Malcolm Comeaux and Bob Mings in geography have developed
a network across Arizona of more than 2700 teachers called
the Arizona Geographic Alliance. The "Geographic Alliance"
movement is national, supported by the National Geographic.
the website is: http://alliance.la.asu.edu/azga/
The bottom line is that you are welcome to list the
Arizona Geographic Alliance as a partner in the proposal.
A quickie rough paragraph would be as follows.
ARIZONA GEOGRAPHIC ALLIANCE
Greater Phoenix 2100 articulates with several K-12 educational standards
in the state of Arizona, most notably those in Geography (see
http://alliance.la.asu.edu/azga/). Phoenix 2100 facilitates K-12
learning and[IF YOU WISH IT A "RESEARCH PARTNERSHIP" WITH SCHOOLS...
MANY OF OUR CORE TEACHER CONSULTANTS WOULD JUMP AT THE CHANCE OF
MONITORING GROWTH ISSUES IN THEIR AREA... INCLUDING GROUND TRUTHING
REMOTELY SENSED IMAGERY OF THEIR NEIGHBORHOOD SCHOOLS...] the research
process. In other words, students learn about urban growth issues,
and
at the same time participate in the research process. Table X [an
on-line survey] exemplifies the type of K-12 articulation between the
learning and research processes. [I ENVISION A FORM FOR GROUND TRUTHING
ISSUES].
Teacher training in the research process would be accomplished by the
Arizona Geographic Alliance through a series of weekend workshops.
[A
WEEKEND WORKSHOP COSTS ABOUT $3000 TO PULL OFF NICELY. WE CAN RUN IT
ALL. NO HEADACHES. IT IS WHAT WE DO.]
-Ron Dorn
GRADES 6-8
3SS-E8. Use geographic knowledge, skills, and perspectives to explain
past,present, and future issues, with emphasis on:
PO 2. how geography is used to improve quality of life, including urban
growth and environmental planning;
PO 3. using geographic knowledge and skills to analyze contemporary
issues, including the debate over water use and availability in Arizona
GRADES 9-12
3SS-P3. Analyze how economic, political, cultural, and social processes
interact to shape patterns and characteristics of human populations,
interdependence, and cooperation and conflict, with emphasis on:
PO 6. function and change in the size, structure, and arrangement of
urban and suburban areas, including the growth of Arizona cities
3SS-P4. Analyze the interactions between human activities and the
natural world in different regions, including changes in the meaning,
use, distribution, and importance of natural resources, with emphasis
on:
PO 6. policies and programs for resource use and management, including
the trade-off between environmental quality and economic growth in
the
twentieth century
3SS-P5. Apply geographic knowledge of people, places, and environments
to understand the past and present and plan for the future, with
emphasis on:
PO 1. using geographic knowledge, skills, and perspectives to solve
contemporary problems in the community and Arizona
-Ron Dorn
Yes. This would require virtually no effort on the part of
the researchers for Phoenix 2100. The alliance only needs
a modest budget for teacher training (which would probably
include paper copies of aerial photos of the involved school
area). With on-line survey forms for K-12 student/classroom
research, on-line survey forms for K-12 student/parent
interaction, you'll get a good volume of pre-formatted data
on the social and natural sides of the fence.
Yes. You can count on us to write the verbage for the
proposal for you to edit. Just say how long. We'll
double it, so you can pick and choose.