The following national standards are applicable to the Expedition 360 video exchange lesson plans.

National Geography Standards (PDF)

THE WORLD IN SPATIAL TERMS
-How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information.

-How to analyze the spatial organization of people, places, and environments on Earth's surface.

PLACES AND REGIONS
-The physical and human characteristics of places.

-That people create regions to interpret Earth's complexity.

-How culture and experience influence people's perception of places and regions.

HUMAN SYSTEMS
-The characteristics, distribution, and migration of human populations on Earth's surface.

-The characteristics, distributions, and complexity of Earth's cultural mosaics.

-The patterns and networks of economic interdependence on Earth's surface.

-The process, patterns, and functions of human settlement.

-How forces of cooperation and conflict among people influence the division and control of Earth's surface.

ENVIRONMENT AND SOCIETY
-How human actions modify the physical environment.

-How physical systems affect human systems.

-The changes that occur in the meaning, use, distribution, and importance of resources.

THE USES OF GEOGRAPHY
-How to apply geography to interpret the past.

-To apply geography to interpret the present and plan for the future.

National Social Studies Standards (PDF)

I. Culture
Social studies programs should include experiences that provide for the study of culture and cultural diversity.

II. Time, Continuity, and Change
Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.

III. People, Places, and Environments
Social studies programs should include experiences that provide for the study of people, places and environments.

IV. Individual Development and Identity
Social studies programs should include experiences that provide for the study of individual development and identity.

V. Individuals, Groups, and Institutions
Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

VI. Power, Authority, and Governance
Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.

VIII. Science, Technology, and Society
Social studies programs should include experiences that provide for the study of relationships among science, technology, and society.

IX. Global Connections
Social studies programs should include experiences that provide for the study of global connections and interdependence.

National English Language Arts Standards (PDF)

-Students read a wide range of print and nonprint texts to
build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and
demands of society and the workplace; and for personal fulfillment.

-Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes.

-Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

-Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to
create, critique, and discuss print and nonprint texts.

-Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.

-Students use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge. Standard 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

-Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.

National Technology Standards (PDF)

BASIC OPERATIONS AND CONCEPTS
-Students demonstrate a sound understanding of the nature and operation of technology systems.

-Students are proficient in the use of technology.

SOCIAL, ETHICAL AND HUMAN ISSUES
-Students understand the ethical, cultural, and societal issues related to technology.

-Students practice responsible use of technology systems, information, and software.

-Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

TECHNOLOGY PRODUCTIVITY TOOLS
-Students use technology tools to enhance learning, increase productivity, and promote creativity.

-Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

TECHNOLOGY COMMUNICATION TOOLS
-Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

-Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

TECHNOLOGY RESEARCH TOOLS
-Students use technology to locate, evaluate,and collect information from a variety of sources.

-Students use technology tools to process data and report results.

-Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

TECHNOLOGY PROBLEM- SOLVING AND DECISION-MAKING TOOLS
-Students use technology resources for solving problems and making informed decisions.

-Students employ technology in the development of strategies for solving problems in the real world.

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