Winnie Hu’s recent NY Times article, “Geography Report Card Finds Students Lagging” (July 20, 2011) laments the fact that fewer than in one in three American students are proficient in geography–to the point where they can’t even identify the American Southwest on a map, according to report of the National Assessment of Educational Progress.
The article is rich in irony, quoting Penn State’s Roger Downs, that “geography’s role in the curriculum is limited, and, at best, static.”
That is ironic given the convincing case that can be made for the importance of geographic literacy,” Mr. Downs said. “But it is doubly ironic given a world in which adults and now children have smartphones and tablets that can download maps on the fly, provide directions to places, and give your location to your friends.
The article also cites the concerns of David P. Drsicoll, the National Assessment Governing Board chair:
“Geography is not just about maps,” said Driscoll…who expressed concern that students were not doing better in geography. “It is a rich and varied discipline that, now more than ever, is vital to understanding the connections between our global economy, environment and diverse cultures.”