We are excited that you are able to join us for this year-long professional development series. The series is packed full of webinars that have been designed specifically with you in mind. Below you will find the information needed to take full advantage of everything that is offered.
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March 13, 2024 | 7:00pm (EDT)
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Upcoming Webinars
Apr 107:00 pm EDT - 8:00 pm EDT
Geography of Mudejar Spain & Portugal
Apr 1312:00 pm EDT
Tips and Tricks to prepare students for the AP Exam
Apr 247:00 pm EDT - 8:00 pm EDT
5 Ways To Teach About Scale With Interactive Maps
View CalendarOn-Demand Webinars
Not able to join the live webinar? We have you covered. We know how busy educators are and that is why NCGE’s Webinar program includes on-demand access to all of the webinars. In order to best serve you, webinars have been organized by school year.
2023 - 2024 Webinar Series
The Global History of the Tomato: A Perspective from the Middle East
The Forgotten Genocide: Armenia Then and Now
The Adventures of Mo: A geography resource for educators
Maximizing geographic inquiry: Question formulation, connecting to standards, and civic engagement
Economic Impact of Black Cowboys: Yesterday & Today
Hands-on Play Saves the Day: Play-Doh® and LEGO® in the Middle School Classroom
Urbanization Speed Dating
From Population to Migration: Discover Geography Classroom Resources with the U.S. Census Bureau
Project Based Learning in the World Geography Classroom
Teaching About Judaism
Imagination Land - Using Imagination to Teach Abstract & Difficult Concepts
APHG Essentials: Dive into Population and Migration
APHG Bellringers: Mastering and Strategies
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Alfred Crosby, who coined the term “Columbian Exchange,” wrote in 1972 that “there is no area in which the story of American foods is as obscure and yet as vital to the understanding of world history as in the Middle East.” Since then, however, the question of how foods like tomatoes and peppers made their way to and through the Middle East has not been a subject of much scholarly research. This webinar takes up the case of the tomato and explores multiple routes by which it may have traveled from present-day Mexico to Egypt, where it transformed both cuisine and horticulture and became a cultural touchstone of Arab cuisine. The seminar aims to offer a new way to frame the geographies of the Columbian Exchange beyond the Atlantic.
About the Presenter
Anny Gaul is a cultural historian studying food and gender in the Middle East. She’s currently an assistant professor of Arabic Studies at the University of Maryland, College Park, where she teaches classes on the culture, gender history, literature, and food of the Arabic-speaking world. She’s currently writing a book that tells the story of modern Egypt through a cultural history of the tomato. She has also taught at Georgetown and Tufts University, works as a translator (from Arabic) and has a food blog at cookingwithgaul.com. Her Phd is from Georgetown and Anny has received awards and fellowships from the Fulbright program, the Social Science Research Council, the Council of American Overseas Research Centers, the American Research Center in Egypt, and the American Institute for Maghrib Studies.
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Handouts
The following handouts are available to accompany the presentation:
- PDF presentation slide deck
- Mapping Columbian Exchange PDF
- Reading Recipe Prompts Handout
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Learn about the 1915 Armenian genocide and the lingering effects of territoriality and identity in Armenia and the Artsakh region. Discover free resources available through the Genocide Education Project.
About the Presenter
Debra Coram Troxell is a National Board Certified Teacher from Winston-Salem, NC. She teaches AP Human Geography and International Relations at West Forsyth High School. Debra is an AP Human Geography exam reader, serves on the editorial board of The Geography Teacher journal, is a 2023 Genocide Education fellow, and a 2023-2024 American Geographical Society Fellow.
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The following handouts are available to accompany the presentation:
- PDF presentation slide deck
- Armenian Genocide Museum – Institute Foundation website
- The Genocide Education Project website
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Mo is a free, online geography resource that engages and connects K-5 students. It offers an eBook that takes kids on fun adventures to every US state; state blogs with history; state trivia; Videos for kids, by kid; Scramble games, and opportunities to earn cash. Twelve live guided imagery presentations via zoom are also available for a small fee.
About the Presenter
Carol Patton, a national-award winning journalist and writer, created and wrote The Adventures of Mo to help students better understand and respect the world they live in and the world around them. During her 30+ year freelance writing career, Patton has authored about 2,000 published articles for online and print publications along with five published guidebooks, a published short story, and more.
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Additional information and resources can be found on the Adventures of Mo website.
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Geographic inquiry is fundamental to our teaching and learning in geography and related disciplines, regardless of grade level. This session provides an opportunity to refine geographic inquiry to maximize student learning and engagement, with a particular focus on formulating good questions, linking to state standards, and providing pathways for civic engagement.
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The following handouts are available to accompany the presentation:
- PDF version of the presentation slide deck
- Additional Geographic Resources list
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In the late 1800’s, the Economic impact on Western History was about cowboys, horses, cattle and cattle drives. Today, it is still about horses and cattle, but the Economic Impact is Rodeo Cowboys and their performances, that are keeping the Western Lifestyle alive.
About the Presenter
Liz Lawless is the best-selling author of 15 books the most recent one, “Cleo Hearn: Mr. Black Rodeo,” and is host of Wild West Diversity Livestream/Podcast. For 30 years she has served as Publicist/Historian for Cowboys of Color Rodeos, the largest multicultural rodeo in the country. She has taught at Southern Methodist University, Eastfield College and presented at corporate, employee, PreK-12th grade teacher training and classrooms across North Texas. She provided this presentation in Columbia, SC for NCGE.
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The following handouts are available to accompany the presentation:
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Students of all ages can struggle to visualize three-dimensional landscapes from two-dimensional contour maps. This engagement effort in the middle school classroom incorporated hands-on play with Play-Doh® and LEGO® to reinforce student learning about topographic maps. Students constructed three-dimensional landscapes and further learned about how topographic data can be generated with drones. Findings suggest through pre- and post-test comparison that such efforts support student learning.
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In this webinar participants will learn how to put together a Speed Dating Activity using terminology from the Urbanization Unit. Please note that speed dating can be used throughout every unit using the Essential Knowledge from the CED.
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Did you know that the U.S. Census Bureau has resources you can use in your classroom? Explore activities using real-life data from the Statistics in Schools program, covering topics such as demographic characteristics, population pyramids, environmental changes, population, and more. Join in on a conversation with a Census Bureau geography staff member and learn about resources available on topics such as migration and urbanization with demonstrations on how to use the tools.
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Slides Deck Set 1 Available Here
PDF Slide Deck Set 2 Available Here
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The goal of this session is to spark inspiration, exchange, and even debate amongst geography educators at all levels about the merits of a project-based approach to teaching world geography.
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Slide Deck Here
Article: Discovering Geography through Doing Geography: Project-Based Learning in an Introductory Undergraduate World Geography Course
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Explore one of the world’s oldest monotheistic religions by examining the origin of Judaism, highlighting its rich history, laws, traditions, and diversity.
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Many students struggle to understand complex and abstract concepts. Imagination-land uses brain science to explore ways teachers can use story telling and fictional situations to help students grasp abstract concepts, before transferring them into “the real world.”
Presenter: Michael Grether
Wake Forest High School (Wake County Public Schools); Michael Grether has been an educator since 2007 with Wake County Public Schools; currently teaching Social Studies at Wake Forest High School. Mr. Grether has a Bachelor’s Degree for Ohio University and a Masters in Curriculum/Instruction/Assessment from Walden University. In 2019 Michael Grether was a Top 10 Finalist for Wake County Teacher of the Year, along with WRAL’s Top Choice Teacher Runner-Up. In 2020, he was the NSHSS Claes Nobel National Coach-Educator Runner Up.
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Are you interested in teaching engaging lessons that “stick” with students? In this interactive webinar led by Laura Kmetz, an experienced APHG teacher and exam reader, you will have the opportunity to preview activities from Population Education that are directly correlated to APHG unit 2 population and migration and ready to use in your classroom. Whether you are a new APHG teacher wondering how you can most effectively use limited class time or an experienced teacher looking for new activities, this webinar is for you. You will leave the webinar with access to dozens of lessons in Population Education’s curriculum that you can use in teaching units 1, 2, 5, 6, and 7.
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Are you an APHG Teacher preparing for the 2023-2024 school year? Don’t miss this chance to learn from Laura Kmetz, the NCGE Bellringer author and AP reading table leader, along with Eric Rodgers and Kelen Weathers. Get ready for an enlightening discussion on how to effectively apply Bellringers in your classroom for the 2023-2024 school year. Your students will thank you
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2022 - 2023 Webinar Series
Teaching students to think spatially requires key components of spatial thinking to be integrated into the curriculum, instruction, and assessments in an explicit manner. In this Webinar, Injeong Jo and April Bannert will share tips and tools for incorporating the three components of spatial thinking into your instructional plan systematically. A lesson created to teach students about diffusion while also practicing spatial thinking skills will be used as an example.
Asylum Seeking at the US-Mexico Border
Basics of Cartography: Mapping Infrastructure in the Occupied West Bank
Strand: APHG
Teaching Success on the FRQ
iScore 5 All Year Long
AP Review
Strand: Full Spectrum
Electoral Maps and Legislative Elections: Resources for teaching about redistricting
GeoCamp Iceland: Professional Development in the Land of Fire and Ice
Geography Activities for a World of 8 Billion
Students Using Participatory Mapping
Beyond Reading the Definition From a Slide: Teaching Sense of Place and Place Making
Agriculture in APHG: Making Connections to Food, Land & People
Your State in 5 Maps
Interactive Clickable Maps for K-12 Geography
AP Human Geography: Tricks and Tips for Unit 6, Urban Patterns
Embedding Outdoor Learning into Everyday Geography Lessons
APHG StoryMaps – The Travels of a T-Shirt
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Teaching students to think spatially requires key components of spatial thinking to be integrated into the curriculum, instruction, and assessments in an explicit manner. In this webinar, Injeong Jo and April Bannert will share tips and tools for incorporating the three components of spatial thinking into your instructional plan systematically. A lesson created to teach students about diffusion while also practicing spatial thinking skills will be used as an example.
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This presentation will provide an overview of who the migrants are coming to the US-Mexico border and how the demographics of this population has changed over the past decade or two. It will also discuss US asylum law and how the current asylum system excludes many Central American and Mexican asylum seekers.
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This webinar will demonstrate basic geoprocessing tools and cartography using open source software (QGIS) and data/shapefiles to map the inadequate provision of infrastructure in the West Bank. Participants will be provided with relevant data, a live demo, and written instructions. The presentation will cover basic map-making principles and explore how to integrate map-making exercises in the classroom.
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Please join the Chief Reader, ETS Test Developer and both Assistants to the Chief Reader and APHG teachers for a discussion and strategies that help you teach your students how to be successful on the FRQs (Free-Respnse Question).
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Teaching students how to read and understand quantitative and qualitative data is a skill that must be repeated constantly and used throughout the year. Four veteran teachers of AP Human Geography share their strategies on how to teach students to efficiently learn content. Using data to provide students with constant formative feedback while also preparing students for success on the AP Human Geography exam. Participants will learn about Verbal FRQing and how to use NCGE’s bell ringers in your classroom as strategies to help students grow.
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In partnership with College Board, this webinar will provide strategies and ideas to help prepare your students for the AP exam. There will be McQ strategies, review of the FRQ task verbs and an overview of the exam itself.
For a copy of the Slides Click Here
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The 2020 Census and redistricting cycle will manifest itself in the United States Congress and state legislatures across the country. Consider the analysis of the midterm elections has been in your state. Yet even though it seems as though discussions about redistricting should be over, every year new students need to learn about elections at the federal, state, and local levels, including where lines are drawn to create electoral districts. This overview of the GeoCivics project will provide educators with materials to engage students in hands-on exploration of this process, from understanding population movement to analyzing current maps. Redistricting may be taught through historical, legal, economic, and geographic frameworks, providing an opportunity to introduce students to online mapping tools, which are increasingly prevalent for understanding, collecting, and analyzing a variety of data.
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Download Slide Deck HERE
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This webinar introduces NCGE’s GeoCamp Iceland professional development program. Past program leaders Ellen Foster and Jeff Lash are joined by 2021 participant Debra Troxel to introduce the program, share experiences, discuss registration, and address potential GeoCamper questions and concerns.
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The U.N. announced that we will reach a new population milestone on November 15, 2022, the “Day of 8 Billion.” This is just 12 years since we reached the 7 billion mark, and a complete doubling of world population in just 48 years. World population history and projections for future growth are integral to human geography instruction, factoring into lessons on urbanization, natural resource use, land use, climate, health, education, and more. In this interactive webinar, discover simulations, role-playing activities and digital tools to include this teachable moment in your classrooms this fall. Also, learn about a student engagement ideas including an international video contest that enables teens to explore population-related issues in more depth.
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Participatory mapping includes all who wish to contribute in the mapping process. Community mapping typically is what the traditional version of participatory mapping is with a common goal of social change at the center of the initiative In this webinar OpenStreetMap will be introduced and how it can be used to engage students in and out of the classroom while building geospatial skills, social relationships, and digital citizenship. Please join us to learn how you can get your students involved in the mapping revolution.
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Geographer Yi-Fu Tuan’s work focused on the human aspects of human geography. He wrote about the spatial concepts of space and place in his landmark work Space and Place: The Perspective of Experience. Learn how to guide your students in using your school as a field study to understand and evaluate sense of place and place making. Students will build upon their field study with a guided visual discovery activity that helps them understand how regional patterns of religion, ethnicity, and language contribute to creating a sense of place.
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Slide Deck
Cultural Landscape FRQ
Cultural Landscape Analysis
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Participants in this webinar will explore free resources aligned with APHG Unit 5: Agricultural Patterns, Spatial Organization, Changes, and Impacts. These resources include classroom tested lessons and hands-on activities that are designed to connect geography to the agricultural production of food, clothing, and shelter that we depend on each day. Attendees will discuss strategies for utilizing these resources and actively engaging their students to investigate the economic, social, political and environmental impacts of geography and agriculture.
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Slide Deck
Cultural Landscape FRQ
Cultural Landscape Analysis
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Harnessing the digital scholarship tools and resources of New American History, explore history, geography and civics in your own backyard through a series of digital maps and tools designed to engage students through inquiry-based learning.
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Interactive (“clickable”) maps are a tool to focus student attention on just one or two selected topics at a time. Reducing distracting clutter can make it easier for students to acquire and use specific skills of spatial reasoning. Careful selection of topics can promote thoughtful inquiry in primary school and at the same time provide a strong factual foundation for more complex studies in later grades. Participants in this webinar will explore examples of clickable maps designed to support K-8 learning progressions in geography, U.S. and world history, economics, and earth science.
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This webinar will share some strategies and activities for teaching the urban models in Unit 6. This is always challenging for the students. The presenters will provide teaching strategies and applications of the models.
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This presentation will focus on identifying opportunities that exist to utilize the outdoors as a part of geography education. Geography teachers and practitioners are known as some of the best in using the outdoors to enhance teaching and learning outcomes; however, this field is rapidly evolving. Join this session to engage in conversations surrounding topics such as identifying opportunities for outdoor learning, structuring outdoor learning programs, and the benefits of outdoor learning programs before focusing on 20 – 40 activities that can be implemented within any curriculum. All attendees will receive a copy of a teaching toolkit dedicated to embedding outdoor learning into both elementary and high school education.
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ArcGIS StoryMaps from ESRI are an engaging way to allow students to interact with a variety of different content. StoryMaps incorporate text, graphics, videos and maps to tell a compelling story that students are able to peruse at their own pace. This presentation will show how to use them in class and ideas of how to get the students started in working on their own.
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Handouts
From Matt PoleskiCoronado HS – Clark County, NV, AP Teacher
Using StoryMaps in Class
Boundaries (Unit 4)
https://docs.google.com/document/d/14nKD7vK-ZMWc4j8ej-yiPI__XmTUKKbklPSfKcL6fsI/copy
Culture (Unit 3)
https://docs.google.com/document/d/1z4571WPegcCTZS_FZbVVzN71FWAATfSSa2IGpQhQwMA/copy
Demographic Transition Model (Unit 2)
https://docs.google.com/document/d/1yTwxLOK5SkdHOD6c5M13mZ0RmhJ0chxjCdAiJBtHlO8/copy
Globalized Economy (Unit 7)
https://docs.google.com/document/d/12UO1Js1bnxUCh04N3mhQKpaDiVHvdTb7lfYhulT392Q/copy
The Uprooted (Unit 2)
https://docs.google.com/document/d/1zOypPNFw_mrjWwMpGJfEnHQmAmxhlVBZpvRre8Kmr6w/copy
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2021 - 2022 Webinar Series
Strand: Elementary
Geography At Home, In the Car, and At School
K-2 Geography Part I: Treasure Hunts, Classroom Models, and Playground Maps
K-2 Geography Part II: Treasure Hunts, Classroom Models, and Playground Maps
Collaborative Adventures in Elementary Social Studies through Mystery Skypes
Strand: Middle School
Using the Geo-Inquiry Process for Student-Led Field Experiences...
Virtual Field Trips: Exploring the World with Your Classroom
Understanding COVID and Public Health Policy in the U.S. and Iceland Using Maps
Strand: High School
The Resilience Project: Transformation in Sustainability Community Engagement Projects
The 1964 Freedom Schools as a Neglected Chapter in Geography Education
Geospatial Tools that Empower Student Humanitarianism
A Step Toward Decolonization: Understanding Indegenous Culture Place Names
CARTOONING IN A GEOGRAPHY CLASSROOM
Audio Storytelling for Impact
COVID-19 & Health Equity: How can we slow the spread of the COVID-19 virus to protect our communitiesTitle
Mapping Vending Machines: Bring GIS Into Your Classroom
Exploring Sense of Place: Student-led Virtual and IRL Independent Studies
Invitations to Inquiry with FieldScope: Engaging Students with Community & Citizen Science Data
Geography, Student Outcomes, and Educational Equity: Future Needs
Bug Appétit: How Insects are Creating Globally Sustainable Foods
MAPPING AND MAKING - GEO MAKER INSTITUTE
GIS AND STUDENTS' SPATIAL THINKING SKILLS: COGNITIVE AND BEHAVIORAL IMPACT
HUMAN GEOGRAPHY ACTIVITIES TO SUPPORT THE SDGS
Writing Name, Reading Hip Hop: Igniting a “True School” Hip Hop Pedagogy in the Classroom
Strand: APHG
Engaging Human Geography Students Through Inquiry-Based Projects
Scale Analysis: Using Geographic Scale to Explain Spatial Relationships
Verbal FRQing
Integrating OpenStreetMap into the Classroom
Strand: Higher Education
Tried and pretty true! Tactics for highly effective teacher professional development with GIS
Making Geographic Thinking Stick
Building Geographic Voice in Reluctant Learners
Strand: Full Spectrum
Raising the Visibility of Geography in STEM and Other Disciplines
Contested Landscapes-Mapping Inequality from Redlining to COVID-19
The Anthropocene: How Social Studies Teachers Should Respond
Teacher Leadership in Geo-STEMSS
USING PERSONAL TRAVEL TO ENRICH GEOGRAPHY LESSONS
Publish Your Great Ideas!
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PRESENTERS: GALE EKISS & HEATHER MOLL | STRAND: ELEMENTARY
With portability in mind, the Arizona Geographic Alliance created a set of K-7 activity booklets to engage students in geography activities in all kinds of settings. Available in hard copy and online, these booklets emphasize learning about our environment, how geography interplays with history, spatial thinking, and geographic vocabulary. These 16-page booklets contain fun activities designed for students to complete with little or no adult instruction. Answer keys are provided in the booklets.
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PRESENTER: PHIL GERSMEHL | STRAND: ELEMENTARY
This session is about the autumn part of a yearlong K-2 geography package. The core of the autumn module is an engaging multi-week treasure-map project, complete with forms and rubrics for a number of diagnostic, scaffold, and ELA/math spinoff mini-activities. Supporting materials include reading guides, curriculum planning docs, activity forms, and a Primary Classroom Geography Kit. Session participants will get a brief review of neuroscience research about spatial reasoning and math education, see examples of student work, discuss ways of adapting the materials to fit local conditions, and get access to a K-8 curriculum website
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PRESENTER: PHIL GERSMEHL | STRAND: ELEMENTARY
This session is about the autumn part of a yearlong K-2 geography package. The core of the autumn module is an engaging multi-week treasure-map project, complete with forms and rubrics for a number of diagnostic, scaffold, and ELA/math spinoff mini-activities. Supporting materials include reading guides, curriculum planning docs, activity forms, and a Primary Classroom Geography Kit. Session participants will get a brief review of neuroscience research about spatial reasoning and math education, see examples of student work, discuss ways of adapting the materials to fit local conditions, and get access to a K-8 curriculum website
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Engage your students in the amazing adventure of learning about the geography of the United States through Mystery Skypes as they collaborate with students in different states across the nation!
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PRESENTER: BECCA CASTLEBERRY & J. SCOTT GREENE | STRAND: MIDDLE SCHOOL
The Oklahoma Alliance for Geographic Education (OKAGE) conducted four separate Geo-Inquiry projects during the Spring 2021 semester. In order to conduct these projects, OKAGE partnered with four schools in the “Four Corners” of Oklahoma. OKAGE worked with teachers in Broken Bow High School (Southeast), Cache High School (Southwest), Hooker Junior High (Northwest), and Owasso Seventh Grade Center (Northeast) to develop four unique, student-led field experiences. Students at Broken Bow High School conducted their project on forest health and wildfire risk in the Hochatown Wildland Urban Interface; Cache High School students examined the geology and geography of the Wichita Mountains National Wildlife Refuge as these topics relate to Environmental Conservation; students at Hooker Junior High investigated how COVID-19 impacted the park in terms of visitation, land use, and wildlife; and Owasso Seventh Grade Center Students researched impacts of the Tulsa Race Massacre upon the demographics of their community.
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PRESENTER: COLIN TEAGUE & JIM JACOB | STRAND: MIDDLE SCHOOL
Imagine if you could travel to the icy-cold, remote Arctic with your students in tow. With the remote learning skills you have developed this past school year, you can do it! In this session, you will connect with a real-life polar explorer and talk to them about how a virtual exchange connection with them can enhance your instruction. In this conversation, attendees will understand how asynchronous (articles and on-demand media) and synchronous (video conferencing) opportunities can inspire and enhance your practice. Participants will also learn how to bring other exciting explorers and STEM professionals into the classroom to enhance curriculum and explore STEM careers. By the end of this session, you will be inspired to use your virtual learning expertise to take your classroom on global education journeys to some of Earth’s most remote and exciting places! Adventure awaits!
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PRESENTER: KATHRYN BUCKLEY | STRAND: MIDDLE SCHOOL
This presentation reviews a series of interdisciplinary exercises in which students sequence or “map” genetic mutations of the COVID virus to understand how variants evolve. They then use this information to track the global path of COVID variants on digital maps to identify how genetic and geographical information are used by scientists to create public health policy.
Students then compare the response to COVID in both Iceland and the United States to recognize how scientific information and cultural norms intersect to create public policy and affect public health outcomes. The information in this lesson is enhanced by personal experiences and interviews from NCGE’s Geocamp Iceland.
This session is intended to be part of the NCGE Geocamp Iceland’s Session “Iceland Experiences”. However, it can also be presented as a stand-alone session in which teachers go through the lessons as students themselves.
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There is a critical need to address climate challenges rapidly and on a large scale. The Sustainability Community Engagement Project engages students in THE most important challenge of their lifetime- climate change and its myriad disruptions. No matter the reason for the lack of American engagement, what is most needed now as outlined in IPCC (2018) is “urgent, transformational change” in our social-ecological systems. The Resilience Project is an experiential project in community engagement that is expansive and frequently transformational for students researching, conducting sustainability, and creating resilience. Over the last decade, an Environmental Sustainability course employed project-based learning to engage students in community sustainability. To date, the course has produced over 700 community sustainability projects, across the Kansas City Metropolitan region and beyond. The course has since been shared with Dual Credit and other high school classes and an art institute foundation class
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A neglected chapter in history of geographic education–the civil rights organization SNCC and the Freedom Schools it helped establish in 1964. Functioning as an alternative to Mississippi’s racially segregated and discriminatory public schools, Freedom Schools not only addressed the basic education needs of Black children but also created a curriculum to build their confidence and skills to question and mobilize against the historical and geographical forces behind White Supremacy. Long predating social justice teaching in mainstream classrooms, Freedom Schools produced a critical regional pedagogy to help students identify the regional conditions of their oppression in the South, compare life in Mississippi to other regions, and counter-map structures and scales of power behind racism.
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Service Learning and Geospatial technology can empower your students and empower your lessons. This session will demonstrate examples of empowering you and your students to learn and serve at the same. We also explore how students will engage in humanitarian efforts from the comfort of your classroom. Teachers will also hear how they can possibly be financially supported in these efforts to engage their students in service learning.
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Indigenous place names possess traditional knowledge, world view, and information related to spirituality and culture. Non-natives can better understand and respect Indigenous cultures by studying what the names reveal. Handouts.
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Cartooning in a Geography Classroom uses a PowerPoint presentation to explore the use of newspaper cartoons in grade 7-12 classrooms. After examining the types of newspaper cartooning, participants receive strategies to read and analyze political cartoons. All material relates to the concepts of geographic thinking with suggestions to create computer generated cartoons. Links to cartoon resources are provided.
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Oral storytelling traditions are as old as humans themselves. Our earliest ancestors were telling stories to entertain, inform, and pass down important knowledge. Today, audio stories still serve that same purpose, and with the help of accessible podcasting platforms, a good story has the power to compel listeners around the world to action on pressing global issues. We live in the most connected age in human history, and yet the worldview of our students can be so narrow. When students have the opportunity to produce their own audio stories that center on their ways of knowing and being in the world, they gain intellectual curiosity and confidence.
By the end of this session, attendees will 1) identify the key elements of compelling audio storytelling, 2) examine human-environment issues through a critical “glocal” lens, and 3) become familiar with a free, cloud-based audio production called Anchor.
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Explore how the COVID-19 and Health Equity unit, How can we slow the spread of the COVID-19 virus to protect our communities? supports geography, social studies, and science learning goals as well as the social emotional wellness of students. In this session, you will engage in the anchor lesson using “learner hat”. From a student’s perspective, you will explore how the COVID-19 virus has impacted different communities in the United States. You will analyze data on COVID-19 case counts, COVID-19 deaths, and census data to identify spatial and temporal patterns in the communities. From patterns in the data, you will generate initial explanations about why these patterns exist and develop questions to further investigate the problem. You will then transition to “educator hat” to view the unit storyline, the geography, social studies, and science learning goals at play in the unit, and the social and emotional learning (SEL) supports integrated throughout the unit.
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Using GIS and doing fieldwork in my classroom always felt like it was just out of reach. It was intimidating and overwhelming. This activity attempts to break past that and give teachers a model to follow where students map and analyze geospatial data to solve a problem by answering the question: where is the nearest vending machine? We will use the geo-inquiry process from National Geographic and various tools from ESRI.
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In this webinar, we will discuss a culminating project for AP Human Geography students which motivated students to answer essential questions of inquiry:
-Why do we value some spaces more than others?
-How do humans curate and show value in a space?
-What are the implications of the human imprint?
-What happens when we stop placing value on our spaces?
The investigation was an independent study in which students chose from eight different pathways of exploration surrounding the concept of sense of place. Employing Google tools we learned to use over the course of the school year, students researched and presented their findings of sense of place, paying special care to connect their observations to Yi-Fu Tuan, the leading academic on the topic of geographical sense of place. Depending on the student’s choice of inquiry, students were assigned an academic journal article written by Yi-Fu Tuan. After annotations, students are encouraged to contemplate the philosophical thoughts of Yi-Fu Tuan during their investigation, and ultimately choose one quote from the professor that best reflects their findings, to include in their final project’s commentary.
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Do you want to support kids in working with maps, graphs, and community and citizen science data sets? BSCS Science Learning has developed Invitations to Inquiry with FieldScope, free instructional activities designed to connect students with environmental data and build their confidence in working with the data to answer questions about the world. This session will focus on using an inquiry model to support students as they map and graph real-world data. Bring your computer and be ready to explore data in FieldScope.
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This webinar will present the latest findings from current large-scale empirical research using data from the National Assessment of Educational Progress (NAEP) in Geography. Session content will feature forthcoming articles in a special issue of the Journal of Geography.
The first 20 minutes will be devoted to the results of a descriptive analysis of geography achievement in the United States, 1994-2018.
The next 20 minutes will focus on research by doctoral students who used the NAEP Data Explorer to address questions about student achievement and classroom-level “opportunity to learn” variables (e.g., curriculum content and exposure, teacher training, teaching experience, instructional modalities, and processes). Attendees will receive copies of NAEP data reports for small-group discussion and reflection.
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This presentation is designed to introduce participants to the world of insects and how they are changing the global food scene. It is designed to incorporate science and social studies. Participants will learn background information about the environmental impact of trying to feed the world’s population. Through a variety of resources, they will learn about human-environment interaction. Content will focus on global communities, insects as a food source, and climate change. Teaching methods will be both teacher and student-centered. Kinesthetic learning will be used through a National Geographic mapping activity to teach students about different places around the world and the insects that they eat. Direct instruction will be given for background information about insects, farming, and environmental impact. Materials will be provided for background reading.
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In order to increase geography awareness, there has to be training of geographic perspective, content knowledge as well as exposure to ever-advancing geo-technology skills. With a blending of National Geographic Education resources and ESRI geotechnologies, Heidi Ragsdale and STEM is My Future, established the Geo Maker Institute (GMI), which provides training for K-12 teachers and students, focusing on Mapping and Making. The Problem-Based Learning course focuses on this Driving Question: “How can rural educators increase our regional citizens’ Geo-Awareness through GIS and maker training?” This NCGE presentation will include the structure of the GMI training, resources for implementation, ideas to share within formal and informal learning settings, and ideas for establishing personalized learning networks (PLN) for continued collaboration.
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For many years, we’ve discussed the impact of GIS on student learning largely through anecdotes and examples. During this time, the promise of the technology has been real, but elusive, especially in the absence of quantitative studies of its impact. For the past few years, a team of researchers from James Madison, Northwestern, Georgetown and American Universities have been conducting an in-depth study to explore the behavioral and cognitive impact of the use of GIS by high school students. In this session, we will describe the setting for this study (the Geospatial Semester in Virginia), the study’s format and the results, including both behavioral and cognitive measures (explored using fMRI). We’ll share the growing base of evidence for the impact of GIS in learning and make the case for its impact in classrooms
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With the adoption of the U.N. Sustainable Development Goals (SDGs) in 2015, countries laid out a vision for supporting the well-being of all the world’s people, as well as the environment. In this hands-on/minds-on session, the presenter will engage participants in a classroom activity that introduces students to the SDGs – the aims, importance, and status – as well as the interconnections among the different goals. She will also facilitate activities for the classroom that take a deeper look into global inequities as they relate to energy use and climate resilience, and more localized inequities related to waste disposal. Participants will also engage in an activity that examines “needs vs. wants” and how this differs among communities here and around the globe.
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In this workshop, Led by G.B. Rodriquez, JD Ph.D., teachers will explore and engage in the self-naming practices and pedagogies of StyleWriting (Rossomando 1996), the element of Hip Hop culture and global movement also known as aerosol or spray can art, urban hieroglyphics, street/urban calligraphy, or simply Writing, as it is called by its practitioners. Tied to the 60-minute talk titled “Burnin’ Blackbooks, Blazing Name Styles,” here participants will gain hands-on experience with the transformative “True School” Hip Hop cultural model for teaching and learning developed in my innovative doctoral research and deepened across the pedagogies and practices of a 9th-grade Geography classroom.
A student co-presenter will begin the session with a performative presentation and co-facilitate the practice-based portion
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Delve into the basics of how to introduce inquiry-based projects into an AP Human Geography course through general tips and an exemplar project. There is a common misconception that inquiry-based projects are incompatible or difficult to implement in AP courses because of limited time. Learn how to structure your course to incorporate projects throughout that year that teach both skills and content relevant to the curriculum. Attendees will end by walking through an example project that has students produce their own Human Development Index (HDI) to study a unit on industrial and economic development. Receive digital copies of project directions and a customizable spreadsheet that students use to create and calculate their HDI rankings.
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In this session, we will explore geographic scale as a foundation that explains patterns and processes. Participants will analyze maps and images at the four common geographic scales to gain a clear understanding of scale analysis as a targeted skill within the APHG course.
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Teaching students how to read and understand quantitative and qualitative data is a skill that must be repeated constantly and used throughout the year. Four veteran teachers of AP Human Geography share their strategies on how to get students to efficiently teach using data and provide students with constant formative feedback while also preparing students for success on the AP Human Geography Exam. Participants will learn about Verbal FRQing and how to use NCGE’s bell ringers in your classroom as strategies to help students grow.
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Perhaps you’ve noticed GIS and digital mapping technologies gradually making their way into classrooms and now you’d like to know how to create engaging, cutting edge mapping projects for your students to contribute to. This workshop will demonstrate examples of this and empower you to use the tools you need to create mapping activities in your classroom.
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Teacher professional development with GIS is challenging, due to the steep technical learning curve of GIS and the overlapping constraints of curricular alignment, classroom management, and limited instructional time. Through five years of extensive professional development work with teachers, we have identified a strategy for highly effective professional development, integrating technical skills training with curriculum development, and several reliable tactics, lessons that both educate teachers about GIS and engage their thinking about curriculum and instruction. This session presents both the overall strategy and three time-tested tactics for teacher professional development with GIS: (1) a social use of GIS, (2) a personal inquiry with GIS, and (3) building a data collector to generate a GIS layer. We will demonstrate these lessons using ArcGIS Online, a free resource for K-12 teachers. Session attendees will receive handouts documenting these professional development strategies and URLs to obtain digits.
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Explore recent research in the science of learning in order to transform traditional ways of teaching geography and promote deeper and persistent learning. Transforming students into geographical thinkers enables them to make connections and apply concepts long after the course ends. This session demonstrates how to move students toward expertise in thinking geographically through specific, but not necessarily intuitive, strategies based on empirical research in learning science. These include retrieval practice for no-stakes learning opportunities; spaced repetition of threshold concepts; interleaving different but related topics to encourage discrimination and enhance learning; and integration of feedback that supports student metacognition. Small, incremental changes in current classroom practice can result in significant and transformational ways to empower students to think geographically.
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Your students are passionate, but not about geography. They can read, but don’t want to. Find out how you can push students to want to learn geography through a combination of reading powerful news articles and engaging in provocative activities. Watch as their growing comfort level with the content allows them to soon begin to talk the talk of geographers.
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As geography teachers, we are aware that we:
1) Need to continually advocate with teachers of other disciplines on how geography is essential and can overlap with different concepts they teach.
2) That geography is a solid platform to show real-world applications of math and science.
3) Geography also provides the opportunity for communicating through the language arts.
In this panel discussion, Heather Moll and Gale Ekiss will discuss and generate ideas on how to engage teachers of the other disciplines in this conversation.
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The legacies of social, economic, and environmental injustices related to redlining are mapped through the work of the Digital Scholarship Lab at the University of Richmond. New American History explores how our digital scholarship, including Mapping Inequality, Renewing Inequality, and the Social Vulnerability Index helps K16 educators and students visualize complex data using GIS and historical documents to understand how systemic inequities persist in our communities today..
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Many scholars refer to the current period in human-environment history as the Anthropocene (the Age of Humans). No place on Earth is unaffected by human influences, and the pace and magnitude of environmental change are accelerating. This reality has both practical and ethical consequences for social studies educators. This session brings together ideas related to the importance of human-environment thinking in geography education and the ethics of what teachers should be doing to better prepare students for college, careers, and civic life in the Anthropocene.
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In this session, Karen Guerrero, will investigate effective teacher leadership development strategies, current research, and discoveries, and provide an opportunity to participate in a discussion on teacher leadership and ways to strengthen geography education across disciplines. In addition, voices from the field and freely accessible resources will be shared to address the following content and skills:
Understanding of how geography links to other K-12 subjects.
Development of teacher leadership skills through the integration of curriculum to support language learners for teachers of all disciplines
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How do you use information from personal travel experiences to help connect students to geographic concepts, beyond a typical travel picture slideshow? This session will model methods for incorporating materials collected from personal travel experiences, and also provide information on organizations and fellowships that are available to teachers to help them travel. Through the incorporation of geospatial technologies, photos, and other technologies, teachers can use professional and personal travel to bring meaningful learning experiences back to their own students.
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Have you ever considered publishing your geography lesson idea or research project? Ask questions of editors, guest editors, and reviewers of The Geography Teacher and the Journal of Geography to learn more about the publication process for both journals and how you can become a successful author
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