In this course, you will explore a variety of open-source technologies for working with geosptial data, performing spatial analysis, and undertaking general data science. The first component of the class focuses on the use of QGIS and associated technologies (GDAL, PROJ, GRASS, SAGA, and Orfeo Toolbox). The second component of the class introduces Python and associated open-source libraries and modules (NumPy, Pandas, Matplotlib, Seaborn, GeoPandas, Rasterio, WhiteboxTools, and Scikit-Learn) used by geospatial scientists and data scientists. We also provide an introduction to Structured Query Language (SQL) for performing table and spatial queries. This course is designed for individuals that have a background in GIS, such as working in the ArcGIS environment, but no prior experience using open-source software and/or coding. You will be asked to work through a series of lecture modules and videos broken into several topic areas, as outlined below. Fourteen assignments and the required data have been provided as hands-on opportunites to work with data and the discussed technologies and methods. If you have any questions or suggestions, feel free to contact us. We hope to continue to update and improve this course. This course was produced by West Virginia View (http://www.wvview.org/) with support from AmericaView (https://americaview.org/). This material is based upon work supported by the U.S. Geological Survey under Grant/Cooperative Agreement No. G18AP00077. The views and conclusions contained in this document are those of the authors and should not be interpreted as representing the opinions or policies of the U.S. Geological Survey. Mention of trade names or commercial products does not constitute their endorsement by the U.S. Geological Survey. After completing this course you will be able to: apply QGIS to visualize, query, and analyze vector and raster spatial data. use available resources to further expand your knowledge of open-source technologies. describe and use a variety of open data formats. code in Python at an intermediate-level. read, summarize, visualize, and analyze data using open Python libraries. create spatial predictive models using Python and associated libraries. use SQL to perform table and spatial queries at an intermediate-level.

Have you ever wanted to create your own maps, or integrate and visualize spatial datasets to examine changes in trends between locations and over time? Follow along with these training tutorials on QGIS, an open source geographic information system (GIS) and learn key concepts, procedures and skills for performing common GIS tasks – such as creating maps, as well as joining, overlaying and visualizing spatial datasets. These tutorials are geared towards new GIS users. We’ll start with foundational concepts, and build towards more advanced topics throughout – demonstrating how with a few relatively easy steps you can get quite a lot out of GIS. You can then extend these skills to datasets of thematic relevance to you in addressing tasks faced in your day-to-day work.

In this course, you will learn to work within the free and open-source R environment with a specific focus on working with and analyzing geospatial data. We will cover a wide variety of data and spatial data analytics topics, and you will learn how to code in R along the way. The Introduction module provides more background info about the course and course set up. This course is designed for someone with some prior GIS knowledge. For example, you should know the basics of working with maps, map projections, and vector and raster data. You should be able to perform common spatial analysis tasks and make map layouts. If you do not have a GIS background, we would recommend checking out the West Virginia View GIScience class. We do not assume that you have any prior experience with R or with coding. So, don't worry if you haven't developed these skill sets yet. That is a major goal in this course.

Background material will be provided using code examples, videos, and presentations. We have provided assignments to offer hands-on learning opportunities. Data links for the lecture modules are provided within each module while data for the assignments are linked to the assignment buttons below. Please see the sequencing document for our suggested order in which to work through the material.

After completing this course you will be able to:

prepare, manipulate, query, and generally work with data in R. perform data summarization, comparisons, and statistical tests. create quality graphs, map layouts, and interactive web maps to visualize data and findings. present your research, methods, results, and code as web pages to foster reproducible research. work with spatial data in R. analyze vector and raster geospatial data to answer a question with a spatial component. make spatial models and predictions using regression and machine learning. code in the R language at an intermediate level.

This resource contains data inputs and a Jupyter Notebook that is used to introduce Hydrologic Analysis using Terrain Analysis Using Digital Elevation Models (TauDEM) and Python. TauDEM is a free and open-source set of Digital Elevation Model (DEM) tools developed at Utah State University for the extraction and analysis of hydrologic information from topography. This resource is part of a HydroLearn Physical Hydrology learning module available at https://edx.hydrolearn.org/courses/course-v1:Utah_State_University+CEE6400+2019_Fall/about

In this activity, the student learns how to (1) derive hydrologically useful information from Digital Elevation Models (DEMs); (2) describe the sequence of steps involved in mapping stream networks, catchments, and watersheds; and (3) compute an approximate water balance for a watershed-based on publicly available data.

Please note that this exercise is designed for the Logan River watershed, which drains to USGS streamflow gauge 10109000 located just east of Logan, Utah. However, this Jupyter Notebook and the analysis can readily be applied to other locations of interest. If running the terrain analysis for other study sites, you need to prepare a DEM TIF file, an outlet shapefile for the area of interest, and the average annual streamflow and precipitation data. - There are several sources to obtain DEM data. In the U.S., the DEM data (with different spatial resolutions) can be obtained from the National Elevation Dataset available from the national map (http://viewer.nationalmap.gov/viewer/). Another DEM data source is the Shuttle Radar Topography Mission (https://www2.jpl.nasa.gov/srtm/), an international research effort that obtained digital elevation models on a near-global scale (search for Digital Elevation at https://www.usgs.gov/centers/eros/science/usgs-eros-archive-products-overview?qt-science_center_objects=0#qt-science_center_objects). - If not already available, you can generate the outlet shapefile by applying basic terrain analysis steps in geospatial information system models such as ArcGIS or QGIS. - You also need to obtain average annual streamflow and precipitation data for the watershed of interest to assess the annual water balance and calculate the runoff ratio in this exercise. In the U.S., the streamflow data can be obtained from the USGS NWIS website (https://waterdata.usgs.gov/nwis) and the precipitation from PRISM (https://prism.oregonstate.edu/normals/). Note that using other datasets may require preprocessing steps to make data ready to use for this exercise.

Annual funding (2020-2021) from AmericaView allowed IowaView staff to survey Iowa public school K-12 superintendents and teachers to understand how GIS and remote sensing were being used in K-12 school districts and classrooms in Iowa. The surveys also provided a starting point for outreach and a way to assess if there is a need to improve knowledge and access to available resources such as Esri’s free educational licensing and educational materials as a way to build a foundation of GIS education throughout the state.

How do you ensure your data is free of errors? While you may already leverage ArcGIS Data Reviewer for its automated validation capabilities, you might ocassionally encounter problems with certain challenging subsets of features. For example, think about a situation in which you expected an automated data check to return a certain error but it did not. You tried configuring the check over and over again, but did not figure out a method of automatically detecting the error.Visual review can help. Manually reviewing your data provides a way to find errors that are difficult to detect using automated methods, such as features that are missing, misplaced, miscoded, or redundant.The following graphic shows the topics that will be covered throughout the course. You will learn the associated workflows that take advantage of ArcGIS Data Reviewer functionality.After completing this course, you will be able to:Determine situations in which visual review is appropriate.Analyze a statistically significant sample.Create a QC grid and perform a systematic visual review.Indicate missing, misplaced, miscoded, or redundant features.Recognize how to find changes between versions.

Free and reduced lunch data for each participating public school in Alaska. This data set includes the number of students receiving free lunches and reduced price lunches, and the percentage of the students enrolled in either of these programs. Students qualify for free and reduced meals under the National School Lunch Program.Where possible the data is mapped at the location of School that is associated with the program - however some data rows represent non-school entities. See source DEED data center https://education.alaska.gov/cnp/nslp for source dataSource: Alaska Department of Education & Early Development, School Nutrition Programs

This data has been visualized in a Geographic Information Systems (GIS) format and is provided as a service in the DCRA Information Portal by the Alaska Department of Commerce, Community, and Economic Development Division of Community and Regional Affairs (SOA DCCED DCRA), Research and Analysis section. SOA DCCED DCRA Research and Analysis is not the authoritative source for this data. For more information and for questions about this data, see: Alaska Department of Education & Early Development Data Center.

Our Co-design team is from the University of Texas, working on a Department of Energy-funded project focused on the Beaumont-Port Arthur area. As part of this project, we will be developing climate-resilient design solutions for areas of the region. More on www.caee.utexas.edu.We captured aerial photos in the Port Arthur Coastal Neighborhood Community and the Golf Course on Pleasure Island, Texas, in June 2024.Aerial photos taken were through DroneDeploy autonomous flight, and models were processed through the DroneDeploy engine as well. All aerial photos are in .JPG format and contained in zipped files for each area.The processed data package includes 3D models, geospatial data, mappings, and point clouds. Please be aware that DTM, Elevation toolbox, Point cloud, and Orthomosaic use EPSG: 6588. And 3D Model uses EPSG: 3857.For using these data:- The Adobe Suite gives you great software to open .Tif files.- You can use LASUtility (Windows), ESRI ArcGIS Pro (Windows), or Blaze3D (Windows, Linux) to open a LAS file and view the data it contains.- Open an .OBJ file with a large number of free and commercial applications. Some examples include Microsoft 3D Builder, Apple Preview, Blender, and Autodesk.- You may use ArcGIS, Merkaartor, Blender (with the Google Earth Importer plug-in), Global Mapper, and Marble to open .KML files.- The .tfw world file is a text file used to georeference the GeoTIFF raster images, like the orthomosaic and the DSM. You need suitable software like ArcView to open a .TFW file.This dataset provides researchers with sufficient geometric data and the status quo of the land surface at the locations mentioned above. This dataset could streamline researchers' decision-making processes and enhance the design as well.

This web map references the live tiled map service from the OpenStreetMap project. OpenStreetMap (OSM) is an open collaborative project to create a free editable map of the world. Volunteers gather location data using GPS, local knowledge, and other free sources of information such as free satellite imagery, and upload it. The resulting free map can be viewed and downloaded from the OpenStreetMap server: http://www.OpenStreetMap.org. See that website for additional information about OpenStreetMap. It is made available as a basemap for GIS work in Esri products under a Creative Commons Attribution-ShareAlike license.Tip: This service is one of the basemaps used in the ArcGIS.com map viewer and ArcGIS Explorer Online. Simply click one of those links to launch the interactive application of your choice, and then choose Open Street Map from the Basemap control to start using this service. You'll also find this service in the Basemap gallery in ArcGIS Explorer Desktop and ArcGIS Desktop 10.

Background: Malaria continues to pose a major public health challenge in tropical regions. Despite significant efforts to control malaria in Tanzania, there are still residual transmission cases. Unfortunately, little is known about where these residual malaria transmission cases occur and how they spread. In Tanzania, for example, the transmission is heterogeneously distributed. In order to effectively control and prevent the spread of malaria, it is essential to understand the spatial distribution and transmission patterns of the disease. This study seeks to predict areas that are at high risk of malaria transmission so that intervention measures can be developed to accelerate malaria elimination efforts.

Methods: This study employs a geospatial-based model to predict and map out malaria risk area in Kilombero Valley. Environmental factors related to malaria transmission were considered and assigned valuable weights in the Analytic Hierarchy Process (AHP), an online system using a pairwise comparison technique. The malaria hazard map was generated by a weighted overlay of the altitude, slope, curvature, aspect, rainfall distribution, and distance to streams in Geographic Information Systems (GIS). Finally, the risk map was created by overlaying components of malaria risk including hazards, elements at risk, and vulnerability. Results: The study demonstrates that the majority of the study area falls under the moderate-risk level (61%), followed by the low-risk level (31%), while the high-malaria risk area covers a small area, which occupies only 8% of the total area. Conclusion: The findings of this study are crucial for developing spatially targeted interventions against malaria transmission in residual transmission settings. Predicted areas prone to malaria risk provide information that will inform decision-makers and policymakers for proper planning, monitoring, and deployment of interventions. Methods Data acquisition and description The study employed both primary and secondary data, which were collected from numerous sources based on the input required for the implementation of the predictive model. Data collected includes the locations of all public and private health centers that were downloaded free from the health portal of the United Republic of Tanzania, Ministry of Health, Community Development, Gender, Elderly, and Children, through the universal resource locator (URL) (http://moh.go.tz/hfrportal/). Human population data was collected from the 2012 population housing census (PHC) for the United Republic of Tanzania report. Rainfall data were obtained from two local offices; Kilombero Agricultural Training and Research Institute (KATRIN) and Kilombero Valley Teak Company (KVTC). These offices collect meteorological data for agricultural purposes. Monthly data from 2012 to 2017 provided from thirteen (13) weather stations. Road and stream network shapefiles were downloaded free from the MapCruzin website via URL (https://mapcruzin.com/free-tanzania-arcgis-maps-shapefiles.htm). With respect to the size of the study area, five neighboring scenes of the Landsat 8 OLI/TIRS images (path/row: 167/65, 167/66, 167/67, 168/66 and 168/67) were downloaded freely from the United States Geological Survey (USGS) website via URL: http://earthexplorer.usgs.gov. From July to November 2017, the images were selected and downloaded from the USGS Earth Explorer archive based on the lowest amount of cloud cover coverage as viewed from the archive before downloading. Finally, the digital elevation data with a spatial resolution of three arc-seconds (90m by 90m) using WGS 84 datum and the Geographic Coordinate System were downloaded free from the Shuttle Radar Topography Mission (SRTM) via URL (https://dds.cr.usgs.gov/srtm/version2_1/SRTM3/Africa/). Only six tiles that fall in the study area were downloaded, coded tiles as S08E035, S09E035, S10E035, S08E036, S09E036, S10E036, S08E037, S09E037 and S10E037. Preparation and Creation of Model Factor Parameters Creation of Elevation Factor All six coded tiles were imported into the GIS environment for further analysis. Data management tools, with raster/raster data set/mosaic to new raster feature, were used to join the tiles and form an elevation map layer. Using the spatial analyst tool/reclassify feature, the generated elevation map was then classified into five classes as 109–358, 359–530, 531–747, 748–1017 and >1018 m.a.s.l. and new values were assigned for each class as 1, 2, 3, 4 and 5, respectively, with regards to the relationship with mosquito distribution and malaria risk. Finally, the elevation map based on malaria risk level is levelled as very high, high, moderate, low and very low respectively. Creation of Slope Factor A slope map was created from the generated elevation map layer, using a spatial analysis tool/surface/slope feature. Also, the slope raster layer was further reclassified into five subgroups based on predefined slope classes using standard classification schemes, namely quantiles as 0–0.58, 0.59–2.90, 2.91–6.40, 6.41–14.54 and >14.54. This classification scheme divides the range of attribute values into equal-sized sub-ranges, which allow specifying the number of the intervals while the system determines where the breaks should be. The reclassified slope raster layer subgroups were ranked 1, 2, 3, 4 and 5 according to the degree of suitability for malaria incidence in the locality. To elaborate, the steeper slope values are related to lesser malaria hazards, and the gentler slopes are highly susceptible to malaria incidences. Finally, the slope map based on malaria risk level is leveled as very high, high, moderate, low and very low respectively. Creation of Curvature Factor Curvature is another topographical factor that was created from the generated elevation map using the spatial analysis tool/surface/curvature feature. The curvature raster layer was further reclassified into five subgroups based on predefined curvature class. The reclassified curvature raster layer subgroups were ranked to 1, 2, 3, 4 and 5 according to their degree of suitability for malaria occurrence. To explain, this affects the acceleration and deceleration of flow across the surface. A negative value indicates that the surface is upwardly convex, and flow will be decelerated, which is related to being highly susceptible to malaria incidences. A positive profile indicates that the surface is upwardly concave and the flow will be accelerated which is related to a lesser malaria hazard, while a value of zero indicates that the surface is linear and related to a moderate malaria hazard. Lastly, the curvature map based on malaria risk level is leveled as very high, high, moderate, low, and very low respectively.
Creation of Aspect Factor As a topographic factor associated with mosquito larval habitat formation, aspect determines the amount of sunlight an area receives. The more sunlight received the stronger the influence on temperature, which may affect mosquito larval survival. The aspect of the study area also was generated from the elevation map using spatial analyst tools/ raster /surface /aspect feature. The aspect raster layer was further reclassified into five subgroups based on predefined aspect class. The reclassified aspect raster layer subgroups were ranked as 1, 2, 3, 4 and 5 according to the degree of suitability for malaria incidence, and new values were re-assigned in order of malaria hazard rating. Finally, the aspect map based on malaria risk level is leveled as very high, high, moderate, low, and very low, respectively. Creation of Human Population Distribution Factor Human population data was used to generate a population distribution map related to malaria occurrence. Kilombero Valley has a total of 42 wards, the data was organized in Ms excel 2016 and imported into the GIS environment for the analysis, Inverse Distance Weighted (IDW) interpolation in the spatial analyst tool was applied to interpolate the population distribution map. The population distribution map was further reclassified into five subgroups based on potential to malaria risk. The reclassified map layer subgroups were ranked according to the vulnerability to malaria incidence in the locality such as areas having high population having the highest vulnerability and the less population having less vulnerable, and the new value was assigned as 1, 2, 3, 4 and 5, and then leveled as very high, high, moderate, low and very low malaria risk level, respectively. Creation of Proximity to Health Facilities Factor The distribution of health facilities has a significant impact on the malaria vulnerability of the population dwellings in the Kilombero Valley. The health facility layer was created by computing distance analysis using proximity multiple ring buffer features in spatial analyst tool/multiple ring buffer. Then the map layer was reclassified into five sub-layers such as within (0–5) km, (5.1–10) km, (10.1–20) km, (20.1–50) km and >50km. According to a WHO report, it is indicated that the human population who live nearby or easily accessible to health facilities is less vulnerable to malaria incidence than the ones who are very far from the health facilities due to the distance limitation for the health services. Later on, the new values were assigned as 1, 2, 3, 4 and 5, and then reclassified as very high, high, moderate, low and very low malaria risk levels, respectively. Creation of Proximity to Road Network Factor The distance to the road network is also a significant factor, as it can be used as an estimation of the access to present healthcare facilities in the area. Buffer zones were calculated on the path of the road to determine the effect of the road on malaria prevalence. The road shapefile of the study area was inputted into GIS environment and spatial analyst tools / multiple ring buffer feature were used to generate five buffer zones with the

This is a feature class outlining Palm Oil Plantations in Ucayali Province in Peru. A small team of faculty and student researchers hand digitized polygons delineating palm oil plantations in Ucayali, Peru in support of SERVIR Amazonia goals. GIS experts used high-resolution (< 1 m) optical observations to identify areas of oil palm presence across different conditions (young vs. mature, industrial vs. small-scale). This hand-digitized oil palm presence map will serve as a calibration / validation dataset for an automated classification model using remote sensing observations. This task presented numerous challenges, namely the availability of cloud-free, high resolution imagery. Polygons were digitized from numerous imagery datasets including mosaiced basemap imagery from Maxar and Planet Scope. Whenever the high resolution Maxar imagery was available, it was used. In some cases, we were unable to procure imagery in the time frame. We provide a training document describing our methodology and process in QGIS, an open source geospatial software package so other researchers could repeat our methods at later times or different geographic extents. The major variables in our study were the spatial extents of the palm oil plantations, whether they were open or closed canopy, and the imagery data source

This course was created in part by funds from the National Science Foundation through grant DUE 1700496. It is a product of the National Geospatial Technology Center of Excellence (GeoTech Center).This is an introductory course in geospatial applications using Python. Python is a free open source computer scripting language. Python can be used in several different geospatial-mapping programs, for this class Esri ArcGIS Pro will be the main software utilized but some discussions of ArcGIS Online and QGIS will be included. Esri ArcGIS Pro is a 64-bit application and thus the 3.x Python family of code is used. These two versions of Python are not 100% compatible, some differences will be noted throughout the course. The libraries of commands used in the Python scripts are software specific and less compatible than just general Python, for example ArcGIS Pro and QGIS are both 64-bit applications but the libraries for each are unique. The libraries contain code related to specific geospatial operations.

The Southeast Texas Urban Integrated field lab’s Co-design team captured aerial photos in the Port Arthur Coastal Neighborhood Community and the Golf Course on Pleasure Island, Texas, in June 2024. Aerial photos taken were through autonomous flight, and models were processed through the DroneDeploy engine. All aerial photos are in .JPG format and contained in zipped files for each area. The processed data package includes 3D models, geospatial data, mappings, and point clouds. Please be aware that DTM, Elevation toolbox, Point Cloud, and Orthomosaic use EPSG: 6588. And 3D Model uses EPSG: 3857. For using these data: - The Adobe Suite gives you great software to open .Tif files. - You can use LASUtility (Windows), ESRI ArcGIS Pro (Windows), or Blaze3D (Windows, Linux) to open a LAS file and view the data it contains. - Open an .OBJ file with a large number of free and commercial applications. Some examples include Microsoft 3D Builder, Apple Preview, Blender, and Autodesk. - You may use ArcGIS, Merkaartor, Blender (with the Google Earth Importer plug-in), Global Mapper, and Marble to open .KML files. - The .tfw world file is a text file used to georeference the GeoTIFF raster images, like the orthomosaic and the DSM. You need suitable software like ArcView to open a .TFW file. This dataset provides researchers with sufficient geometric data and the status quo of the land surface at the locations mentioned above. This dataset will support researchers' decision-making processes under uncertainties.

This dataset contains information, opening times and locations related to Brisbane City Council golf courses.More information about these golf courses can be found on the Brisbane City Council website.

Publication date: August 15, 2025. The NYS State Education Department schools web service is made up of 18 feature classes. The Schools K-12 feature class is a combination of 9 feature classes that have school aged children attending. The feature classes included in the Schools K-12 feature class include: Public K-12, Private K-12, Charter K-12, State Operated Schools, BOCES, Other Schools for Students with Disabilities, Kindergartens All Buildings, Non IMF Public and Private Institutions, and Schools for At Risk Youth. The Other feature classes include Proprietary, Approved Preschool Programs for SWD, Colleges, District Offices, Feeding Sites, and Libraries. Two polygon layers are included for School Districts and BOCES Districts. Please contact NYS ITS Geospatial Services at nysgis@its.ny.gov if you have any questions.

The tabular and visual dataset focuses on South African basic education and provides insights into the distribution of schools and basic population statistics across the country. This tabular and visual data are stratified across different quintiles for each provincial and district boundary. The quintile system is used by the South African government to classify schools based on their level of socio-economic disadvantage, with quintile 1 being the most disadvantaged and quintile 5 being the least disadvantaged. The data was joined by extracting information from the debarment of basic education with StatsSA population census data. Thereafter, all tabular data and geo located data were transformed to maps using GIS software and the Python integrated development environment. The dataset includes information on the number of schools and students in each quintile, as well as the population density in each area. The data is displayed through a combination of charts, maps and tables, allowing for easy analysis and interpretation of the information.

Total file size: about 367M in zip format and about 600M after extracted. (To download: click the Download button at the upper right area of this page)Alternatively, you can download the data by chapters:- Go to https://go.esri.com/gtkwebgis4- Under Group Categories on the left, click each chapter, you will see the data file to download for that chapter.

THE EARTH SCIENCE GEOINQUIRY COLLECTION

http://www.esri.com/geoinquiries

To support Esri’s involvement in the White House ConnectED Initiative, GeoInquiry instructional materials using ArcGIS Online for Earth Science education are now freely available.

The Earth Science GeoInquiry collection contains 15 free, web-mapping activities that correspond and extend map-based concepts in leading middle school Earth science textbooks. The activities use a standard inquiry-based instructional model, require only 15 minutes for a teacher to deliver, and are device agnostic. The activities harmonize with the Next Generation Science Standards. Activity topics include:

Teachers, GeoMentors, and administrators can learn more at http://www.esri.com/geoinquiries

18 holes * Par 54 * Crandall Park, 576 Glen Street, Glens Falls, NY * Free to PlayCrandall Park's 18-hole disc golf course was designed and constructed in 2020 by professional disc golfers Jaimen Hume and Jon Hotmer, with the assistance of dozens of local volunteers under the direction of Elizabeth Hogan and the Crandall Park Beautification Committee. It is a primarily wooded course and all holes are Par 3. Walks between holes are short. It is perfect for beginners and families, but challenging enough for experienced players to enjoy. The course is free to play.Discs can be checked out for free from Crandall Public Library or purchased inexpensively at local Glens Falls course sponsors Fountain Square Outfitters, 42 Degrees, and Inside Edge.

Explore the effects of the Reformation and Counter-Reformation. THE GEOINQUIRIES™ COLLECTION FOR WORLD HISTORYhttp://www.esri.com/geoinquiriesThe GeoInquiry™ collection for World History contains 15 free, standards-based activities that correspond and extend spatial concepts found in course textbooks frequently used in introductory world history classes. The activities use a common inquiry-based instructional model, require only 15 minutes to deliver, and are device/laptop agnostic. Each activity includes an ArcGIS Online map but requires no login or installation. The activities harmonize with the C3 Framework for social studies curriculum standards. Activities include:· Cradles of Civilization· Silk Roads: Then and now· Medieval Europe: Invasions· The Crusades· Trade and the Black Death· Russian expansion to the sea· Early European exploration· The Reformation· The first European Industrial Revolution· Latin American independence· Age of Napoleon· Africa's bounty and borders· Post-WWI and The League of Nations· African independence

Cooperation since 1945Teachers, GeoMentors, and school administrators can learn more at http://www.esri.com/geoinquiries.