Interpreting and aligning national, state, and local standards. Why standards? Performance-based standards. The missing link in performance-based theory. The structure of knowledge and the traditional design of curriculum. National standards through a concept/process lens. Reviewing national standards - what have we here? Science standards. History standards. Social studies standards. Economics standards. Geography standards. Civics and government standards. Mathematics standards. The design of state standards. Designing local curricula aligned to standards. Filling the standards gap in local curriculum design. Summary
Ensuring coherence in curriculum. What is a coherent curriculum? A systems design for coherence. Deep and essential understandings. Concepts and process in curriculum design. Dealing with the know in curricular design. Dealing with the do in curricular design. Summary
Designing integrated, interdisciplinary units : a general academic model. A conceptually driven model. Coordinated, multidisciplinary versus integrated, interdisciplinary units. The power of a conceptual lens in integration. Unit planning pages. Designing integrated units - questions and responses. Summary
Integrating curicula in school-to-work designs. Conventional models of curriculum design. The integrated concept/process model for secondary schools and post-secondary schools. School-to-work integration in the elementary school. Summary
Tips from teachers: creating concept-process integrated units - tips from teachers. Teachers speak out - concept/process. Curriculum and instruction. Teacher designed units. Teaching conceptually - questions and answers. Summary.
