“The world facing the high school graduates of 2025 will be even more crowded than the world of today. The physical environment will be even more threatened. The global economy will be even more competitive and interconnected.

Understanding and responding to the challenges and opportunities of the world in the twenty-first century will require many skills; the capacities to think and communicate mathematically and scientifically will remain at a premium. Geographic literacy will also be necessary for reasons of enhancing economic competitiveness, preserving quality of life, sustaining the environment, and ensuring national security. As individuals and as members of society, humans face decisions on where to live, what to build where, how and where to travel, how to conserve energy, how to wisely manage scarce resources, and how to cooperate or compete with others.

Making all of these decisions, personal and collective, requires a geographically informed person—someone who sees meaning in the arrangement of things on Earth’s surface, who sees relations between people, places, and environments, who uses geographic skills, and who applies spatial and ecological perspectives to life situations. Geographic skills enable a person to understand the connections between patterns of rivers and the physical processes that create them, between patterns of cities and the human processes that create them, and between what happens in the places in which we live and what happens in places throughout the world, near and far.

The goal of the National Geography Standards is to enable students to become geographically informed through knowledge and mastery of three things: (1) factual knowledge; (2) mental maps and tools; (3) and ways of thinking.”

—Geography For Life: National Geography Standards, Second Edition