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Blue Ribbon Schools: Outstanding Practices inGeography Education, 1989-90 and History Education,1990-92.Office of Educational Research and Improvement (ED),Washington, DC. Programs for the Improvement ofPractice.ISBN-0-16-042994-3; PIP-93-1303Nov 93RP-9119700139p.; Cover title varies slightly.U.S. Government Printing Office, Superintendent ofDocuments, Mail Stop: SSOP, Washington, DC20402-9328.Reports Descriptive (141)

MF01/PCO2 Plus Postage.Cultural Differences; *Curriculum Evaluation;Educational Objectives; *Elementary SchoolCurriculum; Elementary Secondary Education;*Geography; Geography Instruction; Guidelines;*History Instruction; Interdisciplinary Approach;*Secondary School Curriculum; Social Studies;Teaching Methods

IDENTIFIERS *Blue Ribbon Schools

ABSTRACTThis document is a report on 16 schools selected as

Blue Ribbon Schools for their outstanding programs in geography orhistory. The report is divided into four parts. The first partdiscusses the curricular frameworks and guidelines for elementary andsecondary sr'ools in geography education. Areas discussed include:(1) current achievement and instruction; (2) goals of geography

education; (3) curriculum; (4) instruction; (5) teacher preparation;(6) obstacles and initiatives; and (7) references. Part 2 givesprofiles of the eight outstanding schools in geography. The schoolsare: (1) Lee County Primary, Leesburg, Georgia; (2) Aikahi

Elementary, Kailua, Hawaii; (3) Diamond Elementary, Gaithersburg,Maryland; (4) Aquila Primary Center, St. Louis Park, Minnesota; (5)

Hebrew Academy of Atlantic County, Margate, New Jersey; (6) Andrew

Jackson Elementary, Old Hickory, Tennessee; (7) Corpus ChristiCatholic School, Houston, Texas; and (8) Ashlawn Elementary,Arlington, Virginia. The third part of the report is the curricularframeworks and guidelines for elementary and secondary schools inhistory education. Areas discusses are interdisciplinary instruction,time on task, and cultural diversity. References are included in thissection also. The last part of the report is the profiles of thewinning schools in history. They are: (1) Black Mountain MiddleSchool, San Diego, California; (2) Rancho Buena Vista High, Vista,

California; (3) Broad Meadows Middle School, Quincy, Massachusetts;(4) North Shore High, Glen Head, New York; (5) Convent of the Sacred

Heart, New York City, New York; (6) Thomas J Stovall Junior High,Houston, Texas; (7) Highland Park Elementary, Austin, Texas; and (8)

Eton School, Bellevue, Washington. (DK)

Blue Ribbon Schools

U.S. DEPARTMENT Of EDUCATIONOnce of Ed./canons( Research ono improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

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GEOGRAPHYAND

HISTORY EDUCATION

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U.S. Department of Education Programs for the Improvement of Practice

Office of Educational Research and Improvement

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PIP 93-1302

Blue Ribbon Schools

OUTSTANDINGPRACTICES

IN

GEOGRAPHY EDUCATION,1989-90

AND

HISTORY EDUCATION,1990-92

U.S. Department of EducationRichard W. RileySecretary

Office of Educational Research and ImprovementSharon P. RobinsonAssistant Secretary

Programs for the Improvement of PracticeEve BitherDirector

November 1993

This report was prepared for the Office of EducationalResearch and Improvement, Programs for the Improvementof Practice, U.S. Department of Education, underContract No. RP 91197001.

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ISBN 0-16-042994-3

Contents

Introduction 1

Part I Geography Education: Curricular Frameworks and Guidelines forElementary and Secondary Schools 3

Current Achievement and Instruction 3

Goals of Geography Education 4

Curriculum 4

Instruction 5

Teacher Preparation 5

Obstacles and Initiatives 5

References 7

Part II School ProfilesGeography 9

Lee County Primary School, Leesburg, Georgia 9

Aikahi Elementary School, Kailua, Hawaii 10

Diamond Elementary School, Gaithersburg, Maryland 12

Aquila Primary Center, St. Louis Park, MinnesotaHebrew Academy of Atlantic County, Margate, New Jersey 14

Andrew Jackson Elementary School, Old Hickory, Tennessee 15

Corpus Christi Catholic School, Houston, Texas 16

Ashlawn Elementary School, Arlington, Virginia 17

Part III History Education: Curricular Frameworks and Guidelines forElementary and Secondary Schools 19

Interdisciplinary Instruction 19

Time on Task 19

Cultural Diversity 20

References 21

Part IV School ProfilesHistory 23

Black Mountain Middle School, San Diego, California 23

Rancho Buena Vista High School, Vista, California 25

Broad Meadows Middle School, Quincy, Massachusetts 27

North Shore High School, Glen Head, New York 29

Convent of the Sacred Heart, New York City, New York 31

Thomas J. Stovall Junior High School, Houston, Texas 33

Highland Park Elementary School, Austin, Texas 34

Eton Sc loot, Bellevue, Washington 36

tJiii

Introduction

The Blue Ribbon Schools Program is a school recog-nition and improvement program of the Office of Edu-cational Research and Improvement of the U.S.Department of Education. The 11-year-old programidentifies and gives national recognition to a diversegroup of public and private elementary and secondaryschools that are unusually effective in meeting local,stare, and national goals. Elementary and secondaryschools are recognized in alternate years.

Blue Ribbon School status is awarded to urban, rural,and suburban schools with such characteristics as

Strong leadership;

A clear vision and sense of mission that is sharedby all connected with the school:

High-quality teaching;

An appropriate, up-to-date curriculum;

Policies and practices that ensure a safe environ-ment conducive to learning;

Strong parental interest and involvement; and

Evidence that the school helps all studentsachieve, in spite of their abilities.

After a selection process by state departments of edu-cation (there is a liaison in each state), the Departmentof Defense Dependents Schools, the Bureau of IndianAffairs, and the Council for American Private Education,nominations are forwarded to the U.S. Department ofEducation. A 100-person National Review Panel ofoutstanding educators and other professionals reviewsthe nominations. The most promising schools are thenvisited by a site visitor for 2 days to verify the accuracyof information the school has provided and to report onschool climate and instruction. None of the NationalReview Panel members or any of the site visitors is anemployee of the federal government.

After reviewing the site visit reports, the NationalReview Panel makes recommendations to the U.S. Sec-retary of Education, who then announces the names ofthe schools selected for recognition. The recognizedschools are honored at a national ceremony in Washing-ton, which has always included a White Housecomponent.

So far, more than 2,500 of the nation's 105,000schools have been recognized by the Blue Ribbon

Schools Program. The program has helped increasepublic confidence in education by

Highlighting the success stories of schools,which often result in higher local funding forschools and greater community involvement ineducation;

Having Blue Ribbon Schools be the subjects ofarticles in national, state, and local publications;and

Being the universe from which schools, teach-ers, or students are selected for special awardsfrom business and industry.

In addition, the Blue Ribbon Schools Program pro-vides an impetus for school reform. The process ofapplying for the award helps schools address criticaleducation issues. Recognized schools often serve asmodels for other schools seeking to improve. Blue Rib-bon Schools network with each other on a regional andsometimes national basis for continued improvement.

The Blue Ribbon Schools Program designated geog-raphy as an area for special emphasis during 1989-90.Of the 220 Blue Ribbon Schools chosen in 1989-90, 8were identified as having strong geography programs.Schools were selected based on the extent to which theirgeography programs reflected key elements described byproponents of improved geography education such asthe National Geographic Society, the Joint Committeeon Geography Education, and other curriculum devel-opers. Profiles of these schools and their programs arepresented to highlight how these theoretical frameworksand curricular guidelines are practically implemented.

The Blue Ribbon Schools Program designated historyas one of two subject areas for special emphasis during1990-91 and 1991-92. Of the 222 Blue RibbonSchools chosen in 1990-91 and of the 228 schoolschosen in 1991-92, 8 were identified as having stronghistory programs. Schools were selected based on theextent to which their history programs reflected keyelements described by proponents of improved historyeducation such as the Bradley Commission, the NationalCenter for History in the Schools, and other curriculumdevelopers. As with geography, profiles of these schoolsand their programs are presented to show how thesetheoretical frameworks and curricular guidelines are im-plemented in a variety of settings.

16

Part I

Geography Education: Curricular Frameworks andGuidelines for Elementary and Secondary Schools

Many educators and policymakers have pointed outthe real need for improved geography education in theAmerican public education system. Asserting the impor-tance of "geographic literacy" to the nation's success,advocates. point to low student achievement levels andreduced time and resources dedicated to geography edu-cation as evidence of the need for improvement. Propo-nents also point out that knowledge of geography maybe crucial to the economic, social, and culturalwell-being of the nation.

In the last several years, widespread agreement on theneed for improved geography education has increasedthe attention given to geography and has led to severalreform initiatives. However, these effortsspearheadedby universities, professional associations, state educationagencies, and the U.S. Department of Educationmuststill overcome challenging obstacles if they hope to raisethe level of geographic literacy in the United States.

Current Achievement and InstructionAmerica's chronically low achievement scores on na-

tional geography tests are one of the most obvious indi-cators of the need for an improved effort. Presently,many students and citizens lack even the most rudimen-tary knowledge of geography. According to one well-publicized survey, 15 percent of American citizens couldnot locate the United States on a map of the world, andone-fourth could noz locate the former Soviet Union orthe Pacific Ocean (Agnone 1989). Knowledge of thenames and locations of U.S. states is reported to be

similarly low.

In 1988, U.S. citizens scored in the bottom third ona geography test of nine nations conducted by Gallup.Elementary students fared a little better; the average scoreof American sixth graders ranked 4th out of 8 highlyindustrialized nations (Joint Council ofGeography Edu-cators [JCGE] 1984). In 1990, the first National Assess-ment of Educational Progress in the area of geographyconfirmed the perception that few U.S. students havemastered geography. Also, although some educatorshave recently begun questioning the validity of intern ational comparisons of test scores, few have argued thatAmerican achievement in geography is adequate.

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Poor achievement in geography is frequently associ-ated with two broad trends in American public educationover the last 50 years: dramatically narrowed geographycurricula and inadequate instructional time. Before the1940s, geography was traditionally considered a coreacademic discipline, often taught as a separate course inelementary and secondary schools. As a result, studentsexperienced frequent doses of geography instruction.The curriculum was also markedly different from itspresent form. Earlier in the century, geography typicallyincluded the study of interactions between cultures andtheir physical environments, in addition to the study ofphysical places and relative locations. In this form,geography covered a broad spectrum of disciplines,thereby claiming a strong position among other courses.

During the 1940s and 1950s, geography became partof a comprehensive discipline called the social sciences,which usually included government, history, politicalscience, and geography. Intentionally or not, this inte-gration of subjects appears to have decreased the amountof instructional time dedicated to studying geographyand narrowed its scope. Geography instruction wasoften reduced to the study of physical locations of places.

These trends have continued until the recent past.Now geography is most often subsumed within historycourses, if it is taught at all (National Geographic SocietyEducation Division [NGS) 1989a). Although the socialsciences may be enhanced by the integration of historyand geography, both are distinct disciplines that warrantindependent and detailed study. Only 15 of 56 state-level agencies surveyed by the Council of Chief StateSchool Officers currently require instruction in geogra-phy at the K-12 level (NGS 1989b).

One of the side effects of these two trends is that thereare currently too few qualified geography teachers tomatch the resurgent demand. In fact, large numbers ofpresent geography teachers have not received any pre-vious training in geography. According to a recent sur-vey, 32 of 56 state-level education agencies report nogeography requirements for their K-12 teachers (NGS1989a). This shortage is due, in part, to long-termdecreases in the numbers of undergraduate geographymajors because many universities have dropped or con-solidated their geography departments.

Goals of Geography EducationSupporters of increased geography education tend to

stress the importance of geographic literacy to the na-tion's well-being, especially its economic, political, andenvironmental interests. They argue that global trade,international economic development, and environ-mental degradation makes knowledge of geography anessential analytic tool. Knowledge of geography will helpbusiness and government address environmental, social,and even political problems more effectively UCGE1984). In addition, geography's integration of separatedisciplines (such as geology, biology, and demography)allows policymakers and planners with knowledge ofgeographic concepts to solve complex problems (Agnone1989). Some educators add social and moral imperativesto the argument, pointing out that pluralistic examina-tions of places, values, and cultures are essential to thedemocratic and social health of the United States (Elliott1985).

Given the diversity of these arguments, the basicobjectives of geography education can reflect a widevariety of perspectives and assessments of educationalneed (Agnone 1989). However, broad goals for geogra-phy most often include the following:

Increasing knowledge of places and locations;

Enhancing familiarity with cultures and peo-ples; and

Developing higher order skills in observation,description, categorization, and interpretation.

Some advocates also connect geography with improv-ing students' preparation for work, arguing that geogra-phy can help students develop practical concepts of scale,context, and proportion. In addition, the study of geog-raphy requires students to use hypotheses and analysis inconcrete situations and promotes skills in observationand interpretation. Geography is an important compo-nent in preparation for careers in meteorology, business,urban land use planning, economic development man-agement, and environmental analysis (JCGE 1984).

CurriculumMany educators agree that geography curricula

should extend well beyond place locations and politicalboundaries, subjects often categorized as "physical geog-raphy." In its broadest form, a geography curriculumincludes history, culture, and physical science, as well ashuman interaction with the environment, demographictrends, and other complex regional featuresthese com-ponents are called cultural geography. According to onenational panel of geography experts, there are two over-

4

arching questions that should be included in all coursecontent (JCGE 1984): Why are things located in par-ticular places, and how do such places influence our lives?Other recommendations for improving geography cur-riculum frequently suggest themes, concepts, and cur-riculum guidelines.

Although some state education agencies provide cur-riculum guidelines that specify actual content for geog-raphy courses, experts usually suggest conceptual areas ofstudy and issues to examine. For example, both the JointCouncil of Geography Educators (JCGE) and the Edu-cation Division of the National Geographic Society pro-pose a curricular sequence for all geography courses(JCGE 1984). According to these experts, a geographysequence should cover the following conceptual areas orthemes:

(1) Location (e.g., the absolute and relative posi-tions of people and physical objects);

(2) Place (e.g., the distinguishing physical andhuman characteristics of locations);

Relationships within places (e.g., human sus-tainabiliry and environments; responses andadaptations to physical attributes in eachplace);

(4) Movement (e.g., transportation of materialsand communication by people betweenplaces); and

(5) Region (e.g., the study of political, govern-mental, linguistic, physical, and demographicareas with unifying features).

At the elementary level, geography is often includedin innovative curricula in social science, science, lan-guage arts, and math. Specific recommendations forelementary school curricula include such topics as

Exploration of immediate, then remote places(self, home, school, neighborhood, community,state, nation, region, and world), and

Development of basic skills (observations andgeneralizations, names and symbols, relativesizes and directions).

The JCGE (1984) also recommends specific courseofferings for geography curriculum in grades 7-12. Of-ferings should include three semesters of state and worldgeography (grades 7-9), two semesters of Earth science(grades 8-10), and at least two courses in environmental,urban, political, historical, and economic geography(grades 9-12).

Many experts agree that a secondary-level course ingeography should include both physical and cultural

(3)

elements (Crane 1989). Physical geography includesnatural phenomena at the Earth's surface (weather, vege-tation and fauna, landfortns, marine processes) and ad-dresses human interactions with natural systems.Cultural geography includes patterns in language, relig-ion, government, economy and industry, and settle-ment, while also covering cultural diffusion and culturalinteractions with the physical environment. In situ-ations where geography is integrated into other secon-dary school courses, experts recommend extensiveactivities in Earth science, biology, history, world issuesor politics, foreign language, and literature (Crane1989).

While there is widespread agreement over these cur-ricular issues, there is somewhat less consensus surround-ing the issue of an appropriate instructional format.Some geography educators argue that geography is besttaught as a discrete discipline in its own course; othersfeel that geography is more appropriately taught withinother courses. As a separate subject, geography instruc-tion could theoretically expand to its former scope,gaining instructional time and resulting in increasedknowledge and expertise among teachers who have re-ceived training in that specific subject area (JCGE 1984).However, practical considerations suggest to educatorsthat geography may be best suited for integration intoother courses.

InstructionMany proponents agree that thematic, activity-based

approaches suit geogra..r1Ay instruction well. Commonrecommendations include the following;

Students should frequently read, interpret, andmake different kinds of maps (JCGE 1984);

Teachers should solicit students' knowledge ofdifferent geographic areas, especially in groupsof diverse student backgrounds (JCGE 1984);

Students should work in collaborative, mixed-ability teams, and opportunities for students toteach should be common (NGS Education Di-vision 1991); and

Students should be given practice using diversedata sources such as census information andfield research (JCGE 1984).

At the secondary level, experts also recommend thatteachers (1) link physical and cultural geography, (2) askstudents to observe and articulate relationships betweenthe physical environment and human activities, and (3)examine patterns of physical features and trends incultural characteristics (Crane 1989). Other suggestedactivities include

Understanding and interpreting maps, graphs,and simple data recording instruments;

Producing maps and graphs, as well as makingfield observations; and

Gathering information and locating resourcesnecessary for geographic research.

Most educators also agree that new instructional tech-nology is a powerful tool for improving geography in-structior.. Interactive videodisc systems and satellitenetworks, for example, give students access to largeamounts of information and facilitate contacts with for-eign counries (Agnone 1989).

Teacher PreparationIn order to facilitate the goals of geography education,

some policymakers and educators emphasize the impor-tance of providing improved training and technical sup-port for teachers, To address the problem of teacherpreparation and support, the National Geographic Soci-ety has created Geographic Alliances (professional asso-ciations of geography educators) and the Institute andLeadership seminars during summers and vacations (Ag-none 1989). However, the fact that only a few collegesand universities offer degree programs in geographycontinues to constrain preservice training opportunitiesand the supply of geography teachers.

Obstacles and InitiativesWhile there is little disagreement over many of the

goals, methods, and curriculum of an improved geogra-phy education, implementing these recommendationsmay prove extremely difficult for educators and policy-makers. For example, broadening the scope of geogra-phy curricula may create conflicts with otherwell-established courses, and reorganizing es. .-se curric-ula across established disciplines would present tremen-dous challenges. Budget difficulties, chronic schedulingproblems, and shortages of qualified teachers also maycombine to foil many reform efforts (NGS 1989a).

In recent years, however, there have been severalmajor reform efforts and initiatives. Some private foun-dations and education associations have actively pro-moted geography instruction. The NationalGeographic Society, for example, plays a large role indisseminating materials and focusing attention on thevalue of geography as an academic discipline. The ex-panded role of nonprofit organizations' efforts goes be-yond magazine and television shows of the past, schoolpartnerships, financial support for exemplary programs,and training courses (Agnone 1989). Also, in 1990, theNational Governors' Education Summit named

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geography as one of five core subjects in which allAmerican students are expected to demonstrate compe-tence by the year 2000a significant step toward raisingawareness of the need for improved geography instruc-tion. The National Council of Geographic Education,in coordination with the Association of American Geog-raphers, the National Geographic Society, and theAmerican Geographical Society, is currently working ongeography standards. In addition, since 1988, the

6

Universities of Colorado, California, and Tennesseehave added geography requirements to their admissionscriteria; some state education agencies also have addedrequirements for courses in high school. Testing geog-raphy achievement has also increased, and in 1994 theNational Assessment of Educational Progress will con-duct its second national assessment of achievements ingeography.

References

Agnonc, J.V. (Ed.) (1989), Geography education: A pro-gress report. Washington, DC: National Geo-graphic Society Education Foundation.

Crane, J. (January 1989). Geography and the secondarycurriculum: What to look fir in a separate geographycourse. Washington, DC: National GeographicSociety.

Elliott, L.H. (March 1988). A centennial gifi to thenation. Washington, DC: National GeographicSociety.

Joint Committee on Geographic Education. (1984).Guidelines fir geographic education: Elementary andsecondary schools. Washington, DC: Association ofAmerican Geographers and National Council forGeographic Education.

National Geographic Society Education Division.(1989a). Geography education update. Washing-ton, DC: Author.

. (19896). Geography education update. Wash-ington, DC: Author.

(1990a). Geography education update.Washington, DC: Author.

. (19906). Geography education update. Wash-ington, DC: Author.

. (1991a). Geography education update. Wash-ington, DC: Author.

. (19916). Geography education update. Wash-ington, DC: Author.

Part II

School Profiles--Geography

Lee County Primary SchoolLeesburg, Georgia

GENERAL OVERVIEW: The geography programat Lee County Primary School focuses primarily on thehomes and community of its students. Students developvocabulary skills as they learn to describe their homes,landforms, directions, and relationships between naturaland manmade features in the community.

A variety of activities is used to teach different typesof geography skills and important facts about the regionaround the school. Recently, second-grade studentspainted a large map ofthe county on the school's parkinglot. They then compared smaller maps to the larger oneand, using symbols and legends, included roads, high-ways, and important points of interest.

Other geography projects expose students to localfarm products that are marketed throughout the coun-try. Field trips to area farms provide students withagricultural information about their community. Stu-dents also learn about the environment and conservationthrough an ecological project that was recently createdin a wooded area close to the school.

CONTENT: Teachers emphasize local geography ateach grade level as students learn about the relationshipsbetween school, home, community, county, and thestate. Even when students begin to learn about othernations, their point of reference is often their communityor county.

INSTRUCTIONAL PRACTICES: Second-gradestudents learn about other parts of the country througha special pen pal program in which they write to students

9

who live in places called Lee County or Leesburg indifferent areas of the United States. Students compareclimate, resources, products, and other features of theircommunity with their new pen-friends.

During an annual program known as "'Round theWorld at Christmas," the kindergarten classes introducean international flavor as they transform their classroomsinto a specific country for the day. Students wishing toenter a particular classroom must present student-de-signed passports, and each room is decorated withthemes from the country being represented. While vis-iting each country, students are treated to local songs andmusic; and they can sample some of the foods that areavailable.

ACHIEVEMENTS: Although there were no spe-cific achievements in the field of geography, the schoolreported that from 1987 through 1989, second gradersat Lee County Primary School consistently averaged ator above the 75th percentile in reading and at or above

the 83d percentile in language and mathematics.

CONTEXT: Located in a small, rural community,Lee County Primary School serves 974 students in gradesK-2. The student population is 80 percent white and20 percent African-American. Approximately 34 per-cent of students receive free or reduced-price lunches.

CONTACT: Neal Posey, Principal, Lee County Pri-mary School, 470 Magnolia Street North, P.O,. Box 9,Leesburg, GA 31763; (912) 759-6120.

Aikahi Elementary SchoolKailua, Hawaii

GENERAL OVERVIEW: Ai kahi ElementarySchool has taken advantage of its multiethnic faculty andstudents to enhance geography instruction. The cur-riculum centers on five basic themes: location, place,human-environment interaction, movement, and re-gions. Specific skills and content knowledge are taughtat each grade level within the context of these themes.For example, kindergarten students create maps of theschool as they learn the concept of location, and sixthgraders examine how geographic locations and govern-mental philosophies are intertwined as they explore theconcept of place.

Through hands-on activities, field trips, and indepthresearch projects, teachers can challenge and stimulatestudents as they learn. Field trips to the neighboringisland of Hawaii enable students to observe how peopleattempt to manage life among active volcanoes, and visitsto nearby ponds and marshes help to promote environ-mental awareness and a sense of social responsibility.Students learn about movement as they use large class-room maps to plot the migratory patterns of their fami-lies and those of their ethnically diverse and mobileclassmates. In addition, students recreate the experi-ences of the first Hawaiians as they migrated across thePacific.

Current events and their impact on students' lives areexamined and discussed within the context ofgeography.Integration with other subjects also is encouraged.Spanish and Japanese language and culture are studiedby fifth- and sixth-grade students, and teachers encour-age students to become appreciative of and nonjudgmen-tal toward other lands and cultures. Several classes arealso active participants in ,lae Consortium for TeachingAsia and the Pacific in the Schools, which draws togethermany countries around the Asian-Pacific Basin in thespirit of sharing and cooperation.

CONTENT: The five geography themes and mapskills are emphasized at each grade level as follows:

Kindergarten. Students are introduced to maps andvarious world cultures in several ways. For example,major Japanese and Chinese holidays are celebrated inthe classrooms, and tasting parties are held in whichparents bring foods from many parts of the world to beshared with the students. Map skills are taught as stu-dents then locate these countries on maps. Students alsotrace the migration of birds from Alaska to Hawaii, and

10

they trace the journey of classmates who leave to residein other places.

Grades I & 2. Students continue to celebrate ethnicholidays, and they also learn to compare and contrastdifferent countries and communities. Two countries arestudied in depth during the year.

Grade 3. A global approach is taken as students firstlook at space, then the continents, North America, theUnited States, and finally their community.

Grade 4. Students conduct a detailed study of thephysical and cultural geography of the Hawaiian islands.A special "survival" exercise requires students to build apaper canoe and to spend an entire day in it whileimagining they are in the ocean.

Grade 5. Students conduct a detailed study of majorregions in the United States.

Grade 6. Students study the Pacific rim countrieswithin the context of the five geography themes: loca-tion, place, human-environment interaction, move-ment, and region.

INSTRUCTIONAL PRACTICES: Geography isintegrated in all subject areas; and cooperative learning,peer teaching, and a variety of hands-on activities is usedby teachers. Geography games and individual maps havebeen purchased for each classroom, and a large map ofthe United States has been painted on the playgroundand is used for recreational and educational purposes.The school's extracurricular Geography Club meetsweekly to participate in geography-related activities.

ACHIEVEMENTS:

A sixth-grade student from Aikahi Elementaryqualified for the state-level competition in the1991-92 National Geography Bee.

A first-grade teacher at Aikahi was named as arunner-up for the 1990-91 Freedom Founda-tion Award, in recognition of her outstandinggeography lessons during the Gulf war.

One Aikahi teacher was selected to participatein the National Geographic Society's summergeography institute. This teacher also will rep-resent the state of Hawaii at a special geographyworkshop in California in 1993.

Looking at achievement more broadly, the schoolreported that its achievement profile for third- and sixth-

3

grade students who take the Stanford Achievement Testin mathematics and language indicates consistent per-formance in the 80-95th percentile range.

CONTEXT: Aikahi Elementary School is sur-rounded by well-manicured gardens and lawns in amiddle to upper income suburban neighborhood 30minutes away from Honolulu. The school's 597 stu-dents are 67 percent white, 26 percent Asian or Pacific

11

Islander, 4 percent African-American, and 3 percentHispanic. Approximately 12 percent of students receivefree or reduced-price lunches.

CONTACT: Roberta Tokumaru, Principal, AikahiElementary School, 281 Ilihau Street, Kailua, HI 96734;(808) 254-3805.

Diamond Elementary SchoolGaithersburg, Maryland

GENERAL OVERVIEW: In response to nationalsurvey findings that have indicated major weaknesses ingeography content knowledge and skills among students,Diamond Elementary School has taken steps tostrengthen the geography component of its social studiesprogram. Map and globe skills are built into socialstudies units at each grade level, and the curriculumemphasizes the interrelationships between the physicaland cultural environments in which people live, as wellas the similarities and differences between diverse ethnicand cultural groups.

Many programs and resources have been introducedat the school to enhance geography instruction. TheNational Geographic Society's Jason Project, which in-volves an underwater study of the Mediterranean Sea,and the Society's Kids Network Program, which inte-grates geography with other academic subjects, have bothhelped to stimulate student interest. A variety of mapgames and computer programs have also helped to en-gage students in learning geography facts and concepts.Diamond's diverse student population creates many op-portunities to bring geography alive. Parents and otherguest speakers frequently visit the classrooms to sharetheir knowledge of various regions and specific countries.

Also, the relevance of geography to everyday life ismade clear by teachers, who integrate current events intothe lessons. For example, students mapped the path ofHurricane Hugo and studied the region of Californiathat was devastated by an earthquake a few years ago.Students and teachers apply map and globe skills daily asthey learn about conflicts around the world and aboutthe achievements and challenges of others.

CONTENT:

Kindergarten. Neighborhoodstudents learnabout their neighborhood and the area surrounding theschool. Basic map skills are introduced.

Grades 1 & 2. Communitystudents continue touse maps as they learn about various community serviceoccupations throughout the county.

Grade 3. Ghana and Japanstudents learn aboutthe important physical, regional, and cultural features ofthese two countries.

12

Grade 4. Marylandstudents study the geographicfeatures of the state and intrastate variations.

Grade 5. United Statesstudents learn about themajor physical features of the country and about regionaland interstate similarities and differences.

INSTRUCTIONAL PRACTICES: Each year, theentire school celebrates International Week duringwhich all countries represented in the diverse studentbody are recognized. Students research each of the 17countries, and parents and embassy officials are invitedto the school to make presentations. The week culmi-nates in a parade in which students wave the flag of eachnation and dress up in costumes representing the tradi-tional garb of their chosen country.

Several students in the upper grades are members ofthe Geography Club, which created and organized ageography game that was played by students in eachgrade level. Each week, specific, age-appropriate geogra-phy questions were formulated and read to students intheir classrooms. Responses were deposited in a box, anda weekly drawing was held to decide the winner for eachgrade. Winners received special ribbons and had theirnames posted outside their classrooms and in the schoollibrary.

ACHIEVEMENTS: Although there were no spe-cific achievements in the field of geography, the schoolreported that on the 1988 California Achievement Test,third-grade students averaged at the 90th percentile inlanguage and at the 94th percentile in mathematics. Onthe same test, fifth graders averaged at the 92d percentilein language and at the 87th percentile in mathematics.

CtiisITEXT: Diamond Elementary School is locatedin an upper middle-class suburban neighborhood. Theschool serves a diverse population of 723 students ingrades K-6. Approximately 76 percent of students arewhite, 12 percent are African-American, 7 percent areAsian, and 4 percent are Hispanic. Less than 1 percentof students receive free or reduced-price lunches.

CONTACT: Alfred Sklarew, Principal, DiamondElementary School, 4 Marquis Drive, Gaithersburg,MD 20878; (301) 840-7177.

Aquila Primary CenterSt. Louis Park, Minnesota

GENERAL OVERVIEW: There are five majorthemes covered in Aquila Primary Center's K-3 geogra-phy program: location, place, movement of people, theenvironment, and regions. Kindergarten students learnhow to identify directions and how to find locations ona map and globe, while older students expand this themeto include actual and relative locations of specific places.Often this is done within the context of current events.Students in the first grade explore the cultural and physi-cal regions of the United States; second graders focus onSt. Louis Park as a place that may be contrasted witother places throughout the world. Third-grade stu-dents learn about communication and transpor,...-;onsystems that move people, materials, and ideas aroundthe world. All grade levels are taught about how com-munities and natural environments change over time;they also examine the need to conserve, recycle, andprotect the environment.

Aquila has an extensive supply of geography resourcessuch as maps, globes, atlases, textbooks, films, computersoftware, library books, and reference materials. In ad-dition, students in grades 2 and 3 participate in a daily5-minute supplemental program called GROW (Geo-graphic Review of Our World). The program enhancestheir ability to locate geographic features, natural andpolitical boundaries, capitals, and other items on a map.

A variety of interesting activities engage students inthe study of other cultures and the world as a whole.Students may participate in International Food Day,ESL (English as a second language) Recognition Day, orin performances that showcase the music, dance, drama,and costumes of different cultures. After-school andsummer courses in French, Spanish, German, and Nor-wegian also include the study of culture and geography.

CONTENT: Map skills are taught in conjunctionwith current events at all grade levels, and each classroomreceives newspapers regularly. Environmental issues arealso examined and discussed in all classrooms.

Kindergarten. Students are introduced to the con-cept of location through examples drawn from theirclassrooms, the school, and the surrounding neighbor-hood.

Grade 1. Students explore similarities and differ-ences among the various regions of the United States.

Grade 2. Students become involved in the Adopt aCountry project in which they complete a detailed studyof their community and then compare it to a specificcommunity within the country they have adopted.

Grade 3. Students examine transportation and com-munication systems around the world. Art is also inte-grated as students become "touring artists," drawingitems or features they would expect to find in differentcountries of the world.

INSTRUCTIONAL PRACTICES: There are morethan 30 English as a second language (ESL) students atAquila, and staff and students go to great lengths tocelebrate the school's cultural diversity. During theannual Cultural Awareness Week festivities, every class-room chooses a country and creates a special displaybooth illustrating what they have learned about it. Dis-plays feature examples of food, clothing, crafts, andresources found in that country. Students also sing songsand perform dances that reflect the country's culture andlanguage. Parents of ESL students also are invited to theschool for a potluck dinner at this time.

Trained volunteers visit the school each year to teacha special geography unit for gifted and talented students.Classes meet once or twice a week for approximately 6weeks, and students conduct highly detailed, indepthstudies of a particular country during this period.

ACHIEVEMENTS: Although there were no spe-cific achievements in the field of geography, the schoolreported that in the 1989-90 school year, 90 percent ofAquila's second-grade students scored at or above the70th percentile in mathematics on the Assurance ofMastery Test, and 90 percent of third-grade studentsscored at or above the 64th percentile in reading on thesame test.

CONTEXT: Aquila Primary Center is located in asuburban community on the west side of Minneapolis.The school has a population of 707 students in gradesK-3, of which 91 percent are white, 5 percent are Asian,and 3 percent are African-American. There are 11 lan-guages represented among the school's limited-English-proficient population. Fourteen percent of studentsreceive free or reduced-price lunches.

CONTACT: David J. Docley, Principal, Aquila Pri-mary Center, 8500 West 31st Street, St. Louis Park, MN55426; (612) 938-3399.

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Hebrew Academy of Atlantic CountyMargate, New jersey

GENERAL OVERVIEW: Geography is empha-sized throughout the social studies curriculum at theHebrew Academy, and it is regularly integrated intomost of the other academic areas. The cumulative pro-gram begins with simple orientation exercises in thelower grades and culminates in sophisticated discussionsof global variations, international relations, and othergeography-based topics in the eighth grade. Referencesare made to maps and other geographical visual aids inmany areas of study, including literature, history, Judaicstudies, and current affairs. Guest speakers are invitedregularly to share information on their native countrieswith students.

Students learn about the geographic facts and featuresof countries through innovative activities. For example,students in grades 5 and 6 produce travel itineraries forimaginary trips to California and a foreign country oftheir choice. Each itinerary includes information suchas the route they will travel, transportation and hotel fees,cultural activities they will attend, time zone variations,exchange rates, and background information on thehistory and politics of the area. Other activities requirestudents to create original travel brochures for individualstates and to redesign the map of the United States byconsidering demographics, crops, rivers, mountainranges, and other geographic details.

For many students, the highlight of their elementaryeducation is the 2-week trip to Israel in the spring of theirfinal year. Before leaving, students complete a thoroughstudy of Israel's geography, as well as the geography ofthe countries that they must pass over or through beforearriving at their destination.

CONTENT: Students explore the various geo-graphic regions of the United States. They also studyspecific states as they complete their travel brochureswith the help of the Chambers of Commerce in differentstates.

Exposure to world geography and cultures occurs asstudents create travel itineraries to foreign countries andas they prepare for their trip to Israel. A detailed studyof the physical and cultural features of the nations ontheir travel route is completed before they leave. Geography is also taught via current events, and map skills areemphasized at all grade levels.

INSTRUCTIONAL PRACTICES: By the timestudents arrive in Israel, they are well informed about thegeography of the area. One of the most interestingactivities they engage in is the hunt for the time capsulethat was buried by students the year before. They figureout its location by reading a specially prepared map of aspecific area. After locating the time capsule, the newgroup of students buries another time capsule with ob-jects of their choosing, and a map is prepared to help thefollowing year's group locate it. All students are requiredto keep a log and a diary of their trip. On their returnfrom Israel, they give brief presentations to students inthe lower grades by presenting a slide presentation of thetrip.

ACHIEVEMENTS: Although there were no spe-cific achievements in the field of geography, the schoolreported that from 1987 through 1989, 100 percent ofthe students who were eligible to take the StanfordAchievement Test scored above their grade levels.

CONTEXT: The Hebrew Academy of AtlanticCounty is located within a Jewish community of 17,000people. Although it has historically followed a tradi-tional religious philosophy, the school has also attractedstudents from the varied religious philosophical back-grounds of the broader Jewish community. The school,which is 99 percent white, serves 155 students in gradesK-8. Thirty-three percent of students receive scholar-ship assistance, including tuition reduction.

CONTACT: Rabbi Mordechai Weiss, Principal,Hebrew Academy of Atlantic County, 601 NorthJerome Avenue, Margate, NJ 08402; (609) 823-6681.

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Andrew Jackson Elementary SchoolOld Hickory, Tennessee

GENERAL OVERVIEW: Evidence of the impor-tance of geography is visible throughout Andrew JacksonElementary School. Maps, globes, and murals depictingvarious cultures and places decorate the halls and class-rooms of the school. A large map of the United States ispainted on the playground.

Various strategies are used to expose students to thecultures that are represented around the world and intheir own community. For example, the entire schoolinvolved in an interclassroom competition to name the"mystery country of the week," as clues are given duringthe daily morning announcements. In addition, a largeinternational festival is held each spring to culminate ayear-long program in which a different country is recog-nized and highlighted in classes each month.

Students are actively involved in several other pro-grams that broaden their knowledge of the world aroundthem. The National Geographic Society's Kids Net-work computer program examines the relationship be-tween environment and culture. Students use computermaps and printed maps to locate and compare differentcommunities, and they learn about the experiences ofother students through the exchange of letters and othersources of information. The school also celebrates Na-tional Geography Awareness Week each November. Aspart of this celebration, guest speakers are invited to theschool; and students participate in debates, role playing,and letter writing to learn as much as possible about thetopic being studied. Students in grades 4 6 also competein the National Geography Bee each year.

To enhance geography instruction, teachers at An-drew Jackson Elementary School have implemented anaddendum to the state's social studies curriculum guide.Teachers now receive a curriculum packet for teachingmap and globe skills; a systemwide Map and Globe SkillsContinuum provides sequenced instruction in this area.The school's Parent Teacher Organization also supportsgeography education by providing additional suppliessuch as maps and globes.

CONTENT: Map-reading skills are emphasized ateach grade level.

Grades K-2. Students are introduced to map read-ing, and they learn basic geographic concepts and termsrelated to direction and location. Examples are drawnfrom the area around the school and the nearbycommunity.

Grade 3. United Statesa general overview of thestates and their geographic features.

Grade 4. Students study the geographic regions ofthe United States in more detail and complete a specialunit on Tennessee.

Grade 5. U.S. history is emphasized with map-read-ing skills integrated into many of these lessons.

Grade 6. World Geographya general overview ofthe various regions of the world, with a special emphasison physical and cultural features.

INSTRUCTIONAL PRACTICES: Map reading isemphasized throughout the curriculum, and efforts aremade to integrate the skill in all subject areas. Forexample, during physical education classes, teachers mayuse the large, colorful map of the United States that ispainted on the playground. A student may be told to"Go to Utah and do 10 jumping jacks," or a student maybe given other instructions that would test his or herknowledge of where states or important physical featuresare located. In addition, large maps of the United Statesand Tennessee are posted in the common areas, andstudents are asked to show where they were born.

ACHIEVEMENTS:

A student from Andrew Jackson Elementary isa current state finalist in the 1991-92 NationalGeography Bee.

Looking at achievement more broadly, the schoolreported that it received the Governor's Salute to Edu-cational Excellence in Tennessee in 1988.

CONTEXT: Andrew Jackson Elementary School.which serves 581 students in grades K-6, is locatedwithin the Nashville metropolitan area. The neighbor-hood around the school is racially mixed, with a widerange of socioeconomic groups represented. Studentsliving in the inner city of Nashville also are bused to theschool. The student population is 82 percent white and16 percent African-American; 21 percent of studentsreceive free or reduced-price lunches.

CONTACT: David King, Principal, Andrew Jack-son Elementary School, 110 Shute Lane, Old Hickory,TN 37138; (615) 847-7317.

15 1 8

Corpus Christi Catholic SchoolHouston, Texas

GENERAL OVERVIEW: Corpus Christi CatholicSchool provides all students in grades PreK-8, with aninnovative geography program. Students in the primarygrades use manipulatives such as continent puzzles,maps, and globes, as well as music and art, to learn factsabout the world around them. In the first and secondgrades, students begin to explore individual countries inmore depth. Guest speakers are invited to share theirknowledge with students, directions are taught, andstudents begin to use newspapers and reference materialsto inform themselves about the peoples, animals, plants,and climates of the Earth. An appreciation for the Earthand its many gifts is constantly emphasized duringinstruction.

Map skills and the geography of the United States areemphasized in the elementary grades, along with thecontinued study of other countries. Research skills aretaught, and students learn to give interesting oral reportson countries or regions they have studied. By examiningcurrent and historical maps, students gain an under-standing of the influence that technology and the spaceage have had on maps used today.

All classes in the middle school study geography.Students are encouraged to compare and contrast thephysical and human patterns found in various regions ofthe world as they focus on the five major themes oflocation, place, relationships, regions, and movements.Students are also encouraged to interpret the relationshipbetween the Earth's physical and human systems. Stu-dents in the middle grades also participate in research-based Creative Geography. In this unit, they create animaginary country that must possess realistic geographicfeatures and cultural characteristics that are consistentwith its area and climate.

CONTENT: Map skills are emphasized at each gradelevel.

PreKKindergarten. Students learn basic map skillsas they study the different continents and the animalsand crafts unique to each.

Grades 1 & 2. Students study major countries oneach continent, with a special emphasis on culture, cli-mate, and plant and animal life.

Grades 3-5. Students continue their study of coun-tries around the world, but they also focus on the UnitedStates as they learn about the important geographicfeatures of each state.

Grades 6-8. Students learn to compare and contrastthe physical and human patterns found in differentregions of the world as they integrate the five themesdeveloped by the National Geographic Society: location,place, relationships, regions, and movement.

INSTRUCTIONAL PRACTICES: In the primarygrades, teachers try to make geography fun and interest-ing by teaching students geography-related songs and byintegrating art and dance in the lessons. In the uppergrades, students study various regions by investigatingtheir physical, political, and cultural features through theuse of maps, globes, newspapers, and magazines. Inaddition, the use of research tools helps bridge the gapbetween the physical and social sciences and reinforcesthe use of other academic skills such as mathematics andwriting.

ACHIEVEMENTS: Although there were no spe-cific achievements in the field of geography, the schoolreported that between 1986 and 1989, students consis-tently averaged at or above the 78th percentile in lan-guage and at or above the 61st percentile in mathematicson the Stanford Achievement Test.

CONTEXT: Corpus Christi Catholic School serves229 students in grades PreK-8 in southwest Houston.Several low-income apartment buildings, as well as anolder, middle-class community, surround the school.Approximately 40 percent of area residents are over 65years old. The diverse student population is 50 percentwhite, 22 percent Hispanic, 15 percent African-Ameri-can, 11 percent Asian, and 2 percent American Indian.Nineteen percent of students receive scholarship assis-tance, including tuition reduction.

CONTACT: Marry Rudolph Webb, Principal, Cor-pus Christi Catholic School, 4005 Cheena, Houston,TX 77025; (713) 664-3351.

1 .9

16

Ashlawn Elementary SchoolArlington, Virginia

GENERAL OVERVIEW: Ash lawn ElementarySchool's social studies curriculum emphasizes geographycontent and skills at all grade levels. For example, kin-dergarten and first-grade students learn how to drawcommunity maps, while classes in the middle gradesexplore global variations in resources, cultural groups,politics, and economics. All students learn how to uselocal and international maps, globes, tables, and graphsto gather information about people and places in differ-ent parts of the world. Music, art, and crafts are also usedto enhance student understanding of cultures and othergeographic concepts.

A variety of programs and games help to promotestudent interest in geography. The National GeographicSociety's Kids Network allows Ashlawn's students tocommunicate with other schools via computer. Partici-pating students can learn about important regional dif-ferences and current environmental issues. TheQuestion of the Week competition challenges studentsto use maps or globes to answer geography-related ques-tions. Students who answer questions correctly are rec-ognized on special award lists posted in their classroomsand in the library. Other activities include the NationalGeography Bee and Man's Icons, a project that examinesthe relationship between architecture and society.

CONTENT: The five geographic themes of loca-tion, place, movement, regions, and the environment arestressed throughout the curriculum, along with the de-velopment of map-reading skills.

Kindergarten. Students explore the theme of loca-tion, and using simple community maps and maps ofthe school, they learn about direction and relationshipsbetween places.

Grade I. Students begin to identify physical featuressuch as mountains and bodies of water on their maps.They also learn about distances and are given simplemap-related problems to solve that require them to plotroutes and to describe them in geographic terms.

Grade 2. Students begin to use map symbols and newgeographic terms, and they learn how to make their ownmaps. Discussions about other world traditions andcultures are also introduced.

Grade 3. Students use more advanced symbols andlegends related to bodies of water, vegetation, and eleva-tion. The significance of map scales is also examined,

and students use tables and graphs to convey informationabout different countries.

Grade 4. Students explore the uses of different typesof maps such as population density maps, natural re-sources maps, weather maps, and aerial maps. The fea-tures and characteristics of different regions of the worldare also examined, along with the concepts of latitude,longitude, and time zones.

Grade 5. Students learn about early civilizations, andthey examine differences between ancient and modernmaps. Reasons for changes over time are discussed.

INSTRUCTIONAL PRACTICES: Several school-wide activities help to inform students about the worldaround them. Each year, there is an International Daycelebration during which the ethnically diverse studentbody marches in a parade carrying the flag of their nativecountry; many of these countries are the focus of class-room activities and discussions. During Black HistoryMonth, the emphasis is on the continent of Africa, anda special unit on African foods is taught. Students learnabout the medicinal properties of many African foodsand plants, and they trace these foods to where they arenow eaten in North and South America and the Carib-bean. Celebrations of Arbor Day and Earth ProtectionDay serve as a vehicle for introducing concepts such asreforestation, recycling, and the ozone layer; these daysalso help to heighten students' awareness of the need toprotect the environment.

In an effort to encourage minority parental involve-ment in their children's education, Ashlawn's Parent-School Partnership held two workshops for parentsentitled "Understanding Geography" and "Geographyand Computers." The workshops were conducted inSpanish, and they exposed parents to some of the activi-ties their children are involved in at school.

ACHIEVEMENTS:

An Ashlawn teacher was nominated for the1991-92 Christa McAuliffe Award by the Vir-ginia Geographic Alliance.

Ashlawn successfully competed for a specialgrant that enabled them to invite a professionalcartographer to work with students in theirclasses during the 1990-91 academic year.

Looking at achievement more broadly, the schoolreported that in 1989, Ashlawn averaged in the top

quartile compared with all schools in the district on theIowa standardized tests.

CONTEXT: Ash lawn Elementary School is locatedin the center of an ethnically and economically diversecounty, and its student population reflects this fact.Single-family homes and small businesses are locatednear the school, although in recent years the number ofbusinesses has declined because of the rapidly increasingcost of real estate in the area.

18

Ashlawn changed from a K-6 to a K-5 school in the1990-91 academic year, and it now serves approximately300 students. The student body is approximately 64percent white, 19 percent Hispanic, 9 percent Asian, and8 percent African-American. Of the students, 28 per-cent are limited-English proficient, and 23 percent ofstudents receive free or reduced-price lunches.

CONTACT: Camay Murphy, Principal, AshlawnElementary School, 5950 North 8th Road, A 'ington,VA 22205; (703) 358-5270.

Part III

History Education: Curricular Frameworks andGuidelines for Elementary and Secondary Schools

The social studies curriculum in the United Statesemphasizes the role of citizens in a democratic society.Students learn how society is governed: They learnabout the role of laws, the role of the government at thefederal, state, and local levels, and the role of individualcitizens within society. When history is placed at thecore of the social studies curriculum, students can learnabout historical events and movements, and from these,they can learn lessons that apply to current issues anddilemmas. History courses also provide a framework anda perspective for students from which they can betterunderstand other subjects such as geography, economics,government, literature, art, and science.

Several recent reports have recommended that historybe returned to the center of the social studies curriculum.The National Commission on Social Studies in theSchools (1989), the California State Department of Edu-cation (1988), and the Bradley Commission (1988) haveall recommended using history and geography as thecenterpiece of tae s, .ial studies curriculum. One statesuperintendent calls history "the glue that makes the pastmeaningful, the lens through which children and adultscan came to understand the world that they live in andunderstand how it was shaped." The Bradley Commis-sion concludes that "history is the discipline that can besthelp [students] to understand and deal with change, andat the same time to identify the deep continuities thatlink past and present." These characteristics make thehistory curriculum the ideal starting point for improvingsocial studies instruction.

Interdisciplinary InstructionTo develop students' understanding of the relation-

ships among different fields, teachers can integrate thehistorical perspective into the study of other social sci-ences, including geography, economics, political science,anthropology, psychology, sociology, and the humani-ties. With history as the base, the analytical skills of otherfields can be directly incorporated. In addition, by es-tablishing a connection between history and languagearts, science, and the visual and performing arts, one cancreate a more complete picture of past and presentsocieties,

AIIIIMMI1111=

Integrating various subjects and courses with the his-tory curriculum is also one of the best ways to makehistory come alive for students. By combining the useof literature, primary texts, and secondary sources in .,

history course, teachers can help enhance their students'understanding of various topics and issues. Originaldocuments and storytelling can be the key to piquingstudents' interest in history and w ensuring that theyremember what they learn.

Visiting historical landmarks, recreating historicalevents through drama, and learning firsthand about lifein earlier times can all serve to increase students' under-standing and retention of history. Remnants of the pastare all around us, whether one lives in a large city or asmall town, and students can be informed of this throughcreative means. In many cases, teachers do not have togo very far to locate historical landmarks, museums, orcultural events that bring history alive and give studentsa firsthand view of past cultures and lifestyles.

Local history projects are another way of involvingstudents in recreating and retelling the past. By inter-viewing community leaders, relatives, and other keyindividuals, students can learn about the history of theirown family and community. Students also may gain anappreciation for different perspectives and attitudesthrough role playing and dramatic productions. Theseactivities can provide unique opportunities for studentsto assume the life of someone from a different culture orperiod.

Time on TaskIn addition to linking the study of history to other

fields, several reports have also recommended increasingthe time schools devote to the teaching of history. Re-cent studies (Bradley Commission 1988; CaliforniaFramework 1988; National Commission on Social Stud-ies 1989) called for greater time commitment to thestudy of history. These reports do not suggest that otherareas such as political science and economics be ne-glected. Instead, advocates of greater attention to historybelieve students must learn the complex combinationsof variables that affect historical events so that theyunderstand a historical continuum. In addition, theyemphasize that the study of history needs to build over

19 2 te:,

time. For example, the California Framework helpsunify history and social studies by creating a curriculumthat begins in kindergarten and continues through 12thgrade. Many experts agree that to maintain studentinterest and to build on what students know, the curricu-lum needs to be cumulative and coordinated.

Cultural DiversityRecent curriculum frameworks in history emphasize

the diversity of both the nation and the world. As thestudent population of public schools becomes increas-ingly composed of minority groups, and as world politicsand economics bring different cultures into closer con-tact, the need for students to understand the history ofothers becomes more important. As a result, new cur-ricula often highlight the contributions of African-Americans, Hispanics, Asian-Americans, and AmericanIndian groups, among others, in an effort to provide allchildren with a more well-rounded perspective on how

our country has been shaped. In addition, as differentregions of the world assert their power and take part inthe world economy, it has become increasingly impor-tant for history-social studies curricula to include pre-viously neglected areas. The National Center forHistory in the Schools at the University of California,Los Angeles, is developing standards for history. Theprojected completion date for the standards is 1994.

In order to change curriculum and teaching to meetthese emerging priorities, educators may need to revamptheir entire social studies curriculum as California hasdone. The strength of a school's history-social studiesprogram will influence the degree to which studentsunderstand their role in society and their civic responsi-bilities. A strong program will teach students not onlyabout their neighbors next door but also about their"neighbors" around the world.

2 i

20

References

Alexander, F., & Crabtree, C. (September 1988). "Cali-fornia's new history-social science curriculumpromises richness and depth." Educational Leader-ship 46(1), 10-13.

Bradley Commission. (1988). Building a history curricu-lum: Guidelines for teaching history in the schools.Westlake, OH: Author.

California State Board of Education. (1988). History -so-cial science framework: For California publicschools, kindergarten through grade twelve. Sacra-mento, CA: Author.

Gibbons, M., & Neuman, M. (December 1985/January1986). "Creating a curriculum for a global future."Educational Leadership, pp. 72-75.

National Center for History in the Schools. Lessor d Pam

history: Essential understandings and historical per-spectives students should acquire. Los Angeles, CA:Author.

National Commission on Social Studies in the Schools.(1989). Charting a course: Social studies for the 21stcentury. Washington, DC: Author.

Ponder, G. (January 1983). "Getting real: Suggestionsfor revising the social studies curriculum." Educa-tional Leadership.

Schama, S. (1991 November 9). The history of the Westand the future of America. Lecture presented at theNational Press Club, Washington, DC.

Sewall, G. (April 1988). American history textbooks:Where do we go from here? Phi Delta Kappan

69(8), 553-558.

Viadero, D. (1992 January 8). "Two federal agencieslaunch project to develop national history stand-ards." Education Week.

2421

Part W

School ProfilesHistory

Black Mountain Middle SchoolSan Diego, California

GENERAL OVERVIEW: Black Mountain MiddleSchool has combined social studies with language artsinto a 3-period "Basic Ed" block. The block meets for11 or 12 hours each week and incorporates reading,writing, listening, speaking, and critical thinking skills inthe context of a social studies and geography-centeredcurriculum. The program reserves planning time forteachers and employs integrated lesson strategies thatfocus on interactive and cooperative learning. To keepstudent interest high, teachers regularly use debates,simulations, role playing, readers' theater, and primarydocuments. All classes are heterogeneously grouped toinclude students of all abilities and languagebackgrounds.

Writing development is one of the main goals of theBasic Ed program. In 1990-91, the school's facultyinvited three mentor teachers from the district to workwith them in the areas of writing, literature, and socialscience. The mentors helped teachers integrate literatureand writing into the study of history. Students now readhistorical novels, plays, and short stories and then re-spond to the readings through journals, personal essays,dialogues, diaries, and historical newspapers.

Teachers at Black Mountain select important themesto study in depth, and students in each grade levelparticipate in projects that give them a deeper under-standing of the topic. Sixth-grade students develop amodel community where they explore real-life issues bydesigning and implementing economic and political sys-tems. Seventh-grade students organize and present aRenaissance Fair each spring with medieval drama, po-etry, foods, entertainment, and jousts. Eighth gradersconclude their year with classroom simulations of a trialand a field trip to the county courthouse.

Black Mountain Middle School has used technologyto improve the history and geography curriculum. Forexample, students use interactive videos that displaypictures, maps, and narration; teachers use the newsroomcurriculum of Cable Network News (CNN), completewith lesson plans and an electronic encyclopedia. In

addition, American Heritage, Civil War Times, and vari-ous periodicals arc all cataloged for easy access.

CONTENT:

Grade 6. Students study the ancient civilizations ofAfrica, Europe, and Mesopotamia through the RomanEmpire.

Grade 7. Students study Africa and Eurasia from thedecline of the Roman Empire through the beginnings ofthe modern nation-state.

Grade 8. Students study U.S. history and geographyfrom the framing of the Constitution through WorldWar I.

INSTRUCTIONAL PRACTICES: Teachers withspecial areas of expertise have tried to recreate historicalperiods for their students wherever possible. Oneteacher turns his entire sixth-grade class into a medievalroom, and students make shields and helmets and takepart in recreational activities common to the MiddleAges. Another teacher shows students what it was liketo live in the fur trade era by dressing in clothes of thetime and by bringing in weapons and tools used andmade by fur traders. A third teacher, who has becomean expert on the American migration West in the 19thcentury, dresses up like a 49er and brings in articlestypically used by the pioneers. Parents have the oppor-tunity to take part in their children's education duringthe annual History Fair. Here, students and teachersmake presentations in their area of interest.

Teachers have also begun using cooperative learningand authentic assessment techniques. Lecture time iskept to a minimum as students learn from one anotherin small, cooperative groups whenever possible. Duringeach historical unit, certain groups become experts in anarea of study and then make presentations to the rest ofthe class. The presentations are typically participatory,using short skits and primary documents to make historycome alive for their classmates. Teachers have begunassessing students' work using portfolios. Students putcompleted assignments in files that are bound into abook at the end of the year. These files represent

23 20

students' best work and demonstrate their academicgiowth. Students are also taught to critique their ownpapers and those of their classmates, and they often worktogether to improve their work.

ACHIEVEMENTS:

The Penasquitos Town Council awarded firstplace to a student for an essay on the Bill ofRights.

The Daughters of the American Revolutionawarded first place to another student for anessay on heroes of the American Revolution.

Black Mountain won the Poway District ReadyWriters Award for problem/solution essaysdealing with social issues.

Looking at achievement more broadly, the schoolreported that in 1989-90, eighth-grade students scoredin the 92d percentile in reading, mathematics, history,and science on the California Assessment Test.

CONTEXT: The area around Black Mountain Mid-dle School has changed from a rural setting to a mush-rooming suburb, With this growth, the school hasbegun to serve a more racially, ethnically, and socioe-conomically diverse student body. Black Mountainserves 1,378 students in grades 6-8. Of the students, 73percent are white, 21 percent are Asian, 4 percent areHispanic, and 2 percent are African-American; 6 percentof students qualify for free or reduced-price lunches.

CONTACT: Candice Toft, Principal, Black Moun-tain Middle School, 9353 Oviedo Street, San Diego, CA92129; (619) 484-1300.

24

Rancho Buena Vista High SchoolVista, California

GENERAL OVERVIEW: The social studies depart-ment at Rancho Buena Vista High School uses teamteaching and interdisciplinary approaches to give stu-dents a more complete understanding of history andrelated courses. History teachers work closely with theircounterparts in the English department, and writingassignments are designed collaboratively. In addition,both departments share responsibility for teaching thehistorical research paper. History teachers work closelywith English and art teachers to integrate core literaryand artistic masterpieces into the history curriculum.

Rancho Buena Vista students have access to manyresources that help them in their studies. For example,the school has a lecture hall that can accommodate up tofour classes for multimedia presentations. A new re-search lab is connected to computer databases that allowstudents and teachers to link up with both local andnational data sources. Students also have access to re-sources at area colleges, including library privileges at twonearby community colleges. The teachers are theschool's strongest resource, with 15 of the 16 membersof the social studies department having degrees in his-tory, political science, or social science. In addition, 9have master's degrees.

History and social studies teachers stress critical writ-ing skills in their classes. In U.S. History classes, forexample, the Go for the Gold Program offers studentsincentives, study help, and tutors to improve theirwriting.

The school has developed programs to meet the spe-cial needs of its diverse community. History teachershave added specially designed courses for the growinglimited-English-proficient population. Classes such asSheltered U.S. History and Bilingual World History givestudents access to the core curriculum while maintaininga focus on language development. Classes are taught inEnglish, Spanish, or a combination of the two. In addi-tion, a local college has offered a Chicano Studies classin response to student requests.

CONTENT:

Required courses

Grade 9 World Geography or WorldCivilizations

Grade 10 World History or AdvancedPlacement European History

Grade 11 U.S. History or AdvancedPlacement American History

Grade 12 American Government/Economicsor International Affairs

Courses for limited-English-proficient students

o Sheltered U.S. History

Bilingual World History

Sheltered World History

INSTRUCTIONAL PRACTICES: Social studiesteachers work together in planning curricula, choosingteaching materials, and deciding on instructional strate-gies. At the beginning of each year, teachers meet toadopt a calendar that matches the state framework forsocial studies. In addition, before starting each historicalunit, teachers meet to plan the unit so a common coreof concepts and content will be taught in all classes. Eachhistorical unit also includes a multimedia presentation,which is developed by a teacher and is shown to all classesstudying that particular topic.

History teachers use cooperative learning and partici-patory teaching techniques to make the classroom morestudent-centered. Where appropriate, students work insmall groups with the teacher serving as a facilitator.Teachers also use interactive learning and role playing tokeep student interest high. Students may be assignedroles with historical or societal significance and may beasked to recreate past events. Role-playing activities areusually followed by group discussions and writing assign-ments related to the activities.

ACHIEVEMENTS:

Two teachers have been names Social StudiesTeacher of the Year for San Diego County, Oneof them also was named San Diego CountyTeacher of the Year.

2725

In 1990-91, 39 percent of students who tookthe Golden State Exam in American Historyreceived high honors, honors, or school recog-nition.

In 1989-90, 65 percent of students who tookAdvanced Placement European History re-ceived a grade of 3 or higher, and 63 percent ofstudents who took the Advanced PlacementAmerican History exam received a 3 or higher.

Looking at achievement more broadly, the schoolreported that in 1989-90, Rancho Buena Vista studentsscored above state averages on the California AssessmentProgram (CAP) Test in reading, writing, and mathemat-ics. When compared to schools with similar demo-graphic features, Rancho students scored from the 72d tothe 88th percentile on the CAP Test.

CONTEXT: Rancho Buena Vista High School islocated in an economically and ethnically diverse area.Student mobility is high, with nearly 25 percent ofstudents moving in and out of the school each year.

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Rancho serves 2,148 students in grades 9-12. Of thestudents, 69 percent are white, 20 percent are Hispanic,5 percent are African-American, and 3 percent are Asian.Thirteen percent of students qualify for free or reduced-price lunches, and 4 percent of students arelimited-English proficient.

CONTACT: Alan Johnson, Principal, RanchoBuena Vista High School, 1601 Live Oak Road, Vista,CA 92083; (619) 727-7284.

Broad Meadows Middle SchoolQuincy, Massachusetts

GENERAL OVERVIEW: Broad Meadows has cre-ated an interdisciplinary program that introduces stu-dents to broad historical events while giving them theopportunity to study certain periods and events in depth.Students read and interpret texts related to the historicalperiod being studied, and teachers use interactive meth-ods to improve students' understanding and retention ofthe material. Teachers also encourage students to incor-porate art projects into history reports, and at the end ofthe year, students and teachers produce a musical dramarelated to major themes in the history course. Studentsbecome actively involved in the historical themesthrough reading novels, journal writing, role playing,dramatics, scientific inquiry, music, dance, culinary andindustrial arts, and a variety of field trips.

All history classes at Broad Meadows include a 10-week local history segment. Students learn about U.S.history and about the changes that have occurred in theirhome city. As part of the class, students have producedan award-winning video, "Quincy Pride: Quincy Ship-building," in which they recorded, via interviews, theunique historical perspectives of men and women whohad worked at the shipyard decades ago. The localhistory strand teaches students about the changes thathave occurred in their city and about Quincy residentswho have influenced history.

The school has also developed a 10-week humanrights course for each grade. The course introducesstudents to human rights issuesboth past and present,foreign and domesticand presents nonviolent alterna-tives to resolving conflicts. Literature and writing classesreinforce the human rights theme by examining theconcepts of scapegoating, prejudice, and poverty. Inaddition, language arts classes focus on human rightsissues by selecting readings from historical struggles,including the African-American experience, Japanese in-ternment, and the Holocaust. Students react to theirreadings through journal writing and discussion groups.World geography classes allow students to apply whatthey have learned and to analyze the effects of these issueson the global community.

Broad Meadows' history program draws on well-qualified teachers and the full support of the school andsurrounding community. All history courses are taughtby certified social studies teachers who have at least amajor in history or who have substantial history studiesin their academic backgrounds. The school district andlocal contributors have provided support for field trips,

inservice training, summer planning workshops, and thepurchase of specially designed curricula.

CONTENT:

Grade 6. American History: Birth of the Nationthis course focuses on the Revolution, the Constitution,the Bill of Rights, and Quincy residents who were influ-ential in early American politics.

Grade 7. American History: Industrial Revolutionto the Presentthis course examines local and nationalchanges during the past 150 years.

Grade 8. World Geography: Our ChangingWorldthis course focuses on current events around theglobe and the role of the United States. It asks studentsto spot injustices (internationally, nationally, or locally)and to take some action to address the situation.

INSTRUCTIONAL PRACTICES: History teach-ers at Broad Meadows use the Boston area's plethora ofhistorical sites to bring history to life for their students.The Classroom on Wheels takes students to the Revolu-tionary War battlegrounds in Lexington and Concordand to a cemetery in Quincy where Revolutionary Warsoldiers are buried.

Role playing is also used extensively in the classroom.Seventh-grade students study profiles of families wholived in a Massachusetts village during the 19th century,and they spend a month recreating their lifestyles in theclassroom. In addition, they learn how to make candlesin shop class; in dance class, they learn dances that werepopular during the 19th century. At the end of themonth, students travel to a village that has been recreatedto look like the village they studied. Later, they spend amonth living as 19th century city residents of Boston,learning about and reenacting city life. Students finishthe month by traveling to see historic Boston houseswhere many of the people they studied once lived.

Students learn about the Industrial Revolution bytaking part in a musical drama about the time. Thehistorically accurate script has a part for all 100 students,who act out the part of mill hands, factory owners, andpoliticians during the height of the Industrial Revolu-tion. Students once wrote an award-winning play abouta young woman living in the early 19th century who hadto decide whether to stay on a farm with her family ormove to the city to earn more money. In a nearby townthere are many old, restored mills, and students are taken

27 2

on class trips to museums in this area to see the millsfirsthand.

Guest speakers from foreig.i consulates in Bostonsometimes visit eighth-grade classes to give lectures ontheir respective countries and the conflicts and issuesthey face. All students are expected to complete specialassignments related to the topics and issues covered byguest speakers, or that have been studied during out-of-class activities.

ACHIEVEMENTS: As a result of the history pro-gram, teachers have noted a general increase in studentand parent enthusiasm toward the school, as well assignificant improvements in students' reading scores andschool attendance. In 3 years, daily student attendancehas increased 3-5 percent, and reading scores on theCalifornia Achievement Test have improved from the52d percentile to the 59th.

Broad Meadows also has won many awards for itshuman rights and local history projects, including:

Recognition from the local school committeeand the city council for developing exemplaryhistory programs.

The Massachusetts Teacher Association's Hu-man and Civil Rights Award, for those teacherswho designed the human rights course andbrought human rights into the classroom.

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A first place award in the 1990 National Artsand Entertainment Student Video Competi-tion, from Massachusetts Educational Televi-sion, for a 5-minute video on the women whoworked in the shipyards during World War II.

A first place award for original curriculum inThe Governor's Office 1989 Competition, forthe student-written play, "Abigail of SturbridgeVillage."

A first place award from Massachusetts Educa-tional Television (1989), for its half-hour docu-mentary on Quincy shipbuilding.

CONTEXT: Broad Meadows is located in a suburbof Boston and serves 284 students in grades 6-8. Moststudents live in nearby housing projects, middle-classneighborhoods, or working-class fisherman communi-ties. An increasing number of students now come fromminority and immigrant families. Of Broad Meadowsstudents, 92 percent are white, 4 percent are African-American, and 4 percent are Asian; 48 percent of stu-dents qualify for free or reduced-price lunches.

CONTACT: Gerald Butler, Principal, Broad Mead-ows Middle School, 50 Calvin Road, Quincy, MA02169; (617) 984-8723.

ill

North Shore High SchoolGlen Head, New York

GENERAL OVERVIEW: The history program atNorth Shore High School has used interdisciplinaryteaching, indepth research projects, and a variety oflearning resources in an effort to make every student ahistorian. Teachers also have recently eliminated thehonors track and increased the number of students incollege preparatory classes.

Many history and social studies classes at North Shoreare taught in conjunction with other classes. Ninth- andtenth-grade history courses are scheduled in time blockswith English coucses, allowing teachers to collaborate indeveloping lesson plans and to address issues in greaterdepth. For example, one unit on India incorporatedHesse's Siddhartha, the film "Gandhi," and a study ofBuddhism. All history classes include extensive writingassignments, and most students will complete severalindepth research papers before graduating. Shorter pa-pers and oral reports are also included in all courses.

In addition to writing, students must do extensivereading and research. The Integrated Studies courserequires students to study four different cities duringfour separate eras. Teachers assign readings, includingprimary sources, for each city, and students must com-plete an extensive research paper or project at the end ofthe course. The Long Island Studies course combinesliterature, arts, ecology, social studies, and technology.Students learn about the development of the areathrough its history, literature, and art. Students alsomust complete an indepth research project or a semes-ter-long internship. Recent internships have includedvolunteering at local elementary schools, working withelected representatives, assisting an attorney, and work-ing in the county court system. At the end of the LongIsland Studies course, students build a Long Islandsharpie, a boat common to the area.

North Shore's history faculty have experience inteaching history at the high school or college level, andmost have completed postgraduate degrees.

CONTENT:

Requirements

Grade 9 Developing World

Grade 10 European History

Grade 11 U.S. History

:3 it

29

Electives

Integrated Studies

Long Island Studies

Foreign Policy

Economics/Business

Crime and Justice

Advanced studies

Advanced Placement European History

Advanced Placement U.S, History

INSTRUCTIONAL PRACTICES: Teachers use aof teaching resources to make history come alive

for students. Artists, musicians, visiting foreigners, andothers give in-class presentations when appropriate.Teachers bring recordings, paintings, pictures, movies,and literature into the classroom to give students a fullerperspective on the topic of study. Out-of-class activitiesinclude trips to the Metropolitan Museum of Art, theMuseum of Natural History, Ellis Island, and the UnitedNations.

Teachers use the Socratic seminar to integrate con-cerns of all students. Important historical themes arediscussed and expanded upon as students complete pro-jects on the topic. For example, after discussing theMiddle Ages, students brought food, literature, and re-search projects into the classroom to illustrate variousaspects of the society.

Teachers also have begun using authentic assessmentand cooperative learning in the classroom. Students givedemonstrations and exhibitions related to their projects,and portfolios of their best work are evaluated. Coop-erative learning exercises encourage students to learntogether in small groups, and representatives from eachgroup give presentations on their project to the entireclass.

ACHIEVEMENTS: Although there were no spe-cific achievements in the field of history, the schoolreported that

Ninth-grade students score significantly higherthan national norms at all aptitude levels on theEducational Records Bureau ComprehensiveTesting Program. On the New York State Re-gents' Examination, students scores arc at or

above -ounty averages, with at least 79 percentpassing all subject tests.

In the 1990 Scholastic Aptitude Test, the aver-

age student score was 443 verbal and 536 quan-titative, with 76 percent of the senior class

tested.

CONTEXT: Located in central Nassau County on

Long Island, North Shore High School serves 537 stu-

dents in grades 9-12. Of the students, 97 percent are

white, and less than 1 percent qualify for free or reduced-

price lunches.

CONTACT: Elaine Boyrer, Principal, North Shore

High School, 450 Glen Cove Avenue, Glen Head, NY

11545; (516) 671-5500.

3

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Convent of the Sacred HeartNew York City, New York

GENERAL OVERVIEW: Teachers at the Conventof the Sacred Heart emphasize writing, reading, andintegrating material across the curriculum. To improvewriting and thinking skills, students are required to writeextensively in all their courses, and teachers devote asignificant amount of time to teaching students organ-izational skills and other writing techniques.

All history courses emphasize significant historicalfacts, particularly sequence and causality. Students de-velop broad perspectives by exploring various interpre-tations of major historical events, and all contemporaryevents are examined within a historical context. In orderto allow for indepth study of important topics, the WorldHistory and U.S. History courses were extended from I-to 2-year sequences. This reorganization allows for theintegration of review material into each course and hasled to the development of a detailed, thematic approachto the study of recent U.S history. For example, a uniton the 1980s includes topics such as the role of govern-ment in race relations, business regulation and deregula-tion, labor-management relations, and the impact ofagricultural, fiscal, and immigration policies.

Map work is integrated into almost all history coursesto ensure that students develop solid geography skills.Newspapers and primary texts are also regularly assignedas sources for helping students better understand histori-cal events and movements and their relationship tocurrent events. Specific historical themes are often in-chided in the curriculum of several classes, and teacherstry to help their students see important connectionsbetween historical events over time, between geographiclocations, and in literature and religion.

Students become actively involved in the study ofhistory by participating in hands-on activities. For ex-ample, in the Model United Nations Program, studentsrecreate the United Nations at a national convention ofhigh school students. Each student plays the role of arepresentative from a different country. Students alsolearn to prepare and present legal cases by competing inthe New York City Mock Trial Program. Some studentshave gained firsthand experience working at an archae-ological site by participating in trips to sites in Cyprusand in the Western United States.

As students progress, they learn to analyze and tointerpret historical events by developing their criticalthinking skills. A more complex analysis of history isfacilitated by a well-qualified staff (one of the three

history teachers has a graduate degree in history, one hasa graduate degree in geography, and one has a graduatedegree in archaeology).

CONTENT:

Requirements

Grades 7 & 8 U.S. History Throughthe Civil War

Grade 9

Grade 10

Grade 11

Grade 12 electives

World History IAncientand Medieval

World History IIRenaissance to Modern

Modern American History-1865 to Current

20th Century History

Economics and Current Problems

Art History Survey

Areas Studies: Asia, Africa, Latin America

INSTRUCTIONAL PRACTICES: Teachers use avariety of methods to introduce students to differenthistorical concepts. Teachers use the Socratic methodsof teaching to keep students involved, as well as moreparticipatory methods such as team debates that requirestudents to take sides on important historical issues.Teachers also assign individual students or groups toreview historical units for the rest of the class. Films andvideos are used whenever possible, especially in classesthat cover current events. Computers are an integral partof the instructional program, especially for grades 7-10.

ACHIEVEMENTS: Although there were no spe-cific achievements in the field of history, the schoolreported that

In 1990, the average student score on the Scho-lastic Aptitude Test was 565 verbal and 551quantitative, with 100 percent of the classtested.

The entire class of 1989 (50 students) attended4-year colleges and universities.

CONTEXT: The Convent of the Sacred Heart is theoldest independent school for girls in New York City,serving 500 students from the 5 boroughs and

sureounding areas. Of the students, 71 percent arewhite, 11 percent are Hispanic, 11 percent are African-American, and 7 percent are Asian. Approximately 8percent of students come from low-income families.

32

CONTACT: Nancy Salisbury, RSCJ, Headmistress,Convent of the Sacred Heart, 1 East 91st Street, NewYork, NY 10128; (212) 722-4745.

Thomas J. Stovall Junior High SchoolHouston, Texas

GENERAL OVERVIEW: Stovall Junior High hasdeveloped an interdisciplinary program that includesWorld History, Texas History, and American Historyand Government. Teachers also integrate a geographysegment into every history course. History courses stressthe humanities and examine the architecture, literature,and fine arts of the people being studied, includingancient mythology and modern writing and works of art.Students are taught the historical significance of litera-ture such as Uncle Tom's Cabin, Lincoln's GettysburgAddress, the Red Badge of Courage, and Martin LutherKing's "I Have a Dream" speech. They also attendrelated art exhibits, lectures by the local historical society,and historical dramatic presentations.

Students learn by directly participating in activities.For example, each year, the school recreates the Consti-tutional Convention, forcing students to work throughthe conflicts, problems, and compromises for them-selves. Also, after reading and discussing the Americanand Texas Declarations of Independence, students writetheir own Declaration of Independence. Sixth-gradestudents have been asked to recreate a day in the MiddleAges, while eighth-grade students travel to the CountyCourthouse to participate in a mock trial.

Each year, students participate in the history fair andcomplete research projects on designated historicalthemes. In 1990-91, the theme was human rights, andstudents examined the people, events, policies, and lit-erature associated with the human rights movementaround the world. Parents and other members of thecommunity are invited for a special viewing of students'projects. In addition, students at all grade levels partici-pate in the National Geography Bee each year.

CONTENT:

Requirements

Grade 6 World History and Geography

Grade 7 Texas History, Geography,and Government

Grade 8 American History andGovernment

INSTRUCTIONAL PRACTICES: Stovall historyteachers try to make history come alive for their studentsby including field trips, guest speakers, traveling trunks,and hands-on activities as integral parts of the curricu-lum. For example, to get a firsthand impression of life

33

in Houston during the first part of this century, studentsvisited nearby structures built in the 1920s. Students arealso given the opportunity to don the contents of atraveling trunk, which is full of recreations of the clothesand weapons used by the Spanish Conquistadors, so theycan better understand what it was like to have livedduring that period.

Students also recreate history in the classroomthrough ongoing projects such as Columbus' arrival inthe Americas. In addition to reading about and discuss-ing the history geography, government, and society ofthe 15th and 16th centuries, students wear the clothingand study the art and architecture of the period beingstudied. Debates and discussions about the importanceof various historical events are also conducted.

ACHIEVEMENTS:

In 1989-90, a Stovall student advanced to theNational History Fair competition and wonthird place for a historical paper. In addition,two other students qualified for the nationalcompetition, and six students qualified for thestate competition.

In 1990-91, a Stovall student placed seventh inthe Texas History Fair competition.

Looking at achievement more broadly, the schoolreported that in 1990, students scored in the 30th and40th percentiles on the Iowa Test of Basic Skills inlanguage arts, math, and science. In addition, 85 percentof students mastered all three parts of the Texas Educa-tional Assessment of Minimum Skills Test.

7.0NTEXT: Located in North Houston, the neigh-borhood around Stovall Junior High has recentlychanged from being a predominantly white, middle-classsuburb to a racially and ethnically diverse area consistingof working-class families. The ethnic composition of theschool has changed accordingly. Of Stovall's 1,345 stu-dents in grades 6-8, 33 percent are white, 33 percent areAfrican-American, and 29 percent are Hispanic. Thirty-six percent of students qualify for free or reduced-pricelunches.

CONTACT: Marilyn Jody Tyson, Principal, StovallJunior High School, 11201 Airline Drive, Houston, TX77037; (713) 878-0670.

Highland Park Elementary SchoolAustin, Texas

GENERAL OVERVIEW: Highland Park has cre-ated an interdisciplinary program that integrates scienceand social studies in cross-curricular units. Time spenteach day varies from 30-45 minutes for formal instruc-tion. History concepts are integrated in a social studiesblock that also includes geography, government, eco-nomics, sociology, character education, and social stud-ies skills. This integrated approach allows teachers toincorporate state objectives in comprehensive units thatexplore many features of a selected historical period.Teachers strive to convey a vivid picture of life during agiven time.

Some educators have argued that young children arenot mature enough to grasp historical concepts. How-ever, teachers at Highland Park believe that children candevelop a sense of time and an understanding of the past.Children at Highlai,c1 Park develop this awareness of thepast because teachers pull from a variety of instructionalstrategies and resources to create units that stimulatestudent interest and build understanding. Teachers in-corporate quality literature in units by sharing historicalnovels and provide enrichment through music and artactivities. History concepts are integrated into the cur-riculum, and teachers build each year on earlier studentlearning.

The school operates on the knowledge that childrencan understand that real people carried out historicalevents in the past and that they themselves have thecapacity to shape the future. Teachers use primarysource materials such as letters, census records, journals,old photographs, and period maps to prove that signifi-cant people like Columbus and George Washington arenot just characters in storybooks. After reading aboutSam Houston in their textbooks, students examine cop-ies of 1860 census records to find him on the TravisCounty census while he was Governor of Texas.

People from the past also serve as role models whenteachers portray them as ordinary people who used theirtalents and resources to achieve their goals. Jean Fritz'biographies are school favorites because they describesignificant people in their entirety. Students realize thateven heroes are not perfect and that everyone mustovercome weaknesses. The natural extension of thisunderstanding is for students to realize their own poten-tial for contributing to society.

Teachers reach beyond .Anicrican history throughenrichment units on Japan, the Middle Ages, and An-

34

cient Greece. Fifth-grade students, for example, exam-ine Greek culture and its contributions to modern soci-ety during this 6-week unit developed by Highland Parkteachers. Instructional activities and events for the unitinclude a vocabulary unit highlighting Greek roots ofwords, a comparison of ancient and modern systems ofgovernment, art projects based on Greek myths read inclass, productions of reacher-written plays based onGreek myths, and independent research on specific ele-ments of Greek culture. The unit culminates with aGreek festival where students display the products oftheir studies.

CONTENT:

Grade 3. Middle Agesthis course presents an in-depth study of the Middle Ages. Just the mention of theMiddle Ages excites students, filling their minds withimages of castles, kings, and battling knights. Teacherstake advantage of this enthusiasm by building state ob-jectives for learning about communities into a completestudy of the medieval period.

Grade 4. Pioneer Texasamong other activities, thisunit exposes students to farm life in the 1880s andincludes a trip to the Institute of Texan Cultures in SanAntonio.

Grade 5. Greek Cultureas explained earlier, thiscourse concludes with a Greek festival where studentsdisplay the products of their studies.

INSTRUCTIONAL PRACTICES: Teachers havedeveloped a cycle of curriculum that builds on studentunderstanding by teaching from what is familiar to whatis new, and from the new to another familiar concept.Kindergartners begin examining human relations andinterdependency by focusing on the child and his posi-tion in the family. Each grade level builds on these earlyunderstandings to prepare fifth graders to examine theUnited States and its relation to the world.

Teachers use a variety of instructional strategies to gobeyond rote teaming and to actively involve studentsthrough role playing, group discussion, and student-in-itiated projects. Students often construct classroomtimelines to illustrate graphically the sequence of events.In addition to active instructional strategies, teachersprovide reading support and oral testing to help studentswith low-reading ability.

Higher order and critical thinking skills are addressedas students reflect on events from the past and how these

affect society today. Teachers set up "Back to the Fu-ture" scenarios in which students alter historical eventsand imagine what impact those changes might have onthe present. Students also can predict what impactcurrent events will have on the future.

ACHIEVEMENTS: Highland Park students havewon many awards, and the school has been recognizedfor its achievements, including:

Three fifth-grade student medal winners in theNational Mythology Examination in 1991;

Outstanding Partnerships Efforts, Partners inEducation, 1990; and

Texas Physical Education Teacher of the Year,1988-89.

CONTEXT: Highland Park serves 561 students ingrades K-5. Most students in this well-educated neigh-borhood live in the immediate area of the school. OfHighland Park students, 89 percent are white, 7 percentare Hispanic, 2 percent are African-American, and 2percent are Asian. Three percent of students qualify forfree or reduced-price lunches.

CONTACT: Claudia Tousek, Principal, HighlandPark Elementary School, 4900 Fairview Drive, Austin,Tx 78731; (512) 459-6313.

3735

Eton SchoolBellevue, Washington

GENERAL OVERVIEW: History at Eton Schoolpermeates the curriculum. A timeline approach is usedto illustrate the concept of time, which leads to the ideaof history. The developmental stages of children areconsidered as the concept of history unfolds throughMontessori materials designed to excite interest and toproduce an appreciation of what has come before. Thereis a sequence to this historical work, exposing studentsto Timelines of the Universe, of Life, of Humankind,and of the Fundamental Needs of Humans.

As in other areas of study, the Montessori approachto the study of history starts with reality and moves toabstraction. Pre-kindergarden students' historical studybegins with familiar measurements of time such as cal-endars. A daily calendar is horizontally mounted alongthe room to show the passage of time.

CONTENT: Intermediate classes study WashingtonState History, and middle school classes focus on U.S.History and World History.

Primary classes. Students study Northwest history,the early explorers and settlers, Washington statehood,transportation, industry, and recreation.

Intermediate classes. Intermediate classes beginwith the European period in America, the growth ofcolonies, the birth of the United States, the Civil War,and the Industrial Revolution up through World WarII.

Middle school. Students study world history, in-cluding contemporary events in the former Soviet Unionand in the Middle East.

INSTRUCTIONAL PRACTICES: Children pro-gress at their own pace in "family" groupings of ages 3-6,6-9, and 9-12. Eton diverges slightly from the tradi-tional Montessori grouping by incorporating two tran-sition classes of kindergarten/first-grade students. For allgrades, 2 weeks before school begins, teachers meet toplace students in appropriate classrooms, averaging 22students for each teacher and an aide. Because thecurriculum is completely individualized, it allows for abroad range of instructional levels as well as ages. Chil-dren follow their own developmental directives in select-ing among the materials and activities, learning to makechoices and to use time constructively.

Eton's literature and cultural program enhances thehistory curriculum. Myths and legends are investigated

36

at all age levels. The ethnic diversity of the studentsinspires cross-cultural celebrations and sharings. Theschool also takes advantage of the local area, which is richin history. Field trips and excursions arc planned tomuseums, hands-on historical settings, and AmericanIndian settings. Last year, intermediate classes spent 3days immersed in the history of the Oregon Trail.

Eton's program is continually evaluated by comparingit with information in current journals and new text-books, as well as with education research findings. Stu-dent assessment is conducted by teachers. Facultymembers are trained observers. Every individual lessona teacher conducts with a student is an assessment,comparing a child's performance of a task with a theo-retically effective performance. Carefully maintainedportfolio records are kept for each child, listing when thelesson was introduced, practiced, and mastered. Writtenwork at the elementary level is kept year-long in subjectmatter notebooks. Progress is readily apparent, andparents are encouraged to view the notebooks and copiesof the weekly contract.

ACHIEVEMENTS: Because of the nature of theschool, Eton has not applied for any awards. Eton alsoworks very hard at establishing a noncompetitive atmos-phere in the school, for example, no one wins theirScience Fair, However, that has not changed the factthat Eton students are winners and have been recognized.For example,

A student was awarded a medal of excellence forthe Second Annual National Mythology Exam,which tests knowledge about Greek and Romanmythology and works of Homer and Virgil.

In 1991, a fifth grader and a fourth grader wonfirst place and honorable mention, respectively,in the Washington State Science Fair.

CONTEXT: Eton School is located in an easternsuburb of Seattle. The school has 248 students in gradesPreK-8, of which 75 percent are white, 19 percent areAsian, 4 percent are Hispanic, and 2 percent are African-American. Five languages are represented among theschools limited-English-proficient population.

CONTACT: Patricia Feltin, Director, Eton School,2701 Bel-Red Road, Bellevue, WA 98008-2253; (206)881-4230.

United StatesDepartment of Education

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Third Class