The brain perceives, recognizes, interprets, comprehends, appreciates, and remembers experiences that are both text and non-text or verbal and nonverbal. This article discusses Dual- encoding as a proven method of teaching that increases student learning retention and incorporates multiple learning styles. Students learn both subjects better when more than one pathway of learning and memory is being stimulated, and with the use of dual-encoding an increase in learning is achieved (Paivio 2006). Due to structural limitations on available classroom time, the more content and knowledge that can be efficiently incorporated into one social studies lesson the better. Using GIS in the classroom "helps students think critically, use authentic data, and connects them to their own community" (Baker et al. 2012, 255). According to McClurg and Buss (2007), there are fundamental reasons for the incorporation and use of geographic information systems (GIS) in the K-12 classroom. These reasons include: (1) local applications of GIS enable students to complete in-depth studies of local issues and conditions; (2) GIS is especially powerful for analyzing conditions and changes in the environment and looking for solutions; and (3) the use of technology and the meaningful nature of the issues addressed enhance student interest. Furthermore, the growing use of Google Maps on smartphones and the Internet provides a real-world example of the power of maps and GIS for students. Geography and history naturally couple together and reinforce the use of dual-encoding and teaching with maps, through subject integration and teaching to multiple discipline standards in one lesson (Tabor and Harrington 2011). With an introduction to classroom use of GIS, teachers and their students will gain greater knowledge of geography and students will learn better and retain more, all while meeting or exceeding new technology standards in the classroom.