Includes bibliographical references (p. 169-170) and index.

Interpreting and aligning national, state, and local standards. Whystandards? Performance-based standards. The missing link inperformance-based theory. The structure of knowledge and thetraditional design of curriculum. National standards through aconcept/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 incurriculum. What is a coherent curriculum? A systems design forcoherence. Deep and essential understandings. Concepts and process incurriculum design. Dealing with the know in curricular design. Dealingwith 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 andresponses. 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 -- Tipsfrom teachers: creating concept-process integrated units - tips fromteachers. Teachers speak out - concept/process. Curriculum and instruction. Teacher designed units. Teaching conceptually - questionsand answers. Summary.