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Two for One: Integrating American History and English III.

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Bibliographic Details
Title: Two for One: Integrating American History and English III.
Language: English
Authors: Ballard, Lizabeth B., Anderson, Ray
Peer Reviewed: N
Page Count: 8
Publication Date: 1994
Intended Audience: Teachers; Practitioners
Document Type: Guides - Classroom - Teacher
Descriptors: Area Studies, Curriculum Design, English Curriculum, Fused Curriculum, High Schools, Humanities, Humanities Instruction, Integrated Activities, Interdisciplinary Approach, Secondary School Curriculum, Thematic Approach, Unified Studies Curriculum, United States History
Abstract: This brief descriptive guide is a pilot social studies- language arts course at Haviland High School, Haviland, Kansas. The two-hour course is team taught and seeks to combine the junior year of U.S. history and the junior year of English in an interdisciplinary class. The project began in 1990 with the school's designation as a pilot school for the state's Quality Performance Accreditation, a mandated Outcomes-Based Education reform program. An integrated curriculum in the two subject areas seemed to best address the needs for outcomes and assessments. In order to start the integrated course, the following procedures were used: (1) writing individual course outcomes; (2) identifying common themes in the course; (3) writing integrated outcomes; (4) planning activities and assessments; and (5) evaluating and revising after each year. The syllabus was developed around the common concepts of Manifest Destiny and Revolution. Specific units of literature and history read during the course are included. (EH)
Entry Date: 1995
Accession Number: ED382506
Database: ERIC
Description
Abstract:This brief descriptive guide is a pilot social studies- language arts course at Haviland High School, Haviland, Kansas. The two-hour course is team taught and seeks to combine the junior year of U.S. history and the junior year of English in an interdisciplinary class. The project began in 1990 with the school's designation as a pilot school for the state's Quality Performance Accreditation, a mandated Outcomes-Based Education reform program. An integrated curriculum in the two subject areas seemed to best address the needs for outcomes and assessments. In order to start the integrated course, the following procedures were used: (1) writing individual course outcomes; (2) identifying common themes in the course; (3) writing integrated outcomes; (4) planning activities and assessments; and (5) evaluating and revising after each year. The syllabus was developed around the common concepts of Manifest Destiny and Revolution. Specific units of literature and history read during the course are included. (EH)