The proposed framework of the curriculum is based on a simple principle – that the characteristic distinguishing GIS and geographic information technologies in general from all other fields is a focus on geographic concepts. These are defined as the primitive elements, features, and relationships used to analyze, model, reason and make decisions in a geographic context. They range from concepts about the form of the Earth and the measurement of position on its surface, to concepts of direction, adjacency, and connectivity, to the more advanced concepts that underlie our understanding of the processes that operate on the Earth’s surface. Geographic knowledge is constructed from geographic concepts, and these concepts form the basis for people’s conceptual understanding of the world around them. Geographic concepts range from the simplest primitives of geographic cognition learned in early childhood to the far more advanced structures used in the modeling of environmental and social processes. The curriculum is organized as a tree, with geographic concepts at the bottom or root node. Above this are four major branches: the branch that deals with the concepts themselves, enumerates them, and describes their role in human cognition; the branch that discusses the implementation and handling of geographic concepts in digital computers; the branch that examines the management of these technologies, their implications for society, and the social context in which they are being used; and finally, a branch which critically examines how GIS is used in various applications. The four main branches are titled “”Fundamental Geographic Concepts for GIS””; “”Implementing Geographic Concepts in GIS””; “”Geographic Information Technology in Society””; and “”Application Areas and Case Studies””.