This paper presents a comprehensive curriculum change plan for transitioning Georgia middle grades social studies instruction from the Georgia Performance Standards (GPS) to the Common Core Georgia Performance Standards (CCGPS). The plan addresses the new literacy expectations embedded in social studies and history, outlines a realistic implementation timeline, and defines goals centered on civic competency and critical thinking. Separate action plans are provided for teachers, administrators, librarians, parents, and students. The paper also incorporates a biblical worldview perspective on values-based education and concludes with a discussion of the relevance of reading and writing skills to cross-curricular student development.
The subject targeted for this curriculum change is social studies at the middle grades level. The state of Georgia is currently shifting from the Georgia Performance Standards (GPS) to the Common Core Georgia Performance Standards (CCGPS). While the standards themselves are not changing for social studies, the curriculum must change to meet the new literacy expectations in history and social studies. The literacy standards target the following areas:
In addition, the curriculum must revolve around the importance of studying the social sciences in order to promote civic competency. Within the school curriculum, social studies provides a more coordinated and systematic study of multidisciplinary activities and contexts, as well as a merging of the humanities, mathematics, and natural sciences into a cohesive whole that deals with the human condition over time (National Curriculum Standards for Social Studies, 2013).
Within the modern cultural experience, classroom curriculum takes on a greater role than ever. As society continues to evolve, so must the classroom, in order to maintain the framework necessary to educate and prepare students for the challenges of the modern world. There remains a set of challenges, though, for educators, parents, and students alike. With so much new information available, how does the modern school add important new subjects into the curriculum without crowding out the basics and diminishing each student's foundational skills? The political, social, and cultural changes that have occurred since 1970 are in direct conflict with skill development in reading, math, and science — all of which show an uncomfortable stagnation in America's school systems (Garofalo, 2009).
Curriculum change is a lengthy process. For teachers to become familiar with a new curriculum, training and professional development must begin at least during the spring prior to the implementation year. For instance, if the plan is to launch in September 2014, seminars and training materials should be distributed in February, with training taking place from March through June, followed by an introductory refresher in August.
When revising or changing a social studies curriculum, one must ask about goals and deliverables. The overall goal of this curriculum change is to nurture students who can think ecologically, understand the interconnectedness of human and natural systems, and develop the skills and courage to act as global citizens in an increasingly complex world.
Furthermore, the change in curriculum is not simply about altering the content of social studies and history; it is more fundamentally about teaching a methodology for critical thinking and applying those skills to the modern world. Students are besieged by data, but this information overload is meaningless unless learners understand what to do with it. Rather than framing the goals of change as data management, the focus should be on managing a way of thinking — processing and evaluating information, and progressing rapidly upward within Bloom's Taxonomy.
Modern students have never known a world without the Internet, computers, and smartphones. This reality is challenging in terms of their ability to think clearly and critically about sources, ideas, and issues. These students are accustomed to immediacy, have a relatively short attention span, and expect quick resolution and accessibility. The challenge is to teach them critical thinking, how to evaluate sources, and how to recognize when information found online is untrue or biased (Madden et al., 2013).
The following priorities have been identified to guide the transition from GPS to CCGPS:
When parents are not involved in their child's education, it is the educator's duty to seek out positive relationships with them. The teacher's outreach should be consistent and persistent, so that parents gradually come to understand the importance of participating in their child's education. Educators have a responsibility to foster these relationships in order to promote student well-being and learning, as parents, families, and community members can all facilitate learning. The following steps have been outlined to include parents in the CCGPS curriculum implementation:
Emphasizing effective teachers who understand what affects student learning can yield several benefits, including increased student achievement and a narrowing of the achievement gap for disadvantaged students. Research shows that quality teachers are the most significant factor in raising student performance. Parkay and Hass (2010) noted that teachers must establish a clear set of goals and choose instructional strategies that adhere to the curriculum. The following steps will help ensure that teachers implement practices supporting the new curriculum:
Travis (2008) found that librarians are often not viewed by faculty as having an instrumental role in curriculum development. However, librarians play a significant role in that process. Under CCGPS, educators must rely on librarians to provide the technology and resources the new curriculum requires. Librarians will follow the plan below to support the curriculum transition:
"Leadership responsibilities in curriculum rollout"
"Cross-curricular reading, writing, and critical thinking skills"
"Values-based education through biblical integration"
You’re 35% through this paper. Sign up to read the remaining 3 sections.
Sign Up Now — Instant Access Already a member? Log inAlways verify citation format against your institution’s current style guide requirements.