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ence.   I have used almost all lessons in the Expansion/Slavery curriculum section and I absolutely love these lesson. They are easy to use, well planned out, and it gets the students to stay on task and use academic language when discussing the material. The information is easily retained and the students are making more and more connections with material previously covered in class.   Rodney Del Rio, Teacher, Delano, CA More Testimonials

Shift #1  – Let’s make the curriculum map the curriculum map. That’s not a textbook’s job.

Better yet, can we build our curriculum maps to be digital frameworks, on which we can hang the additional digital resources that we use to help teach our students, standards and content?

then our coordinators need to be good at more than just instructional implementation. They also need expertise in publishing on the Web and in resource development and distribution

This content area provides a context in which children can explore the connections between self, family, community and the world at large.  Each area of emphasis within Human Studies and Global Citizenship plays a critical role in deepening children’s understanding of how their world works. Exploration by teachers, children, and families extends into the study of how people can most successfully communicate, collaborate, and connect within the context of the community.  As with other curriculum areas, teachers look for and create opportunities for relating this content to real life. Exploring identity, relationships and the ways we interact and communicate integrates social development, empathy, and the pursuit of understanding one another throughout the daily life of the school. Children expand these opportunities by reflecting upon the characteristics and experiences, past and present, of diverse cultures and populations of the world.  As the children mature, this area of the core curriculum supports their ability to grasp increasingly abstract concepts and complex ideas about human beings and the world at large.

This makes a lot of sense to me — textbook as platform to be populated by the very teachers who will use them.

Can’t teachers respectfully and with regard for the law select, shape, mash and mix existing digital content into modules or learning objects for their learners. Might we even see commercial modules, produced by what use to be the textbook industry, t

ollowing the same model, communities of teachers can contributed well researched and carefully designed modules for portions of their curriculum (or standards if you insist) that they know well and about which they are especially passionate.