Engagement -> C.I.S. -> Documenting Curricula -> Action

Documenting Curricula to Sustain Practice

Teachers are held accountable to meet their district curricula focus and are mandated to meet state standards. These state standards are a pivotal guide for teachers in prioritizing students’ learning goals. finding time for a new, multilayered curricular study focus in the classroom might seem a daunting task–perhaps not feasible with the current, rigorous expectations for classroom teaching. and yet, teachers involved in Confluence Project in the Schools reported extensive new curricula development and submitted an array of related classroom activities and fi nal products that showed evidence of learning directly aligned with the goals of the project.

The project explored civic engagement, environmental stewardship, cultural legacy, community dialogue, impact of change over time and exploration of the role of public art in the community. Participating educators found the project’s focus areas added more depth to existing curricula and relevancy for teachers and students alike.

Students took on a two-fold challenge: observe the anniversary of the lewis and Clark expedition and create public art in response to historical, environmental and cultural topics. Teachers reported that working with tribal members at teacher training as well as in their own classrooms was pivotal to developing depth in their curricula. Different schools provided different levels of curricular development. Teachers noted lesson documentation and strong administrative support as key contributions to sustaining the learning focus for the future.

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