  
Examples
of Integrated Curricula and Projects
1. Project-Based Learning:
The San
Diego Unified School District STC Office has
posted teacher projects developed at each of two
Summer Institutes. See their Project
Based Learning page under “Programs”.
Other examples include:
Street
Law: A Course in Practical Law. The website
offers an interactive, nationwide program on
government and law with community involvement
in the teaching and learning process. The Street
Law curriculum meets UC/CSU a-g requirements
and has been incorporated in a number of courses
listed in the University of California a-g Interactive
Guide: Constitutional Law, Criminal & Civil
Law, Introduction to Political Studies, Law
I, all of which can be found under the Public
Services Career Path, and Law and Government
in the History/Social Science field.
Another
example of project based learning is the U.C.
Berkeley Haas School of Business Urban planning
project. UrbanPlan
is a multi-disciplinary educational simulation
in the field of urban redevelopment, piloted
at Berkeley High School in one of its AP Government
and one of its AP Economics classes. Using a
problem-based learning model, students conducted
research and worked together to explore dilemmas
that had multiple solutions. The program increased
students' understanding of the trade-offs between
public and private interests and engaged students
in a consideration of social, environmental,
economic, and political issues involved in the
redevelopment of an urban area. It also helped
students develop criteria for what a sustainable
redevelopment project can and should encompass.
The project challenged students in analysis,
public speaking, communications, team dynamics,
creativity, decision-making and in addressing
community values. Students drew upon academic
skills in government and political science,
economics, finance, math, sociology, and geography.
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2. Infusion Models of
Integrated Curriculum: The a-g
Interactive Guide provides examples of
courses that relate to career/interest themes,
go to "Course Descriptions" and then
to "Approved Courses by Career Path."
Example.
The Center for Advanced Research and Technology
in Clovis has the following Product Development
course approved for a-g credit. It is in the Manufacturing
Career Path.
Goals:
The course will provide students with:
-
the opportunity to understand the key elements
of how the concepts underlying a human problem
can lead to the design and production of a
viable solution;
-
instruction in physics, engineering design
and other scientific principles as they apply
to product development; and
-
the opportunity to conduct research and apply
the tools and technologies employed by engineers
in production technology in the solution of
real world problems.
Course
Objectives: While completing the course
students will:
- investigate
a relevant human problem that is in need of
an engineered solution;
-
develop the appropriate level of understanding
of physics, chemistry, biology, earth science,
engineering and technology knowledge and skills
to address the solution;
-
find a professional partner in the field who
can serve as a mentor in this process;
-
research other work done in the field;
-
determine if the proposed solution is within
their range of current skills and knowledge;
- determine
what skills and knowledge they will need to
acquire in order to solve their problem;
-
determine the time window that is sufficient
for this acquisition and application;
- design
a new solution to the problem that either
builds upon past work or is unique;
-
experiment and re-design for proper operation;
and
-
design a production process that employs quality
control and cost analysis components.
Instructional
Methods: Students will be engaged in
a variety of activities that balance direct
instruction with project work. Students will
be expected to apply the concepts and processes
learned during direct instruction to their projects.
Students will attend lectures, complete labs,
become involved with professional mentors, complete
real world projects, and make presentations
that demonstrate understanding of chemical concepts
and the research process.
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3. Project-Based Learning
in a Multidisciplinary Integrated Curriculum.
The Sir Francis Drake High School ROCK Program
in Marin County assigns a “Home Project”
as part of their integrated studies program for
9th and 10th graders. The goal is for students,
working in groups, to “present a realistic,
workable solution for an actual issue that affects
how [they] live in Marin.” Students are
asked to identify an issue in their community,
do extensive research into the subject (including
interviews with two local experts), and present
the issue and their solution at a “Town
Council Meeting.” The Town Council Meeting
includes both fellow students and members of actual
local town councils. The students must present
their issue with visual aids, defend their position,
and win the Council’s support.
4. Project-Based Learning
in a Multidisciplinary Integrated Curriculum (Senior
Project). At the Health & Bioscience
Academy at Amador Valley High School, a Senior
Project is assigned through the Health Science/Advanced
Composition Seminar, and is also a requirement
for graduation. It is an opportunity for students
to “explore all the aspects of an area or
career that interests [them].” The projects
consist of four major parts. First the students
have to define and study a health-related issue
or career, producing a fully-documented paper.
Second, they develop and follow an action plan
with a final product that addresses the issue/career
they chose. The final two pieces are a portfolio
in which they track their process, and a final
presentation to classmates, teachers and community
members. 
5.
Project-Based Learning in a Linked Integrated
Curriculum (Senior Project). The QUEST
Program at Irvington High School is also a senior
project. It is a full year project that “allows
students to demonstrate progress toward or mastery
of skills in Communication, Critical Thinking,
Personal Responsibility, and Social Responsibility.”
It is connected to both Senior English and Economics/Humanities,
and is therefore a graduation requirement. The
student chooses the subject or area of interest
to investigate and conducts extensive research
by various methods (through both literature review
and interactive methods). They plan an action-oriented
experience that relates to their question, and
design and implement a service activity in the
community. Finally, they present their project
in a “testimony” to peers, staff,
parents and community. Information
and implementation materials.
Additional
examples of best practices are avaliable at the
California
School-to-Career Clearinghouse. See School-to-Career
Practices Catalog.
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