The first and second grade books talked a lot about family, siblings and community, which are good topics, but not what she expected to see, she said. “We feel like the program provides a good foundation of the content there and then we can expand on it, we can enhance it through the teachers in the classroom,” Veverka said.īatycki said she thought the content lacked depth. Teachers currently in the pilot program also spoke about the series. There is also an option to add lessons, videos or other resources, she said. Teachers can pick and choose activities and change the order in which they are used, she said. “The lesson is meant to be a guide, not a script,” she said. Much of the learning is through hands-on experiences, Dana Pivnichny, an instructional coach, said. The move would bring more continuity and consistency to district classes where there are now inconsistencies between classes and schools, Keith Veverka, the district’s social studies supervisor, said.
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“Social Studies Alive!,” which is being used in a pilot program in some district elementary classes this year, is the proposed textbook series for elementary school social studies. “I put that responsibility on your shoulders that you would make sure that our children are being able to have good dialogues about these topics and they’re not being force fed one point of view.” Elementary social studies We know where they generally fall short, especially with the modern day,” she told Neuman. “We know what exists in the textbook world.
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The history helps students understand what happened previously, but it’s too close to the time period for historians to be able to make conclusions about modern day events, she said.īoard President and committee Chair Joan Cullen said the book would be moved to the full board agenda for a vote. Neuman said the book raises modern day issues, but not necessarily to teach students a particular view.
“I didn’t see both sides of an issue being presented,” she said. She later called the book “the worst social studies book I ever read.”īoard and committee member Christine Batycki also said she thought the book was one-sided. “I want them to actually have to look at the history themselves and draw their own conclusions and have a conversation because you may not have the same opinion.” “I want kids to be able to read the book and draw their own conclusions,” Banis-Clemens said. “My concern is the entire way through the book, it’s the author giving conclusions the entire time and telling students what to think,” she said. She also said she felt like the book was written by a commentator instead of a historian. “I felt like this book was a gloss-over of history,” she said.
history and a lot of them are also then coming to me with AP United States history beforehand, so they have a very hearty background in United States history,” she said.īoard member Megan Banis-Clemens, who raised the concerns at the November meeting, said she thinks the book lacks detail. “Most of my students are coming to me with years of U.S. This is a world history class, Neuman said. “I think it’s important to have a focus on western cultures as well,” Blomgren said. Blomgren also noted that there was a focus in the course on non-western cultures.
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