Surveys show that US students' geography knowledge ranks far below students in such countries as Japan, the United Kingdom, Germany, and Canada. Even worse, geographical literacy has declined over the years, so now many children cannot read maps or lacate states, cities or other important physical features, even in the United States. But, lack of geographic knowledge is not restricted to children; in 1992, 23 graduating Harvard University students were asked what causes seasons on the earth. Only two were able to say that the tilt of the earth with respect to the sun accounts for the seasons.
How can citizens exaluate US foreign policy options if they know nothing about the countries that are involved?
How can we assess the merits of the North American Free Trade Agreement if we are unfamiliar with current US trade patterns with Canada and Mexico?
How do we know if US troops should be sent places such as Bosnia-Herzegovina or Haiti if we are ignorant of the land and people with whom they must deal?
How can we develop opinions on such matters as conserving the Pacific Northwest, limiting development of Mississippi River flood plains, or spending billions of dollars to clean up toxic waste dumps if we lack the basic knowledge of geography that is required to understand the issues that are involved?
Concern over lack of geographical knowledge in the United States has been expressed by local, state and national governments.
Geography is included among the core subjects in the Federal Goals 2000 Legislation to improve US education. As a result of this initiative and others, National Geography Standards have been developed and are being distributed around the country. These geography standards are benchmarks against which the content of geography courses can be measured. The will affect the education of all children in the United States.