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DTSTART;TZID=America/Chicago:20251018T110000
DTEND;TZID=America/Chicago:20251018T114500
DTSTAMP:20260404T125106
CREATED:20250711T131309Z
LAST-MODIFIED:20250711T132942Z
UID:10000338-1760785200-1760787900@ncge.org
SUMMARY:Harnessing AI to Enhance Language Acquisition and Content Mastery in the  Geography Classroom
DESCRIPTION:Summary\nArtificial intelligence (AI) is transforming education\, offering powerful tools to help teachers support emergent bilingual students in acquiring language skills while mastering geographic concepts. This presentation explores innovative ways AI can enhance both language acquisition and content knowledge in the geography classroom. By integrating AI-driven adaptive learning technologies\, educators can create inclusive\, personalized learning experiences. AI-powered tools can provide real-time language support\, scaffold academic vocabulary\, and improve reading comprehension\, allowing students to engage more deeply with geographic themes. Additionally\, interactive AI applications enable students to analyze maps\, interpret data\, and engage with case studies through choose-\nyour-own-adventure experiences\, fostering deeper exploration and critical thinking. These tools make content more accessible\, engaging\, and culturally relevant\, empowering emergent bilingual students to take ownership of their\nlearning. \nBeyond instructional benefits\, this session will address best practices for implementing AI ethically and effectively while also addressing the underlying concerns with utilizing AI to support student learning. Participants will gain practical strategies for leveraging AI to foster multilingual engagement\, critical thinking\, and collaboration in geography education while also reducing teacher workload through automated language support\, personalized feedback\, and data-driven insights that help tailor instruction to student needs. By harnessing AI’s potential\, educators can bridge language barriers\, enhance content understanding\, and empower emergent bilingual students to succeed. Attendees will leave with actionable insights and resources to integrate AI- driven language and content support into their geography classrooms. \nSession Focus\nSecondary/High School | English Language Learners/Bilingual Education | AI-Powered Learning\, Language Acquisition\, Geography Education \nConference Room\nClark \nMeet the Presenter\nDawn Brimhall serves as an Instructional Specialist in Aldine ISD and is a current doctoral candidate at the University of Virginia focusing on Curriculum and Instruction. In 2020\, Dawn was named the Secondary Teacher of the Year for Aldine ISD and was nominated as a Teacher of the Year for the Houston Area Alliance for Black School Educators (HAABSE). Prior to becoming an Instructional Specialist\, Dawn spent 10 years teaching history in Texas and Utah. In her free time\, Dawn loves to travel the world and explore new cultures. \n  \nWilliam Danes serves as a World Geography Teacher and Department Chair in Aldine ISD. In 2012\, William earned his Master’s in Education Technology from Lamar University. Prior to 2018 William served the district as a Technology Specialist. William has taught at both the middle school and high school levels as well. In his free time\, William likes to hike and read. \n 
URL:https://ncge.org/event/under-the-map-of-germany-maps-and-the-art-of-war-1918-1945/
LOCATION:Conference Room: Clark
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T110000
DTEND;TZID=America/Chicago:20251018T114500
DTSTAMP:20260404T125106
CREATED:20250711T130526Z
LAST-MODIFIED:20250711T130526Z
UID:10000336-1760785200-1760787900@ncge.org
SUMMARY:Geo-Literacy for the Countries of the Americas
DESCRIPTION:Summary\nThe Pan-American Institute for Geography and History (IPGH) initiated a multi-year research and outreach effort to enhance geography education across the Americas through a charge given to its Commission on Geography’s Committee on Education. Through this endeavor\, called ‘Geo Literacy for the Countries of the Americas’\, researchers focused on four broad areas: geography teaching methods\, connecting geography and education stakeholders\, best practices in on-line geography teaching\, and best practices in in-person teaching. \nThis presentation outlines the accomplishments of the Committee on Education and then provides specific examples of educational materials and best practices developed through the project\, with a focus on those that are directly transferable to US classrooms and state-level curricular standards. As one example\, the presenters will share bilingual (Spanish and English) materials that build off of the National Geographic Geo-Inquiry Process to incorporate the research or creative activities of National Geographic Explorers as well as educator/student guides that align the steps of Geo- Inquiry with select geographic themes in Chile and across the globe. Geography education/teacher education researchers at a Chilean university led the development of these materials with the support and expertise of teachers and teacher education students in the region. \nSession Focus\nAll Grade Levels | World/International  | Geo-Literacy for the Countries of the Americas \nConference Room\nFlannigan \nMeet the Presenters\nAlex Oberle (PhD Geography) is Professor of Geography at the University of Northern Iowa. His research specializes in geography education\, specifically inquiry in geography\, internationalizing teacher education\, and GIS/geospatial technologies in geography education. Email: alex.oberle@uni.edu \n  \n  \nSandra Alvarez Barahona (PhD Education) is Professor of History and Geography in the Education Department at the University of La Serena (Chile). Her research specializes in geography education and the promotion of geographic thinking among teacher education students. email: salvarez@userena.cl Orcid: https://orcid.org/0000-0001-5357-767X \n  \n  \nFabián Araya Palacios (PhD Geography) is Professor of Social Sciences and Dean of the College of Social Sciences\, Business\, and Law at the University of La Serena (Chile). His research specializes in geography education for civic engagement\, sustainability\, and the promotion of geographic thinking among teacher education students. email: faraya@userena.cl Orcid: https://orcid.org/0000-0002-6083-1661
URL:https://ncge.org/event/geo-literacy-for-the-countries-of-the-americas/
LOCATION:Conference Room: Flannigan
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T100000
DTEND;TZID=America/Chicago:20251018T104500
DTSTAMP:20260404T125106
CREATED:20250710T205050Z
LAST-MODIFIED:20250710T205050Z
UID:10000335-1760781600-1760784300@ncge.org
SUMMARY:(Sea) Lions\, (Bengal) Tigers\, & (Polar) Bears: Climate Vulnerability and our  Changing Landscape
DESCRIPTION:Summary\nExperiential Learning has been an impactful and important part of Geography Education for years. There are many different types of EL that we use and encourage our students to participate in\, and each one serves an important purpose in developing students for future careers. This session will review this topic and assist you in thinking where and how you could use EL in and out of your classrooms. \nSession Focus\nSecondary/High School | World/International  | Climate\, Health\, Biomes \nConference Room\nIowa \nMeet the Presenters\nDaniel Duncan is a high school social studies teacher at AC Flora High School in Forest Acres\, SC. He teaches AP Human Geography\, IB Geography\, and South Carolina Geography. Daniel’s classroom focuses on experiential learning to promote student understanding through authentically engaging with their world. Focusing on understand the impacts of geographic phenomena at a local scale.
URL:https://ncge.org/event/sea-lions-bengal-tigers-polar-bears-climate-vulnerability-and-our-changing-landscape/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T100000
DTEND;TZID=America/Chicago:20251018T104500
DTSTAMP:20260404T125106
CREATED:20250710T204702Z
LAST-MODIFIED:20250710T204702Z
UID:10000334-1760781600-1760784300@ncge.org
SUMMARY:Experiential Learning in Geography
DESCRIPTION:Summary\nExperiential Learning has been an impactful and important part of Geography Education for years. There are many different types of EL that we use and encourage our students to participate in\, and each one serves an important purpose in developing students for future careers. This session will review this topic and assist you in thinking where and how you could use EL in and out of your classrooms. \nSession Focus\nAll Grade Levels | Curriculum and Instruction  | Overview\, Reflective\, Exciting Transformative Learning \nConference Room\nNebraska \nMeet the Presenters\nJonathan Wessell
URL:https://ncge.org/event/experiential-learning-in-geography/
LOCATION:Conference Room: Nebraska
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T100000
DTEND;TZID=America/Chicago:20251018T104500
DTSTAMP:20260404T125106
CREATED:20250710T204339Z
LAST-MODIFIED:20250711T185903Z
UID:10000333-1760781600-1760784300@ncge.org
SUMMARY:Lightening Lessons for Transformative Learning
DESCRIPTION:Summary\nWe invite contributors to use 5-8 minutes to make brief\, lively presentations of classroom ideas\, materials\, or strategies that work to electrify geography education and inspire and mentor others. The session is envisioned as a workshop-like panel where contributors “pitch” and discuss their ideas\, whether fully developed or still in planning. \nWe invite interested participants to submit their ideas-title and brief description to ken.foote@uconn.edu and s-bednarz@tamu.edu by 1 September\, 2025. The session will be open to any and all even without prior submission. This is a workshop to improve and hone high quality geography lessons/materials. \nSession Focus\nSecondary/High School | Curriculum and Instruction  | Advocacy\, Curriculum Development\, Transformative Learning \nConference Room\nClark \nMeet the Presenters\nSarah Witham Bednarz is professor emerita of geography at Texas A&M University. Bednarz’s research interests are in the intersection of teaching and learning geospatial technologies and spatial and geographic thinking. She was PI on two major curriculum and educational research projects; co-authored the national geography standards\, Geography for Life (1994 and 2012); participated in the National Research Council Learning to Think Spatially project\, and helped to develop the National Assessment of Educational Performance (NAEP) framework in geography. In 2013 she co-chaired the Geography Education Research Committee (GERC) of the 21 st Century Road Map for 21 st Century Geography Education Project. She has been an AP Human Geography reader\, table leader\, question leader\, exam leader\, and served on the Test Development Committee. \n \nDr. Ken Foote is a professor in the Department of Geography\, Sustainability\, Community and Urban Studies at the University of Connecticut. Much of his work focuses on improving professional development for early-career academics and department leaders. His research focuses on historic preservation\, heritage tourism\, and the commemorative landscapes of the U.S. and Europe\, especially the way events of violence and tragedy are interpreted and memorialized. Ken is a past president of the NCGE (2006) and a past president and fellow of the AAG (2010-11). He has received awards from the NCGE\, AAG\, University Consortium for Geographic Information Science (UCGIS)\, and the Royal Geographical Society. He has taught at the University of Texas at Austin and the University of Colorado Boulder and holds degrees from the University of Wisconsin-Madison and University of Chicago. Among his books are Shadowed Ground: America’s Landscapes of Violence and Tragedy\, Teaching GIScience and Technology in Higher Education\, and Aspiring Academics: A Resource Book for Graduate Students and Early Career Faculty.
URL:https://ncge.org/event/lightening-lessons-for-transformative-learning/
LOCATION:Conference Room: Clark
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T100000
DTEND;TZID=America/Chicago:20251018T104500
DTSTAMP:20260404T125106
CREATED:20250710T203546Z
LAST-MODIFIED:20250710T203546Z
UID:10000332-1760781600-1760784300@ncge.org
SUMMARY:Teaching with Primary Sources: Analyzing the Holocaust through a  Geographic Lens
DESCRIPTION:Summary\nIn this session\, the presenters demonstrate how analyzing primary sources through a geographic lens differs from an historical lens while providing a more critical understanding of time\, place\, and events when juxtaposed with teaching history. Throughout the session\, the presenters share a series of activities related to the Holocaust\, which model how geographic inquiry can be used with a variety of primary sources\, such as photographs\, oral histories\, maps\, and political cartoons. The session will be interactive with attendees investigating primary sources to learn how geographic inquiry can produce a more nuanced understanding of the Holocaust when juxtaposed with teaching history. \nSession Focus\nSecondary/High School | Inquiry  | Primary Sources\, Holocaust \nConference Room\nLewis \nMeet the Presenter\nKen Carano is a professor of social science education in the division of education & leadership at Western Oregon University and programs coordinator for the Center for Geography Education in Oregon. Prior to joining higher education\, he taught high school social studies in Sarasota\, Florida and spent time living in Suriname\, South America as a Peace Corps Volunteer with his wife. Ken’s scholarship has long focused on issues of diversity\, equity\, and inclusion on both a local and global scale.
URL:https://ncge.org/event/teaching-with-primary-sources-analyzing-the-holocaust-through-a-geographic-lens/
LOCATION:Conference Room: Lewis
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T100000
DTEND;TZID=America/Chicago:20251018T104500
DTSTAMP:20260404T125106
CREATED:20250710T203111Z
LAST-MODIFIED:20250710T203111Z
UID:10000331-1760781600-1760784300@ncge.org
SUMMARY:Aspects of the Physical and Cultural Geography of Morocco
DESCRIPTION:Summary\nGeographers have a unique perspective when it comes to the observation of places. This presentation focuses on the Landscapes and Culture of Morocco as was observed by the Presenter\, through recent travel. Specific cities in Morocco will be highlighted\, and cultural aspects unique to each areas of the country will be emphasized\, including the very important indigenous Berber / Amazigh culture of Morocco. The physical landscapes (including the climates) of the Sahara\, the Atlas Mountains and the Atlantic Coast will also be discussed\, with the aid of maps\, illustrations and personal photographs. \nSession Focus\nAll Grade Levels  | World/International  | Morocco\, Landscapes\, Culture \nConference Room\nWinnebago \nMeet the Presenter\nVictoria Alapo\, Ph.D. is a Geography Instructor and has taught at the Metropolitan Community College in Omaha\, Nebraska for about 20 years.  Victoria has a passion for Teaching and for Travel and has been to every inhabited continent!  She eagerly looks forward to her presentation on Morocco at the NCGE\, this October. This photo was taken at the Library of Congress\, in Washington\, DC.
URL:https://ncge.org/event/aspects-of-the-physical-and-cultural-geography-of-morocco/
LOCATION:Conference Room: Winnebago
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T100000
DTEND;TZID=America/Chicago:20251018T104500
DTSTAMP:20260404T125106
CREATED:20250710T202617Z
LAST-MODIFIED:20250912T172537Z
UID:10000330-1760781600-1760784300@ncge.org
SUMMARY:Geography Potpourri: “Tried and True” Lessons to DO Geography
DESCRIPTION:Summary\nHigh on engagement\, this session will showcase a medley of “kid-tested and teacher-approved” classroom activities that allow students to tap into their place-based knowledge\, leverage their cultural capital\, and share their geography connections with one another. Participants will engage in a sampler of experiential activities\, that foster cultural responsiveness (Multicultural Bingo)\, build map skills via collaboration (the “ABC’s of . . . ”)\, and develop geoliteracy skills via personalized learning (Geographize Your Name). Educators will leave this session with “tried and true” classroom-ready lessons that DO solid geography. \nSession Focus\nMiddle School/Junior High | Curriculum and Instruction | Geoliteracy\, Place-based\, Cultures \nConference Room\nFlannigan \nMeet the Presenter\nJeannine Kuropatkin has taught World History\, AP Human Geography\, World Geography\, US History\, and Holocaust Studies at the junior high and high school levels for the past 35+ years. She currently teaches World History/Geography and coaches the Model UN Team at Red Mountain High School in Mesa\, Arizona. Jeannine has been a long-standing Teacher Consultant with the Arizona Geographic Alliance\, received the NCGE K-12 Distinguished Teaching Award\, is a three-time recipient of the NCGE Nystrom Award for Exemplary Classroom Lessons and has been published twice in The Geography Teacher. She is currently serving her second term as Vice President of the Arizona Council for the Social Studies\, is a former recipient of the ACSS Isadore Starr “Outstanding Social Studies Teacher” Award and has received the ACSS “Great Moments in Teaching” Award on four occasions. \nJeannine had the opportunity to participate in educational study programs and fellowships in Saudi Arabia\, Bahrain\, Qatar\, UAE\, Mexico\, South Korea\, Puerto Rico\, and the US Virgin Islands\, as well as two Fulbright-Hays Group Projects Abroad in Morocco and Indonesia. She is an education consultant and has written curriculum for The Arizona Geographic Alliance\, National Geographic Society Education Foundation\, The GeoCivics Project\, Japanese American National Museum\, and the Fred T. Korematsu Institute.
URL:https://ncge.org/event/geography-potpourri-tried-and-true-lessons-to-do-geography/
LOCATION:Conference Room: Flannigan
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T090000
DTEND;TZID=America/Chicago:20251018T094500
DTSTAMP:20260404T125106
CREATED:20250710T184444Z
LAST-MODIFIED:20251008T190931Z
UID:10000329-1760778000-1760780700@ncge.org
SUMMARY:Insights\, Tips and Results from a Teaching with Primary Sources Funded  Grant
DESCRIPTION:Summary\nIn the winter 2023\, Geographic Educators of Nebraska obtained funding from the Library of Congress Teaching with Primary Documents (TPS) grant to conduct a summer workshop and fall follow-up activities. The workshops took place in the summers of 2023 and 2024\, The workshop focused on the “Historical Geography of the City” which used the cultural landscape as a primary document. Presenters will explain the results of the workshop\, lessons learned\, how to apply for funding\, and what we regard as some of the keys to a successful application. \nSession Focus\nAll Grade Levels | Curriculum and Instruction | Cultural Landscape\, Funding Opportunity\, GIS \nConference Room\nIowa \nMeet the Presenter\nHarris Payne began his career at Omaha Public Schools\, teaching geography to 9th graders at Nathan Hale Junior High School in 1979. He also taught at Omaha North High School and Burke High School. In 1990\, he was one of the founding members of the Nebraska geography alliance\, Geographic Educators of Nebraska (GEON). In 1990\, he attended the National Geographic Summer Geography Institute and was on staff at the institute during the summers of 1991 and 1992. His Omaha North High School geography students competed in the American Express Geography Competition and placed 3rd\, 2nd\, and 1st three times. In 2005\, he became the Supervisor of Social Studies for Omaha Public Schools. During his tenure as supervisor\, Mr. Payne obtained funding for three Teaching American History Grants\, which provided funding for over eighty teachers to obtain a master’s in historical studies degree\, revised the district assessment system from bubble tests to performance assessments\, and created the Making Invisible Histories Visible program.  He retired from OPS in 2012 for six days and began a second career as the Director of Social Studies for the Nebraska Department of Education. His primary responsibility with the department was developing and implementing the 2012 and 2019 Nebraska State Social Studies Standards.  He retired from that position in 2020 and was elected president/chair of Geographic Educators of Nebraska (GEON).  In 2021\, he became the Geography Education National Implementation Project (GENIP) chair. Mr. Payne has a bachelor’s degree in secondary social studies education\, a master’s degree in geography\, and a master’s degree in educational leadership. He is currently a graduate student pursuing his doctorate. Over the course of his career\, he has taught Human Geography\, World Regional Geography\, Geography of East Asia\, Urban Geography\, Climate and Waters\, Landforms and Soils at Data College\, Midland College\, and the University of Nebraska at Omaha. He likes traveling the world with his wife\, Christy\, and spending time with his six grandchildren.
URL:https://ncge.org/event/insights-tips-and-results-from-a-teaching-with-primary-sources-funded-grant/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T090000
DTEND;TZID=America/Chicago:20251018T094500
DTSTAMP:20260404T125106
CREATED:20250710T184001Z
LAST-MODIFIED:20250710T184001Z
UID:10000328-1760778000-1760780700@ncge.org
SUMMARY:Teaching Physical Regions with Interactive Mapping
DESCRIPTION:Summary\nInteractive maps\, spatial data\, and web based GIS tools can enhance and enliven inquiry and instruction. In this hands-on workshop you will be empowered to use these resources and tools to teach about landforms\, biomes\, ecoregions\, climate zones\, oceans\, and other physical regions of Planet Earth. \nThis workshop will focus on instructional tools and methods that require no sign-in\, only a web browser is needed. The workshop is most appropriate for university and secondary level  . \nSession Focus\nHigher Education | Technology | Landforms\, Ecoregions\, Climate zones \nConference Room\nNebraska \nMeet the Presenter\nJoseph Kerski is a geographer with a focus on the implementation and effectiveness of GIS And spatial thinking in education.   He has served in all four sectors of society… Academia\, federal agencies\, private industry\, and nonprofit organizations. He served as NCGE president and  Vice President\, has authored 8 books\, and has given 2 Ted talks on the whys of where.
URL:https://ncge.org/event/teaching-physical-regions-with-interactive-mapping/
LOCATION:Conference Room: Nebraska
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T090000
DTEND;TZID=America/Chicago:20251018T094500
DTSTAMP:20260404T125106
CREATED:20250710T183430Z
LAST-MODIFIED:20250710T183430Z
UID:10000327-1760778000-1760780700@ncge.org
SUMMARY:World Regions: Revisited\, Rename\, Redrawn?
DESCRIPTION:Summary\nJoin us for a “re-exploration” of regions\, those mental constructs that shape how students learn about their world. Can regions be constructed to be more accurate\, fair\, and useful? Regionalization\, and the relationships between power and space\, are an important part of AP Human Geography and other geography courses. Geographers have long questioned the regional frameworks typically used in world regional geography courses (and other social studies courses) in middle-school\, high school\, APHG\, and college offerings. This topic is especially significant now as a new political regime in the United States realigns allegiances and trading partnerships to create new regions (or to rename established regions). Gerrymandering\, for example\, is a form of regionalization. Teaching students to “make” regions themselves may assist in understanding the dynamics that go Into that process. Just as some communities of color or indigenous peoples engage in “counter-mapping” – creating maps that challenge dominant power structures – we suggest students should be able to engage in their own “counter-regionalization.” \nSession Focus\nAll Grade Levels | World/International| Regionalization\, Counter-Regionalization\, World Regions \nConference Room\nClark \nMeet the Presenter\nSarah Bednarz and Mark Bockenhauer 
URL:https://ncge.org/event/world-regions-revisited-rename-redrawn/
LOCATION:Conference Room: Clark
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T090000
DTEND;TZID=America/Chicago:20251018T094500
DTSTAMP:20260404T125106
CREATED:20250710T182900Z
LAST-MODIFIED:20250804T143700Z
UID:10000326-1760778000-1760780700@ncge.org
SUMMARY:Enhancing Capabilities Through Racially Literate Curriculum Making
DESCRIPTION:Summary\nThrough a Spencer-funded research project\, 14 social studies teachers from the Midwest and 3 teacher educators collaborated with the goal of enhancing teachers’ racially literate curriculum making in the social studies. The eighteen-month endeavor draws from the international GeoCapabilities project and the recent book “Race\, Racism and the Geography Curriculum” (Morgan & Lambert\, 2023). \nThis session will summarize what was learned about racial literacy in geography teaching and about expanding teacher and student capabilities in the current political climate. Session participants will explore conceptual and practical tools\, including sample curriculum artifacts and vignettes developed by geography teachers. By the end of the session\, it is hoped that participants have a vision for how they might adapt and adopt the presented tools for contexts ranging from secondary geography classrooms to initial teacher preparation. \nSession Focus\nAll Grade Levels | Curriculum and Instruction | Racial literacy\, Curriculum-making\, Teacher-agency \nConference Room\nLewis \nMeet the Presenters\nKelly León is an Assistant Professor of Social Studies Education at the University of Wisconsin-Green Bay (UWGB). Prior to moving to UWGB\, she worked for nineteen years as a social studies teacher in a large urban school district in southern California. She led efforts to reconceptualize and update her district’s required 9th grade human geography course and also taught human geography for many years. Kelly completed her undergraduate degree\, bilingual teaching credential\, and M.E.d in Policy Studies in Language & Cross-Cultural Education at San Diego State University and her PhD in Education for Social Justice at the University of San Diego. Kelly is passionate about the role geography can play in a young person’s education and issues related to educational justice.
URL:https://ncge.org/event/enhancing-capabilities-through-racially-literate-curriculum-making/
LOCATION:Conference Room: Lewis
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T090000
DTEND;TZID=America/Chicago:20251018T094500
DTSTAMP:20260404T125106
CREATED:20250710T160353Z
LAST-MODIFIED:20250710T160353Z
UID:10000325-1760778000-1760780700@ncge.org
SUMMARY:Teaching About Taiwan: Crossroads of Culture and Empire
DESCRIPTION:Summary\nThis session will provide participants with practical\, engaging activities about Taiwan for the geography classroom. Taiwan is an island that mixes unique indigenous cultures with Chinese\, Japanese\, European\, and American influences; it provides an interesting and topical area of study for human and physical geography students. The participants on this panel spent two weeks in the summer of 2025 on a study tour of Taiwan\, and are eager to share the curriculum they developed with other teachers. The session will conclude with a discussion of Taiwan’s present and near future. \nSession Focus\nAPHG | Curriculum and Instruction | Taiwan and East Asia \nConference Room\nWinnebago \nMeet the Presenters\n \nAlex Northrup teaches AP Human Geography\, AP Environmental Science\, AP World History: Modern and more at Foxcroft School\, an all-girls high school in Middleburg\, Virginia\, where he is the Director of the Innovation Lab. He is a table leader for the AP Human Geography reading and an instructor for Chesapeake Bay Climate Institute. He recently returned from a study tour in Taiwan sponsored by the National Consortium for Teaching about Asia. \n  \nDawn Schmidt teaches in Tempe\, Arizona at Corona del Sol High School. This is year 28 for her and she has been in the same district for her entire career.  Schmidt is currently teaching at the same school she attended for high school. This year she is teaching World Geography and Honors World Geography to 9th graders\, AP Human Geography\, an elective for 10th-12th graders\, and Honors United States History to 11th graders.  \nSchmidt is a former board member of the Arizona Council for Social Studies for six years\, and currently\, a Teacher Consultant for the Arizona Geographic Alliance as well as a member of NCGE. She was awarded the NCGE K-12 Distinguished Teaching Award in 2021\, the Isidore Starr Outstanding Social Studies Teacher by ACSS in 2016\, and the Flinn Foundation Outstanding Teacher Award in 2013 and 2008.  Schmidt had the opportunity to participate in educational study tours in Japan\, Tajikistan\, Honduras\, Germany\, and the United Arab Emirates. She currently serves as a co-liaison for the Rio Salado College dual enrollment program at her school.
URL:https://ncge.org/event/teaching-about-taiwan-crossroads-of-culture-and-empire/
LOCATION:Conference Room: Winnebago
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T090000
DTEND;TZID=America/Chicago:20251018T094500
DTSTAMP:20260404T125106
CREATED:20250710T154150Z
LAST-MODIFIED:20250922T203821Z
UID:10000324-1760778000-1760780700@ncge.org
SUMMARY:Chicago Today: Effects of Redlining and Urban Renewal
DESCRIPTION:Summary\nCities change their structural space and are a part of globalization\, but how does this affect residents across a city? This two-part session discusses the challenges of urban growth\, both in the past and present by centering on our third largest city\, Chicago. The first part focuses on the effects of redlining in Chicago and showcases a student research project. This project requires students to conduct preliminary research using the HOLC maps from University of Richmond’s Mapping Inequality website. From there\, students explore seven major effects of redlining that affect residents today. The effects include displacement\, education\, health\, and the wealth gap. The second part discusses the major changes occurring in Chicago’s central business district as a means to revitalize the urban core. With many downtowns struggling with occupancy since the height of Covid\, the City of Chicago voted to develop the LaSalle Street Reimagined Initiative. Maps\, videos\, and information are used to demonstrate \nSession Focus\nSecondary/High School | Curriculum and Instruction | Redlining\, Urban Renewal\, Urban Land Use \nConference Room\nFlannigan \nMeet the Presenter\nJeanne Shin-Cooper has been a public high school educator for twenty years. Over the course of her career\, she has taught multiple disciplines in the social sciences in addition to work within the field of EL. She is currently a consultant and exam reader for AP Human Geography and a part of the Test Development Committee. She received her Masters in Education and Social Policy at Northwestern University and her Masters in Geography through the EDGE Program at University of Oregon. She has served on the Educator Advisory Committee for Harvard’s Religion and Public Life in conjunction with teaching College World Religions Dual Credit. For the past two years\, she was invited as a keynote speaker for Harvard University’s Global Studies Outreach Workshop and she is overjoyed to return to the wonderful community of NCGE.
URL:https://ncge.org/event/chicago-today-effects-of-redlining-and-urban-renewal/
LOCATION:Conference Room: Flannigan
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T080000
DTEND;TZID=America/Chicago:20251018T084500
DTSTAMP:20260404T125106
CREATED:20250710T153257Z
LAST-MODIFIED:20250710T153257Z
UID:10000323-1760774400-1760777100@ncge.org
SUMMARY:Exploring Climate Change Through Play
DESCRIPTION:Summary\nIn this session\, participants will explore one of the consequences of climate change\, that of sea-level rise. Attendees will participate in a lesson which uses blocks to model the topography of various coastlines\, and then document the effects of various levels of sea-level rise around the world. Participants will brainstorm possible solutions coastal communities might take in the face of possible sea-level rise. At the end of the session\, participants will receive a lesson plan for conducting this activity in their classroom. \nSession Focus \nSecondary/High School | STEM | Climate-Change\, Mapping\, Analysis \nConference Room\nIowa \nMeet the Presenters\nCynthia Bloom and Lisa De-Chano Cook\, PhD
URL:https://ncge.org/event/exploring-climate-change-through-play/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T080000
DTEND;TZID=America/Chicago:20251018T084500
DTSTAMP:20260404T125106
CREATED:20250710T152735Z
LAST-MODIFIED:20251005T163317Z
UID:10000322-1760774400-1760777100@ncge.org
SUMMARY:Publishing in NCGE Journals
DESCRIPTION:Summary\nThe editors of the two NCGE journals – the Geography Teacher and the Journal of Geography – invite you to learn about the publication process for the journals and how you can become a successful author. Take half an hour to learn about preparing and submitting manuscripts\, completing the publishing process as an author\, and supporting the discipline as a reviewer. Attendees will be able to ask questions and solicit publication advice for the rest of the session. \nSession Focus \nAll Grade Levels | Publishing | Journal of Geography\, Geography Teacher \nConference Room\nNebraska \nMeet the Presenters\n Dr. Injeong Jo is a Professor and Coordinator of the Online MAGeo in Geographic Education Program at Texas State University’s Department of Geography and Environmental Studies. Her research focuses on spatial thinking education\, the use of geospatial technologies for teaching and learning\, and teacher education. She currently serves as Editor-in-Chief of the Journal of Geography. \n \nDr. Gregory Chug\, is widely recognized for his contributions to geography\, with expertise in geographic information science\, cartographic design\, and educational strategies. He served as Department Chair and Professor at the University of Wisconsin–La Crosse and as a Program Director for Geography and Regional Science at the National Science Foundation. In addition to numerous scholarly publications\, he is the author of two middle school geography textbooks\, MyWorldInteractive and Contemporary World Cultures. As the editor of The Geography Teacher\, Dr. Chu brings extensive experience and visionary leadership to advance the journal’s role as a vital resource for educators and scholars. \nAlex Oberle (PhD Geography) is Professor of Geography at the University of Northern Iowa. His research specializes in geography education\, specifically inquiry in geography\, internationalizing teacher education\, and GIS/geospatial technologies in geography education. Email: alex.oberle@uni.edu\n \n  \nDr. Mary D. Curtis is an Assistant Professor at the University of Houston-Clear Lake in the College of Education where she coordinates the Social Studies teacher preparation program. Dr. Curtis is a geography educator with over 20 years of experience and service from local to international levels. She currently serves as the Vice Chair for the Association of American Geographers Geography Education Specialty Group and as Associate Editor for the Journal of Geography. \nJody Smothers-Marcello has a long record of endeavors in geography education including serving as president of\nNCGE in 2002\, editing The Geography Teacher for two terms\, co-chairing the AP Human\nGeography Development Committee\, and serving on the social studies-history standards\ncommittee for the National Board for Professional Teaching Standards (NBPTS). While teaching\nin the Sitka School District in Alaska\, she was recognized with multiple state and national\nawards for her innovative teaching. She has also written a wide array of curricula and\npresented at numerous national professional development venues. Jody currently serves as an\nassociate editor for the Journal of Geography.
URL:https://ncge.org/event/publishing-in-ncge-journals-2/
LOCATION:Conference Room: Nebraska
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T080000
DTEND;TZID=America/Chicago:20251018T084500
DTSTAMP:20260404T125106
CREATED:20250710T152311Z
LAST-MODIFIED:20250710T152311Z
UID:10000321-1760774400-1760777100@ncge.org
SUMMARY:Spiraling to help students interpret random internet “facts”
DESCRIPTION:Summary\n“Students can find facts on the internet; we should focus on teaching skills.” This observation is common\, but it is also naive and dangerous. If students lack a framework of accurate and well-connected facts for comparison\, it is hard to teach a skill of evaluating new facts for accuracy or relevance. The key word in that sentence is framework. A remembered fact might contradict a new observation or internet page\, but the key test is how each new fact fits with accepted knowledge. A discussion like this might seem abstract\, but it has gained new urgency as the internet makes all kinds of “facts” both easier to access and more memorable. One plausible response is to create spiral curricula — to build knowledge frameworks by deliberately revisiting core topics in different grades\, building a foundation of basic skills and facts in early grades and then refining and extending in later grades. A short presentation\, handouts\, and a website provide examples that deal with topics as varied as climate change \nNCGE 2025 Conference Session Proposal 50 Abstract continued:: \, pre-Columbian trade\, and redlining. Participants in small groups then use templates to build learning progressions for topics of personal interest. \nSession Focus \nAll Grade Levels | Curriculum and Instruction | Activities\, Curriculum\, Learning progressions \nConference Room\nClark \nMeet the Presenter\nPhil Gersmehl is in the third generation of “Teacher Gersmehls.” He earned a BA in Education from Concordia Teachers College\, Illinois\, and a PhD in Geography from the University of Georgia\, then taught at Concordia for five years before moving to the University of Minnesota. There\, he helped develop several distance-learning courses and large-enrollment classes (300+ students). These included a new general-education course on the Language of Maps\, which led to an Annenberg Public-TV project and a course manual that is now distributed by the National Council for Geographic Education. In 1990\, the Association of American Geographers asked Phil to serve as Director of ARGUS (Activities and Readings in the Geography of the United States)\, ARGWorld (Activities and Resources in the Geography of the World)\, and the Teaching Geography Project. During 12 years of funded projects\, Phil authored a number of interactive computer simulations and made presentations in summer institutes and other teacher workshops in 34 states\, Canada\, Japan\, Korea\, and Russia. A third edition of his book\, Teaching Geography\, was published by Guilford Press in 2014. Recently\, he has been working with teams of Michigan teachers to develop and test lessons and online resources to meet the new social-studies standards in that state.
URL:https://ncge.org/event/spiraling-to-help-students-interpret-random-internet-facts/
LOCATION:Conference Room: Clark
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T080000
DTEND;TZID=America/Chicago:20251018T084500
DTSTAMP:20260404T125106
CREATED:20250709T202503Z
LAST-MODIFIED:20251013T141916Z
UID:10000319-1760774400-1760777100@ncge.org
SUMMARY:Mapping Majdanek: A Topographic Inquiry into the Bystanders of the  Holocaust
DESCRIPTION:Summary\nUsing geo-literacy skills\, students can engage in learning about the Holocaust in new ways. How we map the Holocaust can both answer and raise important\nquestions. Knowles (2024) identified five challenges of mapping the Holocaust. Among the challenges\, Holocaust maps tend to represent the actions of the perpetrators\, perpetuate outdated narratives of the Holocaust\, and ignore the complexity of the Holocaust. In this presentation\, participants will engage with a lesson using the proximity of the Majdanek killing center to the town of Lublin as a case study. In this lesson\, addressing inaction of bystanders explores the question: Could the residents of Lublin have witnessed the perpetration of genocide at Majdanek? The lesson unfolds in three phases. First\, students interrogate historical maps of Lublin and maps from USHMM of Majdanek. Second\, students then create their own topographical map of the Lublin area using GIS tools. \nSession Focus\nAll Grade Levels | World/International | Holocaust\, Inquiry\, Geo-literacy \nConference Room\nWinnebago \nMeet the Presenters\nBethany Sanders is a Secondary Social Studies teacher at Dutch Fork High School. She teaches a wide variety of classes including Human Geography\, AP European History\, and AP Comparative Government. She is currently an education doctoral student at the University of South Carolina where her research is focused on visual arts integration and visual literacy in the geography classroom. When she isn’t teaching\, she is either coaching her school’s dance team or traveling! \n  \nJeff Eargle is a Clinical Associate Professor in the Department of Teacher Education at the University of South Carolina\, where he also serves as the Secondary Social Studies Program Coordinator. As a high school social studies teacher in the South Carolina public school system\, he taught a range of social studies courses across both grade and learning levels. Additionally\, Eargle was an Education Associate for K12 Social Studies Education at the South Carolina Department of Education where he implemented state-wide policy\, provided professional learning for teachers\, and was involved in the development of the current state standards. He is the coeditor of the forthcoming volume Teaching Holocaust Geographies in Middle and Secondary Schools: Promoting Inquiry into Space\, Persecution\, and Civic Engagement.
URL:https://ncge.org/event/mapping-majdanek-a-topographic-inquiry-into-the-bystanders-of-the-holocaust/
LOCATION:Conference Room: Winnebago
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251018T080000
DTEND;TZID=America/Chicago:20251018T084500
DTSTAMP:20260404T125106
CREATED:20250709T200659Z
LAST-MODIFIED:20250709T200659Z
UID:10000318-1760774400-1760777100@ncge.org
SUMMARY:Field Mapping: Engaging Students by Collecting Data using Street Surveys
DESCRIPTION:Summary\nField data collection remains one of the most important ways to collect geographic information. An increasing number of commercial applications rely on OpenStreetMap so adding pedestrian-level detail to OpenStreetMap yields broad-based benefits for everyone in a community. Field mapping is a fun way to learn about the landscapes as well as how to collect geographic field data which is used to produce maps. Field mapping guides students to discover new geography in familiar places when mapping on foot. The geographic\ndetail becomes more apparent when students have to decide what to put on the map. This session will walk educators through the process of Field Mapping which can be used to engage their students in collecting geographic information using OpenStreetMap. Students will begin to understand how maps are produced today\, identify types of data presented in maps\, and analyze spatial patterns in maps. \nSession Focus\nAll Grade Levels | Curriculum and Instruction | Mapping and Engagement \nConference Room\nFlannigan \nMeet the Presenters\nCelest Reynolds \n 
URL:https://ncge.org/event/field-mapping-engaging-students-by-collecting-data-using-street-surveys/
LOCATION:Conference Room: Flannigan
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20251018
DTEND;VALUE=DATE:20251019
DTSTAMP:20260404T125106
CREATED:20251005T170819Z
LAST-MODIFIED:20251005T171914Z
UID:10000387-1760745600-1760831999@ncge.org
SUMMARY:Esri Bring Your Own Device Lab & Workshop
DESCRIPTION:Saturday\, October 18\, 2025 | 8:00 AM – 4:45 PM\nEach lab is 45-minutes long with a 15-minute break between sessions. Esri Representatives will use training accounts on the T3G ArcGIS Online org \nFull Lab Schedule\n8:00 – Introduction to National Geographic MapMaker\nLearn about MapMaker data and tools in this entry level session. Teachers will explore the no login experience – using existing content\, creating\, and sharing!\nwith Charlie Fitzpatrick \n9:00 – Physical geography activities for the classroom\nDiscover Earth science activities and resources from Esri.Topics include a wide range of instructional topics taught throughout the year\nWith Charlie Fitzpatrick \n10:00 – Introduction to StoryMaps for Teachers\nExplore storymaps from authoritative authors around the world. Learn about common teaching techniques with storymaps and create your own basic storymap.\nwith Tom Baker \n11:00 – Creating StoryMaps – intermediate techniques\nCreate basic to advanced storymaps in this session\, where we will explore some of the newest features in storymap construction\, including: AI\, templates\, 360 images\, infographics\, and more.\nwith Tom Baker \n1:00 – APHG resources from National Geographic Learning\nExplore the new storymap-based resources for studying human geography from National Geographic Learning.\nwith Anita Palmer \n2:00 – Utilizing National Geographic Learning resources: World Cultures\nDiscover storymaps based content supporting world cultures curriculum from National Geographic Learning.\nwith Anita Palmer \n3:00 – Map Viewer – Basic map making\nLearn to create basic point and polygon maps with your own data. Incorporate data from the LIving Atlas of the World and share your map.\nwith Joseph Kerski \n4:00 – Designing projects with Survey123\nLearn how to design\, create\, and share Survey123 applications to support student collection and projects.\nwith Joseph Kerski \nConference Room\nBanquet Level – Missouri Conference Room \n 
URL:https://ncge.org/event/esri-bring-your-own-device-lab-workshop/
LOCATION:Conference Room: Missouri\, Omaha\, Nebraska
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20251018
DTEND;VALUE=DATE:20251019
DTSTAMP:20260404T125106
CREATED:20250921T194833Z
LAST-MODIFIED:20250921T200000Z
UID:10000384-1760745600-1760831999@ncge.org
SUMMARY:Poster Session: Geographic Thinking in Interdisciplinary Research: Examining Conceptualization\, Experience\, and Communication
DESCRIPTION:Summary\nGeographic understanding is essential in academia\, providing frameworks to interpret natural phenomena. Geoscience research often requires interdisciplinary collaboration and an appreciation of interconnected processes across spatial scales. However\, limited research has explored how geographic methods influence scholars’ research and communication strategies. This study investigates the impact of geographic thinking among graduate students in the Watershed Scholars program\, comparing those with geoscience and non-geoscience backgrounds. Funded by the National Science Foundation\, the Watershed Scholars Program at Southern Illinois University Edwardsville aims to dismantle financial barriers and promote diversity in STEM through support\, mentoring\, and professional development. The program fosters scholars researching environmental challenges through interdisciplinary approaches and skills valued by employers. Graduates are equipped to address issues from human interventions and watershed alterations. \nThis study seeks to determine if Watershed Scholars understand the broader geographic context of their research\, engage in interdisciplinary thinking\, and integrate geographic perspectives. It also assesses their efforts to communicate findings to diverse audiences. By answering these questions\, the study advances geoscience education and promotes a deeper understanding of geography’s role in science and society. The comparative analysis highlights how geographic understanding influences students’ preparedness and communication skills\, promoting better integration of geographic perspectives in scientific inquiry. \nSession Focus\nAll Grade Levels | STEM | Geographic Thinking \nConference Room\nBanquet Level – Mezzanine Area \nMeet The Presenter\nMy name is Hunter Hansen\, and I recently graduated with a Master of Science in Geography from Southern Illinois University Edwardsville (SIUE). My research\, Exploring the Impact and Interdisciplinarity of Geographic Backgrounds among Graduate Students: A Comparative Study of Geosciences\, explores how Watershed Scholars engage with geographic thinking and how this shapes their preparedness and ability to communicate across disciplines. \nAs a Graduate Assistant for the Watershed Scholars Program\, I had the opportunity to conduct qualitative research\, manage program data\, and support student learning and mentoring. I am passionate about making connections through geography education\, and I view research as a way to continuously learn\, grow\, and share knowledge with others. \n 
URL:https://ncge.org/event/poster-session-geographic-thinking-in-interdisciplinary-research-examining-conceptualization-experience-and-communication/
LOCATION:Banquet Level –  Mezannine Area
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20251018
DTEND;VALUE=DATE:20251019
DTSTAMP:20260404T125106
CREATED:20250921T194249Z
LAST-MODIFIED:20250921T194249Z
UID:10000383-1760745600-1760831999@ncge.org
SUMMARY:Poster Session: Drones in Geography Classrooms: Advantages and Challenges
DESCRIPTION:Summary\nDrones as remote sensing platforms have changed the way geographers map the world. Given the low cost and ease of use of drones\, the need to educate\ngeography students on scientifically sound and ethical use of drones has never been greater. As university geography departments develop drone\ncourses to attract new majors and provide desired instruction\, the academic community knows little about drone curriculum in geography (either in whole or as a part of a course) and how such courses are being taught. This study\, through a Web-based survey of forty-five instructors\, provides a baseline understanding of drone instruction within geography higher education. We outline who is teaching geography courses with drone content\, and\, more important\, what and how drone content is being taught. Findings reflect differing instructional approaches and content-related uncertainties connected to courses potentially lacking remote sensing principles. \nSession Focus\nHigher Education | Technology | Drones | Geography Education \nConference Room\nBanquet Level – Mezzanine Area \nThe Presenter\nAdam Mathews \nGrayson Morgan \n 
URL:https://ncge.org/event/poster-session-drones-in-geography-classrooms-advantages-and-challenges/
LOCATION:Banquet Level –  Mezannine Area
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20251018
DTEND;VALUE=DATE:20251019
DTSTAMP:20260404T125106
CREATED:20250921T193751Z
LAST-MODIFIED:20251009T191056Z
UID:10000382-1760745600-1760831999@ncge.org
SUMMARY:Poster Session: Teaching with Primary Sources Midwest Region
DESCRIPTION:Summary\nThe Teaching with Primary Sources (TPS) is the premier educational program by the Library of Congress. The TPS Midwest Region at Illinois State University has helped distribute funding to over 180 unique organizations\, including education networks like the Geographic Educators of Nebraska (GEON) in 2023. Across its 11 states\, which span from Nebraska to Ohio\, the Midwest Region offers grants of up to $25\,000 to organizations interested in utilizing Library of Congress materials in their educational programming. The Midwest Region would like to identify possible future grant recipients in the state of Nebraska and surrounding states through this poster session. \nSession Focus\nAll Grade Levels |Primary Sources | Grant Funding | Library of Congress \nConference Room\nBanquet Level – Mezzanine Area \nThe Presenter\nJoseph Skotzke works as the Associate Director of the Library of Congress Teaching with Primary Sources (TPS) Midwest Region\, a grant program the provides funding to organizations to integrate the use of the Library’s digitized primary sources. As a former secondary-level English teacher\, he believes in the importance of inquiry in the examination of any document\, be it maps\, books\, or photographs. \n 
URL:https://ncge.org/event/poster-session-teaching-with-primary-sources-midwest-region/
LOCATION:Banquet Level –  Mezannine Area
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20251018
DTEND;VALUE=DATE:20251019
DTSTAMP:20260404T125106
CREATED:20250921T193404Z
LAST-MODIFIED:20251017T031333Z
UID:10000381-1760745600-1760831999@ncge.org
SUMMARY:Poster Session: Minnesota State University and the Founding of NCGE
DESCRIPTION:Summary\nThe National Council for Geographic Education (NCGE) was founded in 1915 by George J Miller and Cora Sletten\, both teacher educators at the then State Normal School in Mankato\, Minnesota (today Minnesota State University\, Mankato). Both taught Geography in the Social Science Division during their tenure in Mankato.\nWhile it was originally called the National Council for Geography Teachers (NCGT)\, the purpose of this new organization was to “increase the effectiveness of geography teaching in America.” It was not until 1956\, that NCGT changed its name to become the National Council for Geographic Education.\nOne of their main goals was to bridge the gap between the subject expertise of college professors and the pedagogical training and insights of K-12 teachers. Both Professors also believed that not all learning occurs in the classroom but actually viewed the whole world as a place for students to learn. Along with running some of the first national geographic education conferences and workshops\, Miller \nSession Focus\nAll Grade Levels |History | curriculum | Inquiry \nConference Room\nBanquet Level – Mezzanine Area \nThe Presenters\nDr. Kyle Ward started his career as a 7th-12th grade Social Studies teacher and taught in Minnesota and Indiana.  He has a master’s in History and his Ph.D. is in Curriculum and Instruction (emphasis Social Studies Education) from Indiana State University.  He currently serves as the Director of Social Studies Education at Minnesota State University. \nKaitlyn Zaske-Simning is a student in her final year at Minnesota State University-Mankato. She is part of the Social Studies Teaching program\, with a focus on history. Kaitlyn has experience working in curation and research at the Redwood Falls County Museum in Redwood Falls\, Minnesota\, and will be finishing her student teaching experience in December. \n  \nJoseph Jensen is a student at MSU where they are majoring in SOST with an emphasis in history. He is a member of history club and has gone to the colonial Williamsburg teachers institute. He Has student taught at Waseca High school in Waseca Minnesota.\n\n\nNoah Sather is a senior at MSU Mankato. He is majoring in Social Studies Teaching with an emphasis in history. A highlight in his collegiate and professional development has been going to the Bob and Marion Wilson Teachers Institute at Colonial Williamsburg. \n\nKaty Pearson
URL:https://ncge.org/event/poster-session-minnesota-state-university-and-the-founding-of-ncge/
LOCATION:Banquet Level –  Mezannine Area
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251017T161500
DTEND;TZID=America/Chicago:20251017T170000
DTSTAMP:20260404T125106
CREATED:20251005T164431Z
LAST-MODIFIED:20251008T213309Z
UID:10000386-1760717700-1760720400@ncge.org
SUMMARY:The Journey Begins: Building a State Atlas for Iowa
DESCRIPTION:Summary\nState atlases are a tool to teach students about the social\, cultural\, and natural history and current affairs within the context of a state’s geography. Maps help students make richer connections to a subject by engaging students to connect events to an actual place. In 2024\, several members of the Geographic Alliance of Iowa (GAI) decided to create a state atlas for Iowa students. Their approach included enlisting the help of members of the Iowa GIS community from the Iowa Geographic Information Council (IGIC) to help gather data and make maps for the atlas. \nDuring this session\, you will hear from the Iowa Atlas team participants about this approach’s strengths and challenges. The Iowa Atlas team will share the vision for the Iowa Atlas\, our progress and hope for the future\, and how we are using the Iowa Atlas to build partnerships within the geographic and education communities. To finish our time together\, we would invite a discussion including seasoned state atlas creators to share their experiences\, and those interested in starting or updating a state atlas to join the conversation. \nSession Focus\nAll Grade Levels | State Atlas | Promote Geography through Partnerships | Shared Knowledge | Curriculum and Instruction \nConference Room\nNebraska \nMeet the Presenters\n\nThomas Larsen\, Assistant Professor of Geography\, University of Northern Iowa\n\nAmy Logan is a GIS Research Scientist at Iowa State University and the IowaView state coordinator\, an AmericaView remote sensing consortium affiliate. Her work spans various areas\, including geospatial education and outreach\, social science research\, digital storytelling\, and web app development. Amy has hosted workshops on integrating GIS technologies into the classroom. She is passionate about connecting people to GIS resources to improve their work or learning. \nRachel Hansen (she/her) is the K-12 Education Coordinator at the State Historical Society of Iowa. Prior to her current role\, she taught 7-12 social studies in public schools in Iowa for 15 years. In 2021\, she was recognized by NCGE with an AP Human Geography Distinguished Teaching Award. Rachel is passionate about designing learning experiences that compel students to engage in meaningful\, authentic projects within their communities. Her work focuses on storytelling through podcasts\, maps\, and heritage education. Rachel’s current research explores how students use spatial thinking when creating counter-maps. She received her B.A. in History from the University of Iowa and her M.A. in Geography from the University of Northern Iowa.
URL:https://ncge.org/event/the-journey-begins-building-a-state-atlas-for-iowa/
LOCATION:Conference Room: Nebraska
CATEGORIES:Conference Sessions
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BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251017T161500
DTEND;TZID=America/Chicago:20251017T170000
DTSTAMP:20260404T125106
CREATED:20250821T181313Z
LAST-MODIFIED:20250821T181313Z
UID:10000372-1760717700-1760720400@ncge.org
SUMMARY:Beyond the Hype: Critical AI Literacy for Geography and Social Studies Educators
DESCRIPTION:Summary\nThe rapid emergence of generative artificial intelligence (GenAI) has sparked both optimism and unease within education. For geography and the broader social sciences\, GenAI tools such as ChatGPT promise efficiencies in curriculum design\, data analysis\, and feedback\, yet they also produce errors\, false citations\, and cultural oversimplifications. The use of large language models poses ethical dilemmas that risk undermining core disciplinary practices in the social sciences. This session situates geography educators within this tension\, emphasizing the need for AI and data literacy that is critical rather than uncritical. Drawing on recent research in geography and social studies education\, I propose a framework of “error typologies” that reveal how GenAI can reshape knowledge production and interpretation of curricular content. The session will engage participants in considering ways to integrate AI that fosters critical inquiry and civic literacy\, without outsourcing essential human judgment to machines. Rather than treating GenAI as a shortcut for assessment or content delivery\, educators are invited to explore how it can serve as a tool for critique\, revealing questions of bias\, representation\, and the implications for its use in the social studies classroom. Attendees will leave with some practical strategies for guiding classrooms to critically evaluate GenAI outputs and apply disciplinary thinking to AI-generated claims. Bring your questions and comments! \nSession Focus\nAll Grade Levels| Curriculum and Instruction| Technology \nConference Room\nClark \nMeet the Presenter\nSamantha Serrano
URL:https://ncge.org/event/beyond-the-hype-critical-ai-literacy-for-geography-and-social-studies-educators/
LOCATION:Conference Room: Clark
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251017T161500
DTEND;TZID=America/Chicago:20251017T170000
DTSTAMP:20260404T125106
CREATED:20250709T190722Z
LAST-MODIFIED:20250709T190722Z
UID:10000317-1760717700-1760720400@ncge.org
SUMMARY:Globalizing the ‘Yellow Peril’ and Anti-Asian Racism with Human Rights  Education
DESCRIPTION:Summary\nThis presentation examines how human rights education (HRE) can help teachers frame and globalize themes related to anti-Asian racism. This session will demonstrate how human rights concepts can help teachers identify stereotypes and discrimination faced by Asian people across the globe\, and promote citizenship that interrupts these forces. Following a brief overview of HRE and its utility in approaching issues of social justice\, examples of how teachers can use human rights concepts to examine anti- Asian racism will be provided. Each of these examples connects topics and events in the United States with similar matters abroad. Subjects include the internment of Japanese citizens in Brazil\, Canada\, and the United States during World War II\, the deportation of Koreans from the Soviet Union\, the expulsion of South Asians from Uganda\, massacres of Chinese miners in Mexico\, Canada\, and the United States\, as well as anti Asian/xenophobic stereotypes and legislation in all of these countries. \nSession Focus\nSecondary/High School | World/International | Human rights education\, Anti-Asian racism\, Global perspectives \nConference Room\nIowa \nMeet the Presenters\nSean Corrigan  \n 
URL:https://ncge.org/event/globalizing-the-yellow-peril-and-anti-asian-racism-with-human-rights-education/
LOCATION:Conference Room: Iowa
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251017T151500
DTEND;TZID=America/Chicago:20251017T171500
DTSTAMP:20260404T125106
CREATED:20250709T182900Z
LAST-MODIFIED:20250717T152905Z
UID:10000312-1760714100-1760721300@ncge.org
SUMMARY:Beltrami on Expedition: Exploring Minnesota in 1823 in search of the  Headwaters of the Mississippi River
DESCRIPTION:Summary\nThroughout the 1800’s\, as the United States expanded north and west after the Louisiana Purchase\, there were numerous explorers who came to northern Minnesota searching for the headwaters of the Mississippi River. Though the mouth was well known and much of the lower and middle river well charted\, it proved to be difficult to find and map the ultimate source of the river which was though to be in the new northern territory of Minnesota. Members of the Minnesota Alliance for Geographic Education have been engaged in researching this history and creating a documentary series reenacting these various important expeditions\, and the Italian explorer Giacomo Beltrami’s expedition of 1823 is the first to be completed. The hour long documentary will be shown\, followed by hands-on activities on a giant NGS classroom floor map of Minnesota to learn experientially why the river’s source was so difficult to determine. Why is the “True Source” of the Mississippi River still a scientific and geographic question today? Where\, Why There\, Why Care? Join us to explore and learn more about this exciting topic in US historical geography\, and learn how you too can use the film and associated activities with your students. \nSession Focus\nAll Grade Levels | U.S. History | Cartography\,  Exploration\, Headwaters \nConference Room\nLewis \nMeet the Presenters\nDr. Janet Rith-Najarian is a biogeographer and educator living in the northwoods of Minnesota\, among the “Sky-Blue Waters” of her home state’s storied 10\,000 lakes. Along with her past work doing surveys and research for various natural resource agencies\, she is a certified National Geographic educator and teacher-consultant who has served many years on the steering committee for the Minnesota Alliance for Geographic Education. \nShe is also a Minnesota Master Naturalist\, a “Teacher-Ranger” with the National Park Classroom program\,  a naturalist and instructor  with the international Wild Wonder Foundation\,  and a mentor with the “Take Me Outside” Outdoor Learning Project. With an interest in historic cartography and scientific illustration\,  she has recently become an active member of  the “Arts in Exploration Collective” of the RGBS. In her free time\, she loves to go camping with her family and explore new places with her adventurous Geo-Dog. \nAlong with her colleague and fellow explorer and filmmaker Norwood Hall\, Janet’s most recent work is as a geographic and environmental storyteller.  Janet and Norwood are in the process of creating several documentaries\, podcasts\, and presentations about expeditions and famous explorers and natural scientists of the past\, with a special focus on Minnesota explorers on the Mississippi River. Today’s NCGE workshop will include a screening of their documentary about early Minnesota explorer Giacomo Beltrami\, along with inviting workshop participants to join in on an experiential expedition of Minnesota using an NGS Giant map and models of plants\, animals\, climate and more to build 3-D GIS layers of Minnesota’s landscapes and watersheds. \n 
URL:https://ncge.org/event/beltrami-on-expedition-exploring-minnesota-in-1823-in-search-of-the-headwaters-of-the-mississippi-river/
LOCATION:Conference Room: Lewis
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251017T151500
DTEND;TZID=America/Chicago:20251017T171500
DTSTAMP:20260404T125106
CREATED:20250709T182011Z
LAST-MODIFIED:20250927T143315Z
UID:10000311-1760714100-1760721300@ncge.org
SUMMARY:Art\, Dance\, Theatre\, Oh My! Using Arts-Methodologies in the Geography  Classroom
DESCRIPTION:Summary\nCome explore how art\, dance\, theatre\, and other creative methodologies can deepen student understanding of geography! In this session\, participants will engage in hands-on activities that bring historical narratives\, social movements\, and global issues to life through tableau theatre\, protest art\, and cartographic storytelling. Attendees will walk away with ready-to-use lesson ideas\, creative assessment strategies\, and a renewed vision for incorporating art into their classroom. \nSession Focus\nAll Grade Levels | Curriculum and Instruction | Art\, Literacy\, Engagement \nConference Room\nWinnebago \nMeet the Presenters\nJessica Flach is a Ph.D. student at the University of South Carolina in Columbia\, SC. Prior to graduate school\, she taught AP Human Geography and AP United States History in Pensacola\, FL. Jessica works with  the South Carolina Geographic Alliance in organizing professional development for K-12 geography teachers in South Carolina. Her graduate research focuses on youth geographies\, travel\, and citizenship. She is especially passionate about data literacy in geography classrooms\, and strives to help geography teachers create engaging\, inquiry-based lessons. \n  \n  \nBethany Sanders is a Secondary Social Studies teacher at Dutch Fork High School. She teaches a wide variety of classes including Human Geography\, AP European History\, and AP Comparative Government. She is currently an education doctoral student at the University of South Carolina where her research is focused on visual arts integration and visual literacy in the geography classroom. When she isn’t teaching\, she is either coaching her school’s dance team or traveling!
URL:https://ncge.org/event/art-dance-theatre-oh-my-using-arts-methodologies-in-the-geography-classroom/
LOCATION:Conference Room: Winnebago
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20251017T151500
DTEND;TZID=America/Chicago:20251017T171500
DTSTAMP:20260404T125106
CREATED:20250708T141438Z
LAST-MODIFIED:20251012T182503Z
UID:10000304-1760714100-1760721300@ncge.org
SUMMARY:Teaching Holocaust Geographies
DESCRIPTION:Summary\nThis session will focus on the interdisciplinary relationships between geography education and Holocaust education. The session will begin by focusing on an edited book (co-edited by the presenters) that features geographers\, historians\, and education experts\, including many voices from NCGE members\, on the benefits\, obstacles\, and methods of teaching the Holocaust using the perspectives and tools of geographers. Then\, session participants will put these discussions into practice by working with one another to evaluate and modify existing resources for teaching the Holocaust to include geographic skills\, concepts\, and tools. Holocaust education professionals\, primarily from Nebraska\, will be present for this working session. These discussions and hands-on interactions with a variety of resources is designed to benefit those seeking to teach geography and/or the Holocaust as a means from promoting civic engagement. \nSession Focus\nSecondary/High School | World History | Holocaust | Multidisciplinary \nConference Room\nFlannigan \nMeet the Presenters\nMichael Mewborne  \nJeff Eargle is a Clinical Associate Professor in the Department of Teacher Education at the University of South Carolina\, where he also serves as the Secondary Social Studies Program Coordinator. As a high school social studies teacher in the South Carolina public school system\, he taught a range of social studies courses across both grade and learning levels. Additionally\, Eargle was an Education Associate for K12 Social Studies Education at the South Carolina Department of Education where he implemented state-wide policy\, provided professional learning for teachers\, and was involved in the development of the current state standards. He is the coeditor of the forthcoming volume Teaching Holocaust Geographies in Middle and Secondary Schools: Promoting Inquiry into Space\, Persecution\, and Civic Engagement.
URL:https://ncge.org/event/teaching-holocaust-geographies/
LOCATION:Conference Room: Flannigan
CATEGORIES:Conference Sessions
ATTACH;FMTTYPE=image/png:https://ncge.org/wp-content/uploads/2025/07/Conference_2025_Session.png
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END:VCALENDAR