ABSTRACT
In this chapter, the authors focus on the cognitive and curricular boundaries their students need and how they incorporate those boundaries into course and unit design. Geographers, philosophers, psychologists, theologians, sociologists, and novelists have all made attempts to understand the importance of place to human identity and the role of boundaries in creating those places. The authors look at how they can help their students by working within some chronological boundaries. Built curricular and instructional boundaries should help students demarcate and organize their learning; they should not strike students as arbitrarily-timed interruptions. Many students, when they see the curriculum that their teacher must work with, adopt the view that the teacher is more their coach than their judge. Teacher and students together must work so students understand what is required of them. Some teachers use a wall-sized KWL sheet built by the whole class early in the unit.
