Throughout a unit of study about survival, students and their teacher engaged in individualized learning. Discussions of teacher-dictated curriculum versus student-driven learning, design of the unit, and students' and teacher's experiences and takeaways from the unit are included.

Discusses a training course for middle school teachers that requires the cooperative student development of an integrated, thematic teaching unit based upon an ordinary object or idea, such as food. Describes the steps to developing the units and provides examples of interesting facts teachers and students learned. (JPB)

Describes a high school U.S. history course where the students are completely responsible for instruction on the period from 1950-96. Small groups each take a decade from this period and prepare week-long presentations. The presentations cover economics, politics, foreign affairs, technology, sociocultural aspects, and other issues. (MJP)

This paper describes the structure of curriculum development, including scope, sequence, grouping for instruction, and providing for individual differences. It first examines the characteristics of a separate subjects curriculum and the characteristics of a correlated curriculum. Next it examines scope, which is defined as the sum total of all the…