental EXAMPLE: Students develop a plan for (criteria) that people use for getting a person’s
EXAMPLE: Students discuss the ways people implementing an environmentally-focused project attention.
understanding of the
respond to weather warnings. in the local community such as protecting a local
ethical/legal issues
wetland or developing an urban greenway along a EXAMPLE: Students develop criteria and
surrounding the access
EXAMPLE: Students use computer software stream that uses digital mapping, data collection, compare their preferences for logos and
and use of information
and web pages to create an announcement land use analysis, economic development, backdrops in advertisements with those of
that promotes the recycling of plastics and population change, and other relevant variables. others in their class to discover patterns about
other materials in the local community, and the the uses of geography to set tone and emotional
beneficial consequences for the local and global TECHNOLOGY USE: World Wide Web. context in advertising. (i.e., auto commercials
environment. often use salt flats, energy commercials often
SPEAKER OPPORTUNITY: Invite show drilling rigs, bottled water often uses
TECHNOLOGY USE: The Internet to review individuals representing environmental and non- mountain settings, etc.).
and analyze the civic importance of weather environmental perspectives on the future of the
information; Computer software. local community to speak to the class. TECHNOLOGY USE: World Wide Web and
computer software; Digital and print advertising.



Media Literacy (continued)

OUTCOME: Examines how individuals OUTCOME: Possesses a OUTCOME: Examines how individuals
interpret messages differently and how values fundamental understanding of the interpret messages differently and how values
and points of view are included or excluded ethical/legal issues surrounding and points of view are included or excluded
the access and use of information
EXAMPLE: Students read geography content EXAMPLE: Students compare
based literature about a topic written by EXAMPLE: Students apply and contrast the ways to apply
different authors and compare and contrast the Geographic information Systems (GIS) technology repeat photography and digital
perspectives on the topic. using specific GIS software or digital maps on the mapping to build a rationale for
web to play the role of a geography consultant. public and private decisions on
EXAMPLE: Students compare and contrast the Using ethical and legal procedures, the consultant community issues that result in long
influences of well-illustrated books compared must select the location for a new youth center term environmental and economic advantages or
to books with few illustrations of geography (or another appropriate activity) in the local disadvantages for citizens (e.g.: site and situation
content or the inclusion of maps to analyze the community where they must consider distance, analysis for a public hearing to rezone land for
ways that different values and points of view may nearby land uses, nearby businesses, traffic a new use; spatial pattern of displacement of
be presented. patterns, population distribution and density, housing, businesses, streets in favor of a new land
and available sites to arrive at their final site use activity).
EXAMPLE: Students critically analyze books recommendations.
by cross checking information against other EXAMPLE: Students select examples of repeat
sources, such as the web, to determine accuracy EXAMPLE: Students develop a plan for imaging of the landscape and analyze digital
and fairness in the presentation of geographic implementing an environmentally-focused project imagery (aerial photographs) showing ethical
information. in the local community such as protecting a local practices of landscape restoration that provide
wetland or developing an urban greenway along a sustainable benefits to society (e.g.: benefits of
SUPPORTING STRUCTURE: Content based stream that uses digital mapping, data collection, investment in reducing soil erosion; sustainable
literature for elementary grades; confer with land use analysis, economic development, use of former environmental cleanup sites;
librarian. population change, and other relevant variables. socially constructed environments and land uses;
urban restoration).
TECHNOLOGY USE: Use websites to search TECHNOLOGY USE: : Examples of
titles of age appropriate books on geography. applications of Geographic Information Systems WORLD WIDE WEB: Search repeat
(GIS) and their uses. photography topics for early and present images
of landscapes to provide evidence of change,
improved business practices, and entrepreneurial
activities.



Media Literacy (continued)

OUTCOME: Possesses a
fundamental understanding of the
ethical/legal issues surrounding the
access and use of information

EXAMPLE: Students research
the number of TV and radio programs and
languages reported for a specific day or week
for broadcasts within the United States by
researching data from the World Wide Web
(Federal Communications Commission Licensing,
programming information) and map the
information to present the diversity of language
use globally and in the USA.
(via www.mla.org/maps)

TECHNOLOGY USE: World Wide Web:
Research language diversity in broadcast TV and
radio by state using digital database development,
digitally based mapping and graphing.



ICT Literacy

• Using digital technology, OUTCOME: Uses digital technology, OUTCOME: Uses digital technology, OUTCOME: Uses digital technology,
communication tools and/ communication tools and/or networks communication tools and/or networks communication tools and/or networks
or networks appropriately appropriately to access, manage, integrate, appropriately to access, manage, and integrate appropriately to access information in order to
to access, manage, evaluate, and create information in order to information in order to function in a function in a knowledge economy
integrate, evaluate, and function in a knowledge economy knowledge economy
create information in EXAMPLE: Students use country digital
order to function in a EXAMPLE: Students compare and contrast EXAMPLE: Students use digital population data databases from websites to analyze the
knowledge economy aerial and ground photographs of their own for the United States to analyze the population relationships between Gross Domestic Product
community to identify and classify the changes distribution of the country in 1860 and 1870, (GDP) and the percentage of the population
• Using technology as that have occurred over time (e.g.: the size of copy and paste the data and organize it using engaged in agriculture for different regions of
a tool to research, the place in area; the land uses; types of buildings; a spreadsheet, rank the states from highest to the world. The data may be categorized into
organize, evaluate and number and locations of schools, churches, and lowest in population, develop quartiles (group quartiles and entered by category on digital
communicate information, retail stores) and prepare a digital graph or states on population size into quarters), color maps to visualize the spatial patterns between
and understanding of table that summarizes the changes. They then code the quartiles on maps for each year, and the variables. Recommendations regarding the
the ethical/legal issues compare the changes in their own community use the maps to write a narrative describing the role of agriculture in the improvement of the
surrounding the access to one other community in a different state and changes in population distribution before and GDP may be discussed and economic alternatives
and use of information compare the similarities and differences. after the Civil War. proposed based on the comparisons of the data.
Alternatives for the improvement of GDP may be
EXAMPLE: Students conduct research and TECHNOLOGY USE: Internet, archival discussed further through networks of students
prepare a project booklet focusing on “our sources of data such as the Census Bureau, both in the United States and in the region or
community and how it has changed” using digital http://fisher.lib.virginia.edu/collections/stats/ country being studied. Students will reflect upon
sources and software to distribute the final histcensus/, the National Historical GIS the impact of proposed changes on the social and
product in electronic form on a website and/or (www.nhgis.org), and Social Explorer (www. cultural fabric of the region.
in print. socialexplorer.com).
TECHNOLOGY USE: Web: Worldmapper
TECHNOLOGY USE: Internet, historical (www.worldmapper.org) , Nation Master (www.
image archives of maps, photographs, nationmaster.com), United Nations economic
newspapers, special library collection, State OUTCOME: Uses technology as a tool to information data bases; http://unstats.un.org/
library collection; community archivist, local research, organize, evaluate and communicate unsd/demographic/products/socind/inc-eco.
librarian, state departments of natural information, and understands the ethical/ htm and http://www.nationmaster.com/graph/
resources, museums. legal issues surrounding the access and use of lab_emp_in_agr_of_tot_emp-labor-employment-
information. agriculture-total.

EXAMPLE: Use the World Wide Web to locate
health services (medical, dental, and mental
health) in the local community (physicians,
hospitals, immediate care clinics) and online local
commercial yellow pages, so that two sources



ICT Literacy (continued)

have been used to ensure the integrity of the data. OUTCOME: Uses digital technology,
Map the locations of health services using a web communication tools and/or networks
based digital map (or in 3D using ArcGIS Explorer appropriately to access, manage, integrate,
or Google Earth) to display the spatial patterns evaluate, and create information in order to
of health services. Analyze the spatial pattern of function in a knowledge economy
health services to determine if any geographic
areas or ethnic groups in the local community are EXAMPLE: Students use data and maps
underserved. prepared in a geographic information system
to compare and analyze alternative land use
TECHNOLOGY USE: World Wide Web, proposals and communicate conclusions using
Online Yellow Pages (such as www.dexknows.com); tools such as advanced multimedia applications
GIS software. and video technologies.

EXAMPLE: Students identify and locate on
digital maps the sites of webcams that provide
OUTCOME: Uses networks information about patterns of interaction among
appropriately to access, manage, people and environmental monitoring. They
integrate, evaluate, and create analyze the types of geographical information
information in order to function presented and construct a recording and
in a knowledge economy. observation plan to digitally collect and map
remotely sensed information (the daily and
EXAMPLE: Students network with another weekly commuting patterns in a large city; the
school or other students in the same political environmental changes over several months
jurisdiction to plan citizen awareness and action in a wildlife preserve; the observable weather
activities in support of a particular issue that will patterns from geographically varied locations
be determined in a future election, such as an such as mountains, plains, and coastlines;
educational bond election, state appropriation for incubation and growth of bald eagles and other
education, gender equality in sports, length of the species). Information observed is categorized,
school year, and continuation of community youth processed and presented in digital and image
programs. Use is made of the Internet, World Wide formats on class and school Web pages as
Web, cellular telephones, digital communications, posters and projects.
and blogging to develop a systematic plan with
goals, a strategy, and future steps. TECHNOLOGY USE: Web cams, digital maps,
and information retrieval.
TECHNOLOGY USE: Web networking,
including blogging and organizing groups to
support issues of importance.



ICT Literacy (continued)

OUTCOME: Uses technology as a tool to OUTCOME: Uses technology as a tool to
research, organize, evaluate and communicate organize and communicate information, and
information, and understands the ethical/ demonstrates understanding of the ethical/
legal issues surrounding the access and use of legal issues surrounding the access and use of
information information

EXAMPLE: Students access information on the EXAMPLE: Students
World Wide Web regarding an environmental organize an electronic forum
issue that is the cause for different positions that includes a network of
and perspectives by different groups (e.g., students in other communities
global climate change; energy sources; non- to evaluate the humanitarian
governmental organizations’ position on issues; response to a natural disaster or conflict. They
prominent individuals’ positions on issues). The apply ethical standards in the collection of
students identify the positions of each group information regarding the geographical context
or person and then compare and contrast the of the event and the people involved and
positions on the issue, considering the special validate the digital data by cross referencing
interests that a particular group may represent sources. Digital maps and images and on-site
by researching the public information available information accessible through electronic
through web database sources. Declarations contacts with relief agencies and individuals
of intent and affiliation are a legal and ethical are used to ascertain the practical and legal
responsibility of groups and individuals that aspects for providing assistance to people
students evaluate. affected by the event.

TECHNOLOGY USE: Interpreting and TECHNOLOGY USE: World Wide Web
judging information from the World Wide Web: geographical data, digital news reports,
validating and verifying the geographic validity scientific information regarding natural events
of positions taken by different groups on an and news releases regarding conflict; web sites
environmental issue. for relief agencies.


LIFE AND C AREER SKILLS

Flexibility & Adaptability

• Adapting to varied roles OUTCOME: Adapts to varied roles and OUTCOME: Works effectively in OUTCOME: Works effectively in a
and responsibilities responsibilities a climate of ambiguity climate of ambiguity

• Working effectively in a EXAMPLE: While preparing a group EXAMPLE: When comparing EXAMPLE: Students use blogs
climate of ambiguity and presentation about what makes the geography demographics of U.S. cities and to engage in dialogue about an
changing priorities of their local community unique, students decide states, students gather and critically analyze issue of importance to them,
what data need to be collected, discussing the information from a variety of sources and such as sustainability efforts at
roles needed to carry out their assignment, understand (and “tolerate”) how and why data a local university campus, health
identifying the skills needed, and discussing may not be consistent, e.g., from two different problems in their local community
among themselves how to best match their sources, the population of Los Angeles may vary (such as asthma or diabetes), or
talents and learning styles to the needed from 3.5 million (within city limits) to nearly 10 immigration policies in their state, demonstrating
skill sets. million (metro area). understanding, tolerance, and respect for the
points of view of others.
FIELD TRIP OPPORTUNITY:
Local Community. TECHNOLOGY USE: Online bulletin boards.

INSTRUCTIONAL OPPORTUNITY:
Combine students of various learning styles and
strengths in multiple intelligences in each group.

OUTCOME: Works effectively with
changing priorities

EXAMPLE: Students use online historical and
contemporary maps and aerial photographs to
document how land use, transportation, and
urbanization have changed over time, and what it
might look like in the future. They will examine
how the priorities of what one group wants the
future of the community to be might be different
from the priorities of another group (i.e. one
group might want the community to remain
rural, while another group might want the
community to become a bedroom community
for an adjacent metropolitan area).



Flexibility & Adaptability (continued)

TECHNOLOGY USE: Investigating online
maps hosted by historical societies, local
governments, university map libraries, and
commercial sources (such as http://historical.
maptech.com).



Initiative & Self-Direction

• Monitoring one’s own OUTCOME: Monitors one’s own OUTCOME: Monitors one’s own understanding OUTCOME: Monitors one’s own understanding
understanding and understanding and learning needs and learning needs and learning needs
learning needs
EXAMPLE: As a result of a mapping skills EXAMPLE: As a result of studying a historic EXAMPLE: Using a GIS (Geographic Information
• Going beyond basic unit, students create an age-appropriate event, students create an age-appropriate System), students prepare maps using different
mastery of skills and/ electronic portfolio of maps that describe their electronic portfolio of historic maps and other classification methods of a single phenomenon
or curriculum to explore local community, and write a reflective essay geographic perspectives related to the historic (such as the percent of school-age population by
and expand one’s own explaining how selected portfolio pieces indicate event and write a reflective essay explaining county in the USA, or the percent of agricultural
learning and opportunities what they have learned about specific topics how selected portfolio pieces describe how land by county in the USA), including equal
to gain expertise related to their community’s history, landforms, what they have learned historically is related to area, natural breaks, standard deviation, quantile,
• Demonstrating initiative climate, people, government, and vegetation, and the geography of the region. The essay needs and manual. In conjunction with readings from
to advance skill levels also the topics that they would like to learn to include a reflection on the new skills and the book How To Lie With Maps, reflect how
towards a professional more about in the coming years. knowledge the student acquired in the process, different classification methods affect how that
level the additional skills and knowledge they would phenomenon is understood. Reflect on how
like to explore further, and the resources that the data as shown by the histogram affects how
• Defining, prioritizing and they might use to acquire those skills. those data are shown on maps. Reflect further
completing tasks without OUTCOME: Explores and expands one’s own how maps are powerful phenomena that can
direct oversight learning and opportunities to gain expertise TECHNOLOGY USE: Electronic portfolio. purposely or inadvertently mislead or inform
different audiences. Reflect on the skills and
• Utilizing time efficent
EXAMPLE: After examining online weather knowledge they have gained in creating these
efficiently and managing
reports and satellite imagery, students use different maps, and what areas they see as
workload OUTCOME: Demonstrates initiative to advance
latitude and longitude data to track the important to how they will critically examine
• Demonstrating movement of common weather fronts over a skill levels towards a professional level maps in the future, especially post high school.
commitment to learning week’s time period across the continental USA,
as a lifelong process and use ArcExplorer or other GIS (Geographic EXAMPLE: Students use time sequence of TECHNOLOGY USE: Electronic portfolio.
Information System) to map the latitude- remotely-sensed satellite images to identify
longitude data that they have gathered. changes in the forests of Colorado over time,
identifying areas infested with pine beetles. They
should interview one U.S. Forest Ranger using
remote Internet and a computer camera to
survey the forests that they identify as most
severely impacted, discovering what skills and
resources the forest rangers gain and use to help
mitigate these invasive beetles.

PROFESSIONAL DEVELOPMENT FOR
TEACHERS: How to access and read remotely-
sensed images.



Initiative & Self-Direction (continued)

OUTCOME: Utilizes time efficiently and OUTCOME: Demonstrates commitment to OUTCOME: Demonstrates initiative to
manages workload learning as a lifelong process advance skill levels towards a professional level

EXAMPLE: On a weekly basis, students draw EXAMPLE: Students examine the magnitude of EXAMPLE: Students interview
a map of the USA, gradually constructing a map the stars each evening for two weeks, (1) assessing local health officials, and/or
portfolio, including one new layer each week, the amount of light pollution in their community, interact with experts at a distance
with the goal that the final portfolio of maps (2) comparing their community to the amount to understand how health
include the following items; landforms, climate, of light pollution in other communities using the agencies collect appropriate data.
vegetation, population, ethnicity, agriculture, and Globe at Night project, and (3) comparing the Students then access publicly available
median age. These 7 layers need to be planned magnitude as affected by the phases of the moon. data in map and tabular form from the Center
and constructed as the units are introduced They make predictions as to how the community’s for Disease Control, use a GIS (Geographic
and turned in at the end of each 2 week period light pollution compares to other communities Information System) to monitor the spread of
during the semester. and how the magnitude will be affected by the last disease within a region, and reflect upon (1)
two weeks of the lunar phase cycle. how maps are similar and different from tables,
and (2) how CDC officials use data in map and
TECHNOLOGY USE: Online resources. tabular form.

TECHNOLOGY USE: GIS.

OUTCOME: Utilizes time efficiently and
manages workload
OUTCOME: Defines, prioritizes, and completes
EXAMPLE: On a quarterly basis, students tasks without direct oversight
examine phonological (cyclical seasonal patterns)
data and remotely sensed imagery of the advance EXAMPLE: To test the law of retail gravitation
and contraction of the “greenness index”, which (i.e., the number of visits a resident makes
shows the greening up of deciduous vegetation to competing shopping centers is inversely
across North America as the seasons change. proportional to the distances between residence
They predict and assess why and how the seasons and center and proportional to the size of
affect the changes in vegetation, and why the the center), students work in small groups to
vegetation does not change uniformly with latitude conduct a community survey of a retail area’s
across the USA. Rather, vegetation is affected by “retail gravity” on a non-school attendance day.
precipitation, the ecoregion, and the elevation. Students develop a project plan, assign roles and
They must plan their work so that they can timelines, and develop a rubric for their work
conduct this assessment on a quarterly basis as with minimal guidance from their teacher.
close to the equinoxes and solstices as possible.



Social & Cross-Cultural Skills

• Working appropriately OUTCOME: Works appropriately and OUTCOME: Works appropriately OUTCOME: Works appropriately and
and productively with productively with others and productively with others productively with others
others
EXAMPLE: Students divide themselves into EXAMPLE: Students work on a EXAMPLE: Students work on
• Leveraging the collective teams to prepare a class news report exploring team to investigate the major types a team to prepare a multimedia
intelligence of groups a key economic issue facing a particular world of natural hazards present in their community. presentation on one toxic and
when appropriate region, such as regulating the lion population Using a GIS (Geographic Information System) hazardous material, discussing how
• Bridging cultural while trying to raise cattle in Kenya. Students and selecting one of these hazards, they prepare it affects the local community, how it
differences and using determine who will do which type of research, appropriate maps and a community response plan affects the global community, why it is created and
differing perspectives to who will do the presenting, who will film in the event of a natural disaster in the chosen used, and how it is handled, moved, processed, and
increase innovation and the presentation, who will show the final hazard. After presenting their findings to the stored at a local and a global scale. The materials
the quality of work presentation video to the class, and how they class and hearing the hazards chosen by the other could be those used in dry cleaning, in gas stations,
will collect feedback from the rest of the class groups, they discuss how their hazard response in power plants, in university biology labs, and in
via a class survey. plan is similar to and different from those plans other common settings. They will use OSHA’s
developed with other hazards as their main focus. resources to determine the chemical’s toxicity.
Based on an actual issue, as reported on Sixty They consider the types of hazards present in They will prepare their report for the EPA and
Minutes (March 29, 2009). other communities in other parts of the USA and present it to their peers in class. Their peers
in other parts of the world. in class act as EPA representatives, and prepare
questions that the presenter must answer about
TECHNOLOGY USE: GIS. their chosen material.
OUTCOME: Leverages the collective
intelligence of groups when appropriate TECHNOLOGY USE: Multimedia presentation.

EXAMPLE: Students in the class role-play OUTCOME: Bridges cultural differences and
citizens in a town meeting where members uses differing perspectives to increase innovation
of the community express different points of and the quality of work OUTCOME: Bridges cultural
view about a local issue, such as the location differences and uses differing
of a new school, building a bypass for traffic, EXAMPLE: Students write a dialogue between perspectives to increase
or a re-zoning of downtown to be “pedestrian different people who use water resources in a innovation and the quality of work
only” without vehicles, etc. They decide which region, including a farmer/rancher, a manufacturer,
roles are needed, who will play each role, what a parent concerned about pesticide runoff, and an EXAMPLE: Students create a website with
information is required to understand the owner of 20 car washes in the region. Students guidelines and information for humanitarian aid
viewpoint of each role, and how that role will be reflect on the common concerns of these 4 workers to assist them with the transition to
presented to the rest of the class. groups, and the differences between these 4 living in one chosen different culture other than
groups of people. What common themes could the USA.
bring these groups together to form a community
water board? TECHNOLOGY USE: Internet, Digital libraries.



Social & Cross-Cultural Skills (continued)

OUTCOME: Bridges cultural differences OUTCOME: Bridges cultural differences and
uses differing perspectives to increase innovation
EXAMPLE: As students study and the quality of work
countries around the world, they
list the predominant language EXAMPLE: Students conduct research on a
spoken; at the end of the school native culture of North America, and one of
year, students tabulate and map South America, investigating why motifs, artwork,
major languages. Students discuss and materials were similar and were different, and
how physical and cultural geography (including how the artwork represented the culture. They
electronic communication) has shaped the origin create a multimedia report showing their findings
and spread of language groups of the world, and and present these findings to their class. They
what the world language map might look like work in the school’s art classroom to create one
100 years from the present. object (sculpture, painting, wood carving, etc) that
reflects one of their two chosen cultures.
GUEST SPEAKER OPPORTUNITY:
Invite speakers of other languages to speak FIELD TRIP OPPORTUNITY: Visit an art or
about the language and culture of their country, anthropological museum to see authentic artistic
helping students learn numbers (or colors, representations of past cultures.
months, names of countries, etc.) in the guest
speaker’s language.

ENGLISH AS SECOND LANGUAGE
STUDENTS: Have students share their native
language and discuss what it is like to
be bilingual.



Productivity & Accountability

• Setting and meeting high OUTCOME: Sets and meets high standards OUTCOME: Sets and meets high standards and OUTCOME: Sets and meets high standards and
standards and goals for and goals for delivering quality work on time goals for delivering quality work on time goals for delivering quality work on time
delivering quality work on
time EXAMPLE: Students develop and execute EXAMPLE: Students actively participate in EXAMPLE: Students create a high-quality set
a plan to gather data about the height, girth, international investigation projects, such as of digital maps, including data that the students
• Demonstrating diligence species, and health of all trees in a specified GLOBE, in which student participants are held have gathered in the local community, to submit
and a positive work ethic geographic area—on their school campus, or responsible for the quality of the data they to an agency outside the classroom, e.g., for a
(e.g., being punctual and in a local park. First, they conduct research as submit. The data could range from pH of soil national contest (such as the ESRI Community
reliable) to the aesthetic, environmental, and property on their school grounds to daily readings of Mapping program), the local newspaper, or for
value of urban trees, and how communities temperature and precipitation over a month’s a community member’s presentation to the city
use and value tree inventories. They then use time period. council. The topic could be the conversion of
GPS hand held receivers in small groups to abandoned big box stores to community uses,
record the location of the trees and create TECHNOLOGY USE: Internet. the creation of a bike trail along an abandoned
a spreadsheet with the tree data that they railway line, or another project aligned with
will map using a GIS (Geographic Information the themes of geography such as movement or
System). They will assess the pattern that they human-environment interaction.
see as a result of mapping their data, and create OUTCOME: Demonstrates diligence and a
a tree management plan for their campus or positive work ethic TECHNOLOGY USE: Digital Map.
park to ensure that tree cover will increase in
the future. They will share this database with EXAMPLE: Students initiate EXAMPLE: Students gather, map, and analyze
school groundskeepers, community foresters, and carry out a long-term data from police records, e.g., crime,
and other municipal managers at a scheduled community-mapping project accident, or graffiti, and overlay
board meeting. whereby students, in collaboration other variables to detect and
with a community partner, use interpret any spatial and temporal
TECHNOLOGY USE: GPS, GIS. spatial locations instruments such as GPS units, patterns, and share results with
schedule meetings, and manage timelines and the community at a local meeting.
deliverables to create a product for use in the Students must geocode the addresses
community. The community partner could be of the police records to the correct location, and
a librarian, city planning official, or community reflect on the quality and completeness of the
board member. The product created could data received from the police department. They
be an assessment of the city’s attempts to make recommendations as to how the crime or
develop greenways along its major rivers, the accident analyzed could be mitigated, and how
city’s attempts to create bikeways along specific the geographic perspective aids in understanding
thoroughfares, or the city’s attempts to plant low- the phenomenon.
water plants at its public building grounds.

TECHNOLOGY USE: GPS, GIS.



Productivity & Accountability (continued)

OUTCOME: Demonstrates
diligence and a positive work ethic

EXAMPLE: Students read a series
of fiction books/short stories about
other cultures according to an assigned
schedule. They then discuss their impressions
and conclusions via email/Facebook/Skype with
students in other cities and countries about
the same reading. They develop chat rooms
and networks and make commitments to other
students in other locations to analyze the
presentation of other groups within literature.

TECHNOLOGY USE: Email, Facebook, Skype.



Leadership & Responsibility

• Using interpersonal and OUTCOME: Leverages strengths OUTCOME: Demonstrates OUTCOME: Uses interpersonal and problem-
problem-solving skills to of others to accomplish a integrity and ethical behavior solving skills to influence and guide others
influence and guide others common goal toward a goal
toward a goal EXAMPLE: After reading fiction
EXAMPLE: After gathering and non-fiction novels about EXAMPLE: Working in groups,
• Leveraging strengths of data from reliable Internet and contemporary young refugees in students develop a strategy to
others to accomplish a traditional sources to describe and various situations around the world, students substitute alternative sustainable
common goal assess the impact of litter in the community, participate in simulation or role-playing activities for present economic
• Demonstrating integrity students design and implement a community activities in which they grapple with the ethics activities in regions of significant
and ethical behavior service project, (e.g., brochure, posters, etc.), to of complex issues, such as the refugee crisis in resource depletion, e.g., fisheries off of the
raise awareness of this issue. They also reflect Sudan or elsewhere. Grand Banks of Canada, logging in the Pacific
• Acting responsibly with on the accuracy of the data sources that they Northwest, or extensive irrigation practices in
the interests of the larger analyzed. desert climates of Uzbekistan or Arizona. They
community in mind share their results with local officials or with
local media.

OUTCOME: Demonstrates
integrity and ethical behavior
OUTCOME: Demonstrates integrity and
EXAMPLE: While studying ethical behavior
countries around the world, students
establish ongoing communication with students EXAMPLE: While studying contemporary
from other countries (via letters, email, or political and economic alliances, students explain
electronic bulletin boards) to learn about how these affect the traditional cohesiveness
how cultures are the same and different, (e.g., of world cultures and discuss ethical issues
language, clothing, music, activities, etc.). They associated with the loss of diverse cultures. They
will begin the communication with generative apply what they have learned globally to conduct
questions such as “Where do your clothes an in-depth study of how one culture is grappling
come from? Where does your food come with globalization, and they demonstrate their
from? What activities do you engage in after understanding with a multimedia presentation
school?”, etc. They write reports to summarize (using Windows Movie Maker or iMovie) of the
their findings and discuss the similarities and implications that this has for other cultures.
differences.

TECHNOLOGY USE: Email, Electronic
bulletin board.



Leadership & Responsibility (continued)

OUTCOME: Acts responsibly
with the interests of the larger
community in mind

EXAMPLE: Students propose and
discuss specific actions that can help
alleviate an environmental problem or relevant
community issue and the likely consequences
of such actions, e.g., recycling, biking to school,
reducing consumption, buying local products,
etc. They conduct research as to how a
citizen proposal to the city council needs to
be formatted, and use that format to create
their recommendations. They record a video of
themselves making their recommendations to
the council, and send the video to the council
before the council’s next meeting.


21st century skills map for geography

21st century skills map for geography

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